| Competences |
| Type A | Code | Competences Specific |
| A1.1 | Effectively apply knowledge of basic, scientific and technological subjects pertaining to engineering. | |
| A1.2 | Design, execute and analyse experiments related to engineering. | |
| A2.1 | Use mandatory specifications, rules and regulations. | |
| A5.5 | Ability to understand and use the principles of food analysis. | |
| Type B | Code | Competences Transversal |
| B1.1 | Communicate information clearly and accurately to diverse audiences (CT5) | |
| B1.2 | Adapt to a changing environment | |
| B1.3 | Work effectively and resist adversity | |
| B1.5 | Use ICT to efficiently manage information and knowledge (CT2) | |
| B3.2 | Contribute effectively to achieving the team's objectives through cooperation, participation and commitment to the shared vision and goal. | |
| B3.3 | Work as a team in a collaborative way, with shared responsibility and initiative. | |
| B4.1 | Learn effective ways to assimilate knowledge and behaviour. | |
| B4.4 | Knowledge in basic and technological subjects that enables them to learn new methods and theories and gives them the versatility to adapt to new situations. | |
| B5.1 | Work independently with responsibility, initiative and innovative thinking. | |
| B5.3 | Solve problems in a critical, creative and innovative way within the professional field. | |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A1.1 |
Coneix, comprèn i utilitza els principis de l'anàlisi d'aliments. | |
| A1.2 |
És competent en el laboratori d'anàlisi química. Redacta informes analítics. | |
| A2.1 |
És capaç de discernir entre els mètodes usuals i els mètodes oficials d'anàlisi. Sap on i com trobar els diferents mètodes d'anàlisi. És capaç de seleccionar d'entre tots, el mètode d'anàlisi més adequat al tipus d'analit i tipus d'aliment seleccionat a partir dels seus coneixements teoricopràctics. | |
| A5.5 |
Coneix la composició química dels aliments. Coneix les possibles interaccions entre els components químics dels aliments. Coneix els mètodes usuals i oficials d'anàlisi d'aliments i els seus fonaments. Interpreta un protocol d'anàlisi. És crític davant els resultats obtinguts en l'anàlisi química d'un aliment. Coneix els mètodes d'anàlisi sensorials i els seus fonaments. | |
| Type B | Code | Learning outcomes |
| B1.1 |
Intervé de forma efectiva i transmet informació rellevant. Redacta documents amb el format, contingut, estructura, correcció lingüística, registre adequats i il·lustra conceptes utilitzant correctament les convencions: formats, títols, peus, llegendes,... Les presentacions estan estructurades, complint amb els requisits exigits, si n’hi hagués. Les seves presentacions estan degudament preparades, utilitzant estratègies per presentar i dur a terme les seves presentacions orals (ajuts audiovisuals, mirada, veu, gest, control de temps,...). Usa un llenguatge apropiat a la situació. | |
| B1.2 |
Respon de manera efectiva als canvis soferts durant el curs, tant pel canvi de les assignatures entre quadrimestres com davant de les incedències dins del propi equip, com durant les pràctiques externes. | |
| B1.3 |
Desenvolupa estratègies per tal d'obtenir els resultats en el temps adequat i amb l'abast precís. Es capaç de superar les dificultats sorgides del treball, tant individual com en grup. | |
| B1.5 |
Coneix el maquinari bàsic dels ordinadors. Coneix el sistema operatiu com a gestor del maquinari i el programari com a eina de treball. Utilitza programari per a comunicació: editors de textos, fulls de càlcul i presentacions digitals. Utilitza programari per a comunicació virtual: eines interactives (web, moodle, blocs..), correu electrònic, fòrums, xat, vídeo-conferències, eines de treball col·laboratiu etc. Localitza i accedeix a la informació de manera eficaç i eficient. | |
| B3.2 |
S'alinea amb els objectius col·lectius de l'equip Col·labora en la definició, organització i distribució de les tasques de l'equip. Contribueix a l’establiment i aplicació dels processos de treball de l’equip Contribueix a la cohesió de l'equip amb la seva forma de comunicar i relacionar-se. | |
| B3.3 |
Participa de forma activa i comparteix informació, coneixement i experiències. Porta a terme la seva aportació individual en el temps previst i amb els recursos disponibles. Accepta i compleix les normes de l'equip. Col·labora activament en la planificació del treball en equip, en la distribució de les tasques i terminis requerits | |
| B4.1 |
Desenvolupa estrategies pròpies per resoldre problemes i trobar solucions. | |
| B4.4 |
Transfereix l’aprenentatge de casos i exercicis de l’aula a situacions reals d’altres àmbits. Fa aportacions significatives o certes innovacions. | |
| B5.1 |
Decideix com gestiona i organitza el treball i el temps que necessita per dur a terme una tasca a partir d'una planificació orientativa. Presenta resultats d’allò que s’espera en la manera adequada d’acord amb la bibliografia donada i en el temps previst. Analitza les seves limitacions i possibilitats per desenvolupar la seva tasca/treball. Té criteri sobre el seu procés d’aprenentatge i les necessitats d’aprenentatge. | |
| B5.3 |
