Product Knowledge

Unit 1
Today’s Objectives
By the end of today’s class students should be able
to…….
 Identify the learning outcomes for a student;

 Differentiate between a fruit and a vegetable;

 Describe how care and handling affect the
condition of fresh produce;
 Relate the importance of storeroom visits as a
study tool for this class;
 Describe and differentiate between the specific
areas of the storeroom and take a short tour.
Product Knowledge
Unit 1
 Introduction/Syllabus
 Attendance and other CIA Policies
 Today’s Objective/Daily Objectives
 Grading/Banquet and Catering Meal
 Student Responsibilities
 Stewarding (see separate document)
 Storeroom Overview and Visit
 Product Knowledge
Unit 1

Shawn Tripp
satripp@tp.edu.sg
3rd floor, TCA
6780 6242
 Product Knowledge
Grading
 Quiz#1 Jan 7, 8:30am 20%
 Purchase Spec Jan 10, 8:30am 20%
 Quiz #2 Jan 10, 8:30am 20%
 Quiz #3 Jan 11, 8:30 am 20%
 Quiz #4 Jan 14, 10:30am 20%
--------------------------------------------------------
 Total 100%
Student Responsibilities
 Be on time and prepared for class.
 All key terms, study questions, Power Point materials
and additional readings are to be studied prior to
that day’s class.
 Comply with all CIA policies as expressed in the
Student Handbook.
 Value the differences and diversity of the CIA
community, including fellow students, instructors and
staff members. Treat each other with respect and
dignity to create a more comfortable learning
environment.
Product Knowledge
Unit 1 Class Overview
 Attendance
 More than two absences will result in a
failing grade
 Students entering class after roll call will
be considered absent. It is the
responsibility of the student to speak to
the instructor if tardy.
 Student Learning Outcomes
By the end of the course, students should be able to:

 describe how growth, maturity, care and handling effect the suitability for uses of fresh
fruits and vegetables;

 develop an appreciation of how various agricultural systems and sources of supply

including local can provide quality produce at a competitive price;

 classify fruit and vegetable groups based on identity and product category;

 describe how selection of ingredients influences product presentation and the

customer’s perception of value;

 identify factors effecting the quality and price of produce; and

 develop written specifications for food products using available reference sources;

 determine the importance of produce, nuts, and cheeses as they pertain to menu
development.
Key Terms
 Accurate scale  Intended use
 Receiving  Temperature
 Storage  Humidity
 Fruit  Shelf life
 Vegetable
Produce ID and Classification
of Fruits and Vegetables

 What is a fruit?

 The ovary of a plant

that surrounds or
contains the seeds
What are Vegetables?
 Vegetables are the roots, tubers, stems, stalks,
seeds, seed pods, and flower heads of plants that
may be safely eaten.
 Roots and Tubers
 Roots and tubers serve as the storage area for the plant.
Roots are directly attached to the plant (leaves and stems).
Roots primarily move the nutrients and moisture to the
plant.
 Tubers are connected to the root system by an underground
stem and not directly to the plant. Tubers store nutrients,
often in the form of starch, for reproductive capabilities.
Product Knowledge Unit 2
Today’s Objectives
 Define and differentiate between the terms
quality, condition, and grade as they pertain
to fresh produce;
 Develop an appreciation of the affect shipping
has on flavor and intended use;
 List three different strategies restaurants can
use with regard to seasonal changes in
produce;
Key Terms

