SENSORY SCIENCE

(IMG329)

PRACTICAL MANUAL

Prepared by:

Maizura Murad (PhD)

Food Technology Division,
School of Industrial Technology
Universiti Sains Malaysia

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List of Contents
CONTENT PAGE

Overview 3

TIMETABLE FOR LABORATORY CLASS 5

LIST OF PRACTICAL:

1. Basic Taste Recognition and Detection Test 6

2. Threshold Detection and Recognition Test 8

3. Ranking Test 9

4. Difference/Discriminative Test 10

5. Acceptance and Preference Test 13

6. Descriptive Test 15

REFERENCES 18

LABORATORY REPORT RUBRIC 19

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Overview
Course Objectives:

This course exposes students to food sensory tests by providing understanding of human senses,
learning techniques and measurement of food sensory and forming appropriate methods for
sensory tests.

Upon completion of the course, the students will be able to:

• Discuss the physiological and psychological basis for sensory evaluation.

• Perform sensory evaluation methodologies to solve specific problems in food.
• Apply experimental designs and statistical methods to sensory studies.

Course assessment:

The assessment components of IMG329 are 100% coursework (test 1 (20%), *test 2 (20%),
*assignment (20%), lab report (20%), Project (10%) and practical test (10%)).

Details assessment for lab report is as follows:

Assessment Components Marks

Laboratory report 1: Basic Taste Recognition and Detection Test 5%
Laboratory report 2: Threshold Detection and Recognition Test and Ranking Test 5%
Laboratory report 3: Difference/Discriminative Test 5%
Laboratory report 4: Acceptance Test and Descriptive Test 5%

Total 20%
Report must be submitted one week after the experiment is done.

Report writing guidelines:

All reports are to be prepared in Times New Roman font, 12 point, with paragraph justification
(align text to both the left and right margin) and 1.5 spacing, using Microsoft word.

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Lab report should include the following elements:

1. Title page
Information to be included, title of the practical, student’s name and matric number

2. Introduction:
Review the theoretical principles and background of the test learned. Maximum is one
page.

3. Case study:
Create a suitable scenario where the sensory analysis could solve specific problem in
food industry or food research. Describe how the sensory methods could be applied to
a real-life situation.

4. Objective:
List the objectives of the practical (should be specific to the scenario created) using your
own words.

5. Materials and methods:

Write a paragraph (complete sentences) which explains what you did in the lab as a
short summary. Add details (step-by-step) of your procedure in such a way that anyone
else could repeat the experiment.

6. Results and discussions:

This section should include any data tables, observations, or additional notes you make
during the lab. You may attach a separate sheet(s) if necessary. All tables, graphs and
charts should be labelled appropriately. Discuss and compare results critically against
those expected or previously reported in the literature.

7. Conclusion:
Accept or reject your hypothesis. EXPLAIN why you accepted or rejected your
hypothesis using data from the lab. Include a summary of the data - averages, highest,
lowest, etc to help the reader understand your results. Try not to copy your raw data
here, you should summarize the information. State conclusion briefly in a paragraph.

8. References
List all references cited in the report. Use the following format:

For book:
Meilgaard, M.C., Civille, G.V. & Carr, B.T. (2016). Sensory Evaluation Techniques.
5th Ed., CRC Press, pp:464

For Journal:
Labbe, M., Springett, L.P.B., Wender & Agerlin, P.M. (2006). Off-flavors of soy
ingredients: astrigency-sensory perception, key molecules and masking strategies.
Development Food Science, 43: 281-284.

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Timetable for Laboratory Class
Semester 1 Academic Year 2022/2023
Date Practical activity Time
(2.00pm – 5.00pm)
18/10/2022 Briefing 2 pm (All students)

25/10/2022 Group A 2 pm (Group A & B)

Lab1: Basic Taste Recognition and Detection Test 3 pm (Group C & D)
4 pm (Group E & F)
01/11/2022 Group B 2 pm (Group A & B)
Lab1: Basic Taste Recognition and Detection Test 3 pm (Group C & D)
4 pm (Group E & F)
8/11/2022 Group A 2 pm (Group A & B)
Lab 2: Threshold Detection and Recognition Test and 3 pm (Group C & D)
Ranking Test 4 pm (Group E & F)
15/11/2022 Group B 2 pm (Group A & B)
Lab 2: Threshold Detection and Recognition Test and 3 pm (Group C & D)
Ranking Test 4 pm (Group E & F)
22/11/2022 Group A 2 pm (Group A & B)
Lab 3: Difference/Discriminative Test 3 pm (Group C & D)
4 pm (Group E & F)
29/11/2022 Group B 2 pm (Group A & B)
Lab 3: Difference/Discriminative Test 3 pm (Group C & D)
4 pm (Group E & F)
13/12/2022 Group A 2 pm (Group A & B)
Lab 4: Acceptance Test and Descriptive Test 3 pm (Group C & D)
4 pm (Group E & F)
20/12/2022 Group B 2 pm (Group A & B)
Lab 4: Acceptance Test and Descriptive Test 3 pm (Group C & D)
4 pm (Group E & F)
26/12/2022 Group Project (Quantitative Descriptive Analysis)
-
20/01/2023
(4 weeks)

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 Practical 1
Basic Taste Recognition and Detection Test
INTRODUCTION

Tongue is important to bring the food into contact with the taste buds (receptors for taste).
Specific taste buds can identify a particular taste sensation. Sensitivity to taste varies between
individuals and is affected by their physiological state. Taste cells constantly degenerate and
regenerate. Generally, their life cycle is 10 days, and they are easily destroyed by heat.

The common substances that produce the sweet taste are the sugars and other hydroxyl
compounds such as alcohols and glycols. Saltiness is referring to many crystalline water-soluble
salts, however only sodium chloride gives a pure salty taste. Sourness is the simplest taste as only
acids (H+) produce sourness. Increase in (H+) will increase the sourness. Bitterness is mainly
associated with alkaloids such as caffeine, quinine, strychnine and nicotine. Bitter taste is
generally perceived at very low concentration and a relationship appears to exist between sweet
and bitter as many sweet substances produce a bitter aftertaste (saccharin). Umami is the taste
that has been shown to be associated with substances that contain glutamate. The most notable
example is mono-sodium glutamate (MSG).

Objective: To determine the sensitivity of tongue on recognition and detection of five basic
tastes.

NAME : ________________________________________

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DATE : ________________________________________

INSTRUCTION:
• You are given basic taste stimulus solution such as sweet, salty, sour, bitter or umami and
maybe one or more samples contain of plain water.
• Please taste each coded stimulus solution from left to right and identify the taste by
marking (√) in the box provided.
• Please rinse your mouth with plain water before starting the test and between the samples.

Taste Sample Code

Attributes

----------- ----------- ---------- ---------- ----------- -----------

Sweet

Sour

Salty

Bitter

Umami

Neutral

➢ REPORT
- Compare your results with the answer.
- Collect all your friend’s answers and plot bar chart for each solution.
- Discuss the results obtained.

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 Practical 2
Threshold Detection and Recognition Test
INTRODUCTION

A sensory threshold is a measure of a person's sensitivity to a particular stimulus. The assessment

of sensory threshold is an important part in sensory analysis and is useful for a variety of reasons,
including panellist selection and the study of component variation limitations in products.

Objective: To determine the sensitivity of tongue on the detection and recognition of the lowest
concentration of the stimulus.

NAME : _______________________________________

DATE : _______________________________________

INSTRUCTION:
• You are given a series of coded samples. You are required to grade the samples
accordingly to the intensity of the taste and name the taste as soon as you recognize it.
• Mark as below:
0 = Tasteless/ no taste detected.
X = Taste detected; you may not be able to actually name the taste at this point, but you
are aware of a slight difference in taste.
XX = Add an additional X each time you notice an increase in strength.

As soon as you recognize the taste, write the name in the appropriate square.
Samples Code

------------ ------------ ----------- ------------ ------------ -------------

Taste
Detection
Taste
Recognition

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 Practical 3
Ranking Test

INTRODUCTION

Ranking is referring to the act of ordering a group of products with respect to the perceived
intensity of a sensory attribute or the degree of liking. Ranking tests are most often applicable to
determine the sensory intensity. For example, rank items for the intensity of a specific attribute,
like sweetness of several fruit juices. The ranking test is merely an extension of a paired
comparison procedure into more than two products. A number of samples that can be evaluated
by the panellist are in the range of 3 to 6 samples.