 quality

 condition

 grade
Define and differentiate between
the terms quality, condition, and
grade as they pertain to fresh
produce.
Quality
 A combination of all the elements that
effect use such as size, shape, degree
of maturation, and flavor that makes
the item desirable to the buyer.
 Permanent growth characteristics are
important quality factors.
 Quality
 Most fresh produce can be judged reasonably well
by its external appearance.
 Therefore, buyers can make a good selection of
fresh fruits and vegetables from vendors even
though the product may not bear any grade mark
or other identification of quality.
 Proper receipt inspection is therefore critical and
is the only assurance of receiving quality product.
 Condition
 Condition takes into account progressive
changes as the product ages or is stored
on it’s journey from farm to door that
occur post-harvest such as:
 Decay
 Moisture loss
 Degree of ripeness
 Chilling injury
 Bruising and/or surface damage
 Condition
 Fresh fruits & vegetables are living, breathing
organisms. Their life processes go on after
harvest until death and decay.
 Characteristic signs of good condition are bright,
lively color and crispness.
 Avoid decay, even if you do trim off the decayed
area, rapid deterioration is likely to spread to the
salvaged area. A few cents extra for produce in
good condition is usually a good investment.
 Grade
 Established by the United States Department of
Agriculture and others including states, trade
associations and individual grower/shippers, as a
way to define certain tolerances for various
produce.
 The grade accounts for the product's major
factors of growth and defects and sets criteria for
each product.
 Generally, the factors used to determine grade
are the sum of all the data that would effect
quality and condition of the product at the time
of harvest.
 Grade
 Grades are based on maturity, color, firmness,
absence of defects, ripeness uniformity in shape,
weight or count, and uniformity in size.
 U.S. and State Standard Grades are possible tools
for certain buyers to identify quality produce.
However, if using these grades as quality
standards, the buyer should specify that the
product must meet the grade at the time of
delivery.
 Not required by law
 Voluntary
Seasonality
 Fruits and vegetables acquired very
early or very late in the growing season
need to be purchased with extra care.
 These will certainly be high in price, but
not necessarily be of high quality.
 Generally, fruits and vegetables at the
peak of the season are lower in price
and are likely to be of better quality and
flavor.
Seasonal Restaurant
Strategies
 Use and buy from local farmers and/or
markets within local proximity to the
establishment;
 Use and buy from a reputable
wholesale supplier for year round
availability;
 Use a combination of both according to
seasonality.
 Study Questions
Define the following:
 local, seasonal, quality, condition, grade
 What is generally meant by the term “fresh” in
the context of purchasing produce?
 Who determines grading on produce?
 Unit 3 Growth, Development,
Maturation and Ripeness
 Based upon lectures and assigned readings, you
should, by the end of this class, be able to…
 explain the distinction between botanical and
culinary maturity;
 define ripe and describe the changes that occur
during ripening; and
 explain the growth curve for fresh fruits and
vegetables.
Key Terms
 Botanically mature  Decay
 Mature  Ripe
 Immature  Ethylene Gas
 Growth  Climacteric
 Non-climacteric
 Growth, Maturation and
Ripeness

Growth Cycle Begins

 Growth, Maturation and
Ripeness

Immature

Growth
Harvest: 7 days…………….6 months continuously depending on the crop
Growth, Maturation and Ripeness

Mature

Immature

Growth

Harvest: 7 days………………………6 months

2 weeks Storage 8 months

Growth, Maturation and Ripeness

Mature

Degree of Ripeness

Immature

Growth

Harvest: 7 days………………………6 months

2 weeks Storage 8 months

Growth, Maturation and Ripeness

Mature

Degree of Ripeness

Immature Decay
Begins

Growth

Harvest: 7 days………………………6 months

2 weeks Storage 8 months
Immature
 A plant that is not yet capable of
reproduction.
Mature
 Maturity is the stage at which a plant has
developed full character (appropriate fullness
of size, shape, color, flavor, aroma, texture,
etc.) and is ready for harvest.
 The commodity will not further benefit from
the growth phase of development (*fully
developed in this context does not mean
botanically mature).
 Fruit products have developed the capability
of ripening at this stage, or have already
ripened.
 Ripe
 This is the final stage of development
for fruit when it has reached full flavor.
The fruit has reached full seed
development, acid levels have gone
down, starches have turned to sugars
and the fruit has full flavor. Color,
texture and aroma changes also occur.
Ethylene Gas
 Ethylene is a plant hormone given off by
ripening fruit or rotting fruits or vegetables.
 Ethylene gas is not only the catalyst for
ripening but also hastens the decay process.
 However, products giving off ethylene gas are
improperly stored next to other leafy green
vegetables it promotes internal browning.
 Botanical Maturity
 A plant that is capable of reproducing
itself has reached botanical maturity.
 It has produced flowers and seeds or
fruit that are mature.
 This is a condition that has to exist for
all fruit to ripen, but would not spell
good quality for vegetables in culinary
use.
Botanically Mature
 Picked Early Ripen Only on Ripen Post-
Immature Plant Harvest
Soft Shelled Squash Apples* Avocados
Green Peppers Berries Bananas
Limes Cherries Cantaloupe
Citrus Kiwi

Grapes Papaya

Pineapple Pears

Watermelon Plantains

Plums

Peaches

Nectarines

Tomatoes

*Commercially grown apples are picked mature with the intent of long term
cold storage capabilities and therefore will not further ripen post-harvest.
 Study Questions
 When a fruit is harvested ripe, what happens to its
shelf life?
 Define the following:
mature
botanically mature
ripe
decay
 What is the effect of ethylene gas on leafy green
produce?
 Which fruits require additional ripening after harvest?
 Which fruits do not ripen after harvest?
 Unit 4
Purchase Specifications
 Based upon lectures and assigned readings,
you should, by the end of this class, be able
to…
 explain the importance of purchase
specifications;
 list points of information included in a
purchase specification and develop a written
specification;
 Objectives, con’t.
 explain factors to consider when selecting
ingredients
 list points of information included in a
purchase specification and develop a
written specification;
 discuss the reason why product grade may
be an unreliable indicator of quality; and
 explain the importance of an approximate
net weight in produce specifications.
Key Terms
 bushel  standard of grade
 food specification  standard of identity
 net weight  standard recipe
 lug
Establishing Quality
Standards; then Specifications
 After a menu has been developed and
products have been determined based on
how they are to be used, then descriptions
are developed for ordering purposes. These
descriptions are called Specifications.
 A specification is a written or verbal
communication between a buyer (chef) and a
seller (vendor), giving a complete and precise
description of the product desired.
 Why Purchase Specifications
Should be Developed and Used

Miscommunication between buyer and

seller is minimized.
Over time, a seller should become as familiar
with the buyer’s standards as the buyer is.
Returns of product should be infrequent
and due only to adverse market conditions
or mistakes, rather than misunderstandings
or unethical selling practices.
Specifications
 The product description sets a
common denominator for making
price comparisons.

All vendors bidding should be quoted on

items of the same quality, size and
pack.
 Specifications
 Standards help insure that ingredients are
consistent.
Without consistent raw ingredients, the final product served
to the customer may change in flavor and/or appearance.
This may affect guest satisfaction, particularly if portion
sizes are changed.
In addition, potential food cost is based on certain
ingredients in predetermined amounts prepared according
to a standard method. Any inconsistencies in the
purchased ingredients makes “pre-costing” extremely
difficult.
 Specifications
 Product standards set the level of quality for ingredients.
 Serves as the basis for training receiving personnel to
perform certain quality checks on incoming merchandise.
 These checks help assure a consistent product quality,
even though a variety of purchasing sources may be used.
 Food establishments communicate product information to
vendors in different ways. In some, particularly larger
establishments, a written purchase specification is used.
 In other less rigid and formal buying systems, product
descriptions are communicated during sales representative
visits and telephone contact when ordering.
 Points of information included
in a Purchase Specification
 Item Name
 A name used in a precise manner is essential for
good communication. A variety name or type
classification should be used when necessary.
(Iceberg vs. Romaine lettuce; horse, cello or baby
carrots; salted or unsalted butter).
 For dairy products and most prepared foods, the
Food and Drug Administration’s (FDA) Standards of
Identity define the legal names of products. (Ice
cream vs. ice milk vs. frozen dessert; whole peeled
tomatoes vs. tomato purée; mayonnaise vs. salad
dressing.)
Quality Standards
 Standards of quality are the most difficult,
and extremely important points of information
to be communicated.
 Quality desired is expressed in a description
or by using brand names or federal, state, or
trade grades. Whether a grade, brand, or
description is used, will vary between product
categories.
 Quality Standards
 For many processed and convenience products, product
testing is used to determine the most desirable and cost
competitive brand.
 The advantages are convenience and consistency.
 If no comparable substitute is available, the “best” brand
should be routinely purchased. In addition, if customers
are apt to see labels of products such as condiments,
then brands that are easily recognized and associated
with high quality should be purchased.
 The main disadvantage of brand name buying is the
potential of limiting sources of supply. This can cause
availability problems and make price comparisons difficult
or impossible.
 Grade
 Grades are based on maturity, color, firmness,
absence of defects, ripeness uniformity in shape,
weight or count, and uniformity in size.
 U.S. and State Standard Grades are possible tools
for certain buyers to identify quality produce.
However, if using these grades as quality
standards, the buyer should specify that the
product must meet the grade at the time of
delivery.
 Not required by law-voluntary
Standard of Grade