Objective: To determine if a difference exists between three or more samples with regard to a
specific attribute (e.g. sweetness, saltiness, etc.)

NAME : ________________________________________

DATE : ________________________________________

INSTRUCTION:

• Taste coded sample from left to right.

• Please rank the samples taste intensity (sweetness) in ascending order where 1 = the
lowest intensity and 5 = the highest intensity. Then, rank the samples for preference in
ascending order where 1 = dislike very much and 5 = like very much.
• Please rinse your mouth with plain water before starting the test and between the samples.

Code sample

Degree of sweetness

COMMENTS:

_____________________________________________________________________

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 Practical 4
Difference/Discriminative Test
1) PAIRED COMPARISON TEST (SAME-DIFFERENCE TEST)

INTRODUCTION

The paired-comparison method is usually used in sensory analysis for both difference testing and
preference testing. In difference testing, two variants are possible: a simple difference test (e.g.
“Is there a difference between these two samples A and B?) or a directional difference test (e.g.
“Which of these two samples, A or B is the more intense in sweetness?”).

Objective: To determine whether an overall difference exist between two samples.

NAME : __________________________________

DATE : __________________________________

TYPE OF SAMPLE : __________________________________

INSTRUCTION:

• You are given two coded samples. Taste the sample from left to right.
• Determine if samples are same or different. Mark (x) your response below.
• Please rinse your mouth with plain water before starting the test and between the samples.

CODE ________ CODE_________

_______ Products are the same

_______ Products are different

COMMENTS:
__________________________________________________________________________

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2) DUO-TRIO TEST

INTRODUCTION

The duo-trio test represents an alternative to the more complex test like triangle test. A Duo-Trio
test is an overall difference test, which determines whether a sensory difference exists between
two samples. The Duo-trio test is equally sensitive to the triangle test, but it is simpler and easily
understood. Compared with paired comparison test, duo-trio test has the advantage that a
reference sample is presented which avoids confusion. However, disadvantage is that three
samples, rather than two, must be tasted.

Objective: To determine whether an overall difference exist between two samples.

NAME : __________________________________

DATE : __________________________________

TYPE OF SAMPLE : __________________________________

INSTRUCTION:

• Taste the reference sample first and follow with coded samples from left to right.
• Please tick (x) coded sample that is similar with reference (R).
• Please rinse your mouth with plain water before starting the test and between the samples.

REFERENCE CODE ________ CODE_________

COMMENTS:

_______________________________________________________________

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3) TRIANGLE TEST

INTRODUCTION

Triangle test is a sensory-based analysis where randomized unknown samples are tested. Two of
the samples are the same and one is different. The subject is requested to pick out the odd sample.
Triangle test is used for assist research and development in formulating and reformulating
products, to determine if a particular ingredient change and to determine if a particular production
run meets the quality-control standard.

Objectives: To determine whether an overall difference exist between two samples.

NAME : __________________________________

DATE : __________________________________

TYPE OF SAMPLE : __________________________________

INSTRUCTION:

• You are given three coded samples. Two of them are identified and the other one is
different.
• Taste the sample from left to right and tick (x) the odd/different sample.
• If no difference is apparent between the samples, you must guess.
• Please rinse your mouth with plain water before starting the test and between the samples.

CODE________ CODE__________ CODE_________

COMMENTS:

_____________________________________________________________________

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 Practical 5
Acceptance Test

HEDONIC TEST

INTRODUCTION

Hedonic test is an acceptance and preference test that supply information about people’s like and
dislikes of a product. The most widely used scale for measuring food acceptability is the 7-point
hedonic scale. The scale is used in food industry for measuring the acceptability of foods and
beverages.

Objectives: To determine the consumer’s acceptability and preference on the products

characteristics.

NAME : ________________________________________

DATE : ________________________________________

INSTRUCTION:

• You are given several coded samples. Please taste and evaluate the samples according to
the attributes.
• Circle your assessment on the scale provided.
• Please rinse your mouth with plain water before starting the test and between the samples.