 The USDA and state departments of

agriculture have established some set
standards of quality.
 On both the state and federal level,
“Standards of Grade” have been
established and inspectors verify the
grades of various products.
Packing Data
 The next point of information to be
communicated in a specification is size,
form, and packaging in which a product
should be delivered and the unit on
which priced is based.
 Size: count per pound/volume
 Weight Range
 Container type/size
Packing Data
 Most grocery items have pack sizes
noting both container type (how the
usable product is packaged in the
master carton) and container size (how
the usable product is packaged).
 6/10=six #10 cans per case
 12/l.=12 liter containers per case
 10kg bg.= 10 kilo bag
Packing Data
Dairy items in fluid form are ordered by
various sized containers, for example:
12/pt. sour cream per case
12/2 l. whole milk
16/1 l. half and half
 Packing Data
 Fresh Produce packaging varies considerably.
 Good communication with a supplier is
essential for optimum yield.
 Produce items are ordered on the basis of
count per case. For example, lettuce is
available with 18, 24, or 30 heads in a
standard fiberboard container.
 Packing Data
 Regardless of the count per case, the net weight of the
case is important. If the weight per case is lighter than
expected, you won’t get the yield per case needed.
 Use caution if a distributor offers significantly under priced
lettuce. It could turn out to be too light to produce good
yields. Be flexible, but do not buy based on price only.
Ironically, yield can be adversely affected by lettuce heads
that are too heavy. If lettuce heads are much larger than
usual they may be overmature, resulting in less usable
lettuce, and squeezing 24 of them into a standard size
carton can result in damage from bruising.
Packing Data
 To eliminate misunderstanding on case packs, be
sure to include in purchase specifications packing
data as it relates to the unit in which price is based.
 The master container is usually expressed as case
(cs.) although the master container could be each
(ea.) or kilos (kg.), however the inner product is
packed.
 When comparing bids and ordering, be sure prices
from various sources of supply are in comparable
units of measure. Misunderstandings can easily occur
if a similar product is packed in different sizes, counts
or cases.
 Packing Data, Size
 If size is important for the particular use, as
it often is, it should be definitely specified in
terms such as length or diameter, or in terms
of the number of units in a standard pack,
such as 24 heads in lettuce, or weight, such
as 8-10 kg watermelons.
Packing Data, Packaging
 Fruits and vegetables are available in a
wide variety of containers and packs,
with different net weights, as well as
different degrees of protection.
 Most products are packaged in kg,
usually with a count/kg
Packing Data,
Receipt Conditions
 To insure against any deterioration of
the product during transportation,
storage or handling, receipt conditions
should be stated.
 This is particularly true of perishable
items.
 A minimum standard of acceptance or
rejection of a delivery needs to be
clearly stated to a supplier.
Packaging Data,
Other Points of Information
 Any additional information needed to
establish a clear understanding between
buyer and seller concerning product also
must be communicated.
 An example could be geographical area of
production.
 Another example could be notes to a supplier
suggesting substitutions if the specified item
is unavailable.
Specification
Item: Melon, Cantaloupe
_____________________________________
___________
Packing Data: 15 ct./cs. approx. net weight
15kg
_____________________________________
___________
Quality Standards:
The melons should be an even, round shape
with the outer surface corky; webbed netting
raised, over a creamy a colored rind; minimal
green cast. The stem scar should have a full
slip. Melons should be heavy in relation to
their size.

Receipt Condition:
No punctured, shriveled or cracked rinds and
no bruised fruit will be accepted. The
blossom end should yield to gentle pressure,
with a characteristic aroma.
Specification
Item: Broccoli

Packing Data: 14’s, net weight approx.

10kg
Quality Standards: The buds of the
crowns should be, tight, compact and
a dark green to blue-green color; no
yellowing or flowering. A purple tint is
acceptable. Heads should be 6-8” total
length, with approx. 1/3 crown in
relation to the stem.
Receipt Condition: The bunches should be
well-iced, cool to the touch and stems
may be slightly yielding, but crisp.
Specification
Item: Cucumber

Packing Data: Bushel 1/9 carton, net

weight 50-55#
Quality Standards: Produce should be
firm and evenly colored. A dull green
or yellowish appearance will not be
accepted; only minimal ground color
should be visible. The ends should be
fully rounded, not pointed. The
diameter should not exceed 2 1/2”.
Receipt Condition: Soft spots, sunken
areas, pitting, shriveling or punctures
on surface of the cucumbers will not
be accepted.
 Study Questions
1. When purchasing ingredients, how can you
insure that the yield percent will stay
consistent?
2. Pick a commonly used food product, and list
two different intended uses of the item. How
would your purchasing procedures differ based
on the intended uses?
3. What are the Standards of Identity of various
food items primarily based on?
Study Questions
4. Which governmental agency helps food
buyers to identify food products and their
characteristics by their legal name?
5. When developing specifications, how can a
buyer use USDA grading standards?
6. A purchase specification provides the buyer
and their purveyors with a common
denominator for ___________.
Study Questions

7. How is a minimum weight per case or container

a factor in fresh produce specifications?
8. What points of information should be included
in a purchase specification?
9. What are the four reasons for using a purchase
specification for a food item?
10. Who should have a copy of the purchase
specification?
Nuts
 Almonds  Macadamia
 Brazil Nuts  Peanut
 Cashew  Pecans
 Chestnuts  Pine Nuts
 Hazelnuts  Pistachio
 Walnuts-English
and Black
Almonds
Brazil Nuts
Cashew
Chestnuts
Hazelnuts
Macadamia
Peanut (Legume)
Pecans
Pine Nuts
Pistachio
Walnuts-English and Black
Seeds
 Anise
 Caraway  Poppy
 Coriander  Pumpkin
 Cumin  Sunflower
 Fennel  Sesame
 Flax  White and Black
Anise
Caraway
Cardamom
Coriander
Cumin
Fennel
Flax Seeds-Brown and
Golden
Poppy
Pumpkin Seeds
Sunflower Seeds
Sesame Seeds

White Black