7 = Like very much

6 = Like moderately
5 = Like slightly
4 = Neither like or dislike
3 = Dislike slightly
2 = Dislike moderately
1 = Dislike very much

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Sample code_________

Appearance
1 2 3 4 5 6 7

Dislike very much moderate Like very much

Colour
1 2 3 4 5 6 7

Dislike very much moderate Like very much

Aroma
1 2 3 4 5 6 7

Dislike very much moderate Like very much

Texture
1 2 3 4 5 6 7

Dislike very much moderate Like very much

Taste
1 2 3 4 5 6 7

Dislike very much moderate Like very much

Overall acceptability

1 2 3 4 5 6 7

Dislike very much moderate Like very much

COMMENTS:

___________________________________________________________________________

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 Practical 6
Descriptive Analysis

INTRODUCTION

Descriptive analysis is a sensory method that provides quantitative descriptions of products,

based on the perceptions of a group of qualified subjects. Descriptive analysis results enable one
to relate specific ingredient or process variables to specific changes in some of the sensory
attributes of a product.
The applications of descriptive analysis methods includes: 1) Developing terminology for
sensory attributes product category, 2) Documenting the effects of ingredients/materials and
processing variables on the sensory properties of a product, 3) Defining the sensory properties of
a target product and documenting the sensory properties of prototypes for new product
development, 4) Defining the characteristics/specifications of a control for quality assurance and
quality control applications and 5) Tracking a product’s sensory changes over time to understand
shelf-life properties.

Objective: To obtain detailed descriptions of the appearance, aroma, flavour and oral texture of
foods and beverages.

EXAMPLE:

Objective of the study: To investigate the influence of the wheat cultivar different on the sensory
quality of bread

The steps involve:

1. Screening the panellist

The screening process will be conducted to select the eligible candidates that have the ability to
differentiate four basic tastes using simple detection test. The four basic taste will be used are
sweetness (1% sucrose), sourness (0.1% citric acid), bitterness (0.05% caffeine) and saltiness
(0.5% sodium chloride). All samples with 3-digit random number are serving to the candidates
and ask them to identify the solution. Candidate need to get 100% correct answer to be qualified
and selected as QDA panellists.

2) Training the panellists

The purpose of training is to develop each member’s sensory memory and the use of vocabulary
and scales for describing breads.
Step 1: Term generation (Generate terminology) - Evaluate on four characteristics of
bread such as
a) Appearance: crumb cell number
b) Odour: acetic acid odour in the crumb
c) Flavour: acetic acid or lactic acid flavour in the crumb

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 d) Texture: crumb firmness, crumb elasticity and crumb cohesiveness

Step 2: Development of definitions and references for the attributes

Attributes Description References Sample

Acetic odour The sour odour and flavour stimulated “Spanish pistola” bread
and flavour in by acetic acid (low acetic odour and
the crumb flavour in the crumb) and
acetic sourdough bread
(high acetic odour and
flavour in the crumb)
Crumb firmness Force required to bite through Rye bread (high crumb
firmness) and “spanish
spitola” (low crumb
firmness)
Cohesiveness Amount of sample that deforms rather Toasted bread (Brand:
than ruptures Diatosta mini gril) (low
cohesiveness) and
‘Spanish candeal’ bread
(high cohesiveness)

Step 3: Scorecard development (sequence of attributes, evaluation protocols and scale).

Samples and reference samples will be served to the panellist and ask to evaluate the intensity
of sample’s attribute using 15.0 cm (6 inch) structured line scale in the form.

Step 4: Training – Each panellist has to take part in a minimum of three tests per session with
a maximum of four samples per test and a 15 min break between tests. The training process
was repeated several sessions until all panellists familiar with the intensity of each reference
samples.

3) Evaluation of the samples

For the sensory evaluation, samples will be served on plate coded with 3-digit random
numbers. Reference materials for each sensory attribute will be given to the panellists.
Distilled water was provided for the panellist to rinse their mouth before and between tasting
samples. Panellists test the samples in individual booth in the sensory room.

Data analysis

The main purpose of the data analysis is to determine how the sensory attributes evaluated differ
among the samples. All data were reported as mean ± standard deviation. Statistical analysis was
performed using SPSS Statistics version 22 (IBM Corp., Sommers, New York). Data were
analysed by using analysis of variance (ANOVA) and means separation was achieved using
Duncan’s multiple range test with the significance level of p < 0.05.

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 Panel:
Date :

Instruction: Please rinse your mouth with water before starting. Please mark sample intensities
using a 15 cm line scale where 0 = none and 15 = very high.

1) Colour of bread crumb

Light brown Dark brown

2) Aroma (acetic acid)

Weak Strong

3) Texture (cohesiveness)

Low cohesiveness High cohesiveness

4) Overall acceptability

Dislike very much Like very much

CALCULATIONS:

Measure the point of X on the line

10.0 cm

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REFERENCES
1. Stone, H., Bleibaum, R.N., & Thomas, H.A. (2012). Sensory Evaluation Practices, 4th
Edition. Academic Press: Amsterdam. (TX546 S877 2012)

2. Moskowitz, H.R., Beckley, J.H., & Resurreccion, A.V.A. (2006). Sensory and Consumer
Research in Food Product Design and Development. Blackwell: Ames, (TX546.M912
2006)

3. Murray, J.M., Delahunty, C.M. and Baxter, I.A. (2001). Descriptive sensory analysis:
past, present and future. Food Research International, 34: 461-471.

4. Callejo, M.J., Vargas-Kostiuk, M.E. and Rodriquez-Quijano, M. (2015). Selection,

training and validation process of a sensory panel for bread analysis: Influence of cultivar
on the quality of breads made from common wheat and spelt wheat. Journal of Cereal
Science, 61: 55-62

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 LABORATORY REPORT RUBRIC
Title of Report : _____________________________________________
Student’s Name : ____________________________________________
Matrix number : _______________

Evaluation Very Poor Poor to Fair Average to Very Good to Score

Components (0 –4) (5 – 6) Good Excellent
(7 – 8) (9 – 10)
Introduction Provide Provide Provide Provide
(15%) insufficient insufficient sufficient sufficient
background background background background
information information information information and
and no and partly and partly fully established
established established established relationship with
relationship relationship relationship past relevant
with past with past with past works
works. relevant works. relevant works.

Objectives Does not Addresses Addresses Addresses

(5%) address any few of the some of the all of the
of the objectives of objectives of objectives of
objectives of the the the
the experiment. experiment. experiment.
experiment.

Materials Not Some of the Most of the Presents

and sequential, steps are steps are easy-to-follow
methods most steps understandable, understandable steps
(20%) are missing most are ; some that are
or confusing. confusing lack detail or logical and
and lack are adequately
detail. confusing. detailed.

Data/ Data table Data table Data table Data table

Observations and and/or graph and/or graph and/or graph and graph
Results missing, complete, are accurate. neatly
(15%) information minor completed,
is inaccurate. inaccuracies. nicely
presented
and very
accurate.

Discussion Presents an Presents an Presents a Presents a

(30%) illogical illogical logical logical
explanation explanation explanation explanation
for most of for some of for some of for all
the findings the findings the findings findings
reported. reported. reported. reported.

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Conclusion Conclusions Conclusions Conclusions Conclusions
(5%) were not were stated but were stated but were
stated or were unclear. not correctly specifically
incorrectly answered. stated and
answered. correctly
answered.

Grammar & More than Minimal (< 5% Few (< 2% No spelling,

Spelling 5% spelling, from total word from total grammatical or
(5%) grammatical count) spelling, word count) punctuation
or grammatical or spelling, errors.
punctuation punctuation grammatical or
errors. errors. punctuation
errors.

Attractiveness Illegible and Legible and Legible Legible

(5%) nonsensical sensical writing, well- writing, well-
writing, poor writing, poor formed formed
layout and layout and characters, characters,
organisation organisation hand-written, printed,
of writings. of writings. neatly neatly
compiled compiled
with a cover with a cover
page, good page and
layout and paging,
paging. excellent
layout and
organisation
of writings.

TOTAL

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