Recull la informació significativa que necessita per resoldre els problemes en base a criteris objectius. Segueix un mètode lògic per identificar les causes d’ un problema. Presenta diferents opcions alternatives de solució davant un mateix problema i avalua els possibles riscos i avantatges de cadascuna d'elles. Elabora una estratègia per a resoldre el problema. Mostra un criteri correcte per a prende decisions de manera encertada basant-se en dades i informació objectiva disponible. | |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| INTRODUCTION | Introduction to physicochemical analysis. Analytical Process. Methods of chemical analysis: official (C.E.E. and A.O.C.) and usual |
| WATER | Structure and Properties. Water activity and food stability. Density, Dry Extract Reactions of interest. Methods of analysis |
| GLUCIDS | Classification and structure. Functions and properties in foods. Glycosidic bond Sugars, reducing sugars, polysaccharides and fiber. Reactions of interest. Methods of analysis |
| PROTEINS | Classification and structure. Functions and properties in foods. Peptide bond Interactions and stability. Denaturalization Reactions of food interest. Methods of analysis |
| LIPIDS | Classification and structure. Functions and properties in foods. Lipid bond and stability Fatty acids, triglycerides and complex lipids. Reactions of food interest. Quality indexes. Methods of analysis. |
| MINERAL MATTER | Origin and classification: majority, minority, trace. Properties in foods. Interactions and stability. Methods of analysis. |
| ADDITIVES | Classification of additives Number E Properties and functions Methods of analysis |
| SENSORY ANALYSIS | Introduction to the sensory analysis of foods. General concepts and theoretical bases Sense of sight Sense of smell Sense of taste Sensory tests Tasting panels |
| APLICATTIONS | Analytical systematic applied to the analysis of food groups: meat, dairy, cereals, ... |
| Planning |
| Methodologies :: Tests | |||||||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | ||||||||||||
| Introductory activities |
|
1 | 9 | 10 | |||||||||||
| Problem solving, exercises in the classroom |
|
25 | 45 | 70 | |||||||||||
| Laboratory practicals |
|
21 | 20 | 41 | |||||||||||
| Lecture |
|
30 | 25 | 55 | |||||||||||
| Forums of debate |
|
2 | 15 | 17 | |||||||||||
| Assignments |
|
0 | 20 | 20 | |||||||||||
| Personal attention |
|
1 | 0 | 1 | |||||||||||
| Short-answer objective tests |
|
1 | 2 | 3 | |||||||||||
| Mixed tests |
|
2 | 2 | 4 | |||||||||||
| Practical tests |
|
2 | 2 | 4 | |||||||||||
| (*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | |||||||||||||||
| Methodologies |
| Description | |
| Introductory activities | Presentation of the subject and evaluation criteria. General requirements for the subject |
| Problem solving, exercises in the classroom | Approach, development and resolution of problems related to the different parts of the subject. Discussion of the results obtained based on real situations. |
| Laboratory practicals | To develop (in the laboratory) different chemical analyses necessary for the correct control and elaboration of the foods. This work in the lab implies looking for the appropriate analytical protocol in each case. The practices also imply updating the laboratory's book and submitting a final report with the results obtained and their discussion |
| Lecture | Theoretical presentation of the contents of the subject with the help of projections, videos and other documentation when necessary |
| Forums of debate | Discussion (in the classroom or through on-line forums) on current issues related to composition and analysis of foods as well as with analytical procedures, some of which can be developed in the laboratory |
| Assignments | Preparation of short tasks related to the food composition and/or to their methods of analysis |
| Personal attention | The student can ask/discuss the diferent topics with th professors both in the classroom or out it. In this last case it is recommended to contact the professor to ensure her/his availability. |
| Personalized attention |
| Description |
| The student can ask/discuss the diferent topics with th professors both in the classroom or out it. In this last case it is recommended to contact the professor to ensure her/his availability. |
| Assessment |
| Methodologies | Competences | Description | Weight | |||||||||||
| Problem solving, exercises in the classroom |
|
It will be considered the resolution of specific problems and the critical capacity to discuss the results obtained | 10% | |||||||||||
| Laboratory practicals |
|
It will be considered the preparation of these as well as the execution in the laboratory (suitability of the material used, questions and involvement, critical sense, time spent) and the laboratory book. At the end of the practicals, it will be necessary to present a report that will also be evaluated |
12 % | |||||||||||
| Forums of debate |
|
Participation will be evaluated as well as the level and adequacy of the comments and information provided | Pot augmentar fins el 10% la nota de la tasca relacionada amb el fòrum | |||||||||||
| Assignments |
|
It will be evaluated the content, sources of information consulted and suitability or the task requested. In addition, the spelling, grammar, format and presentation of the assignment will also be taken into account |
10%-20% | |||||||||||
| Short-answer objective tests |
|
Assessment of theoretical concepts and basic calculations |
40% | |||||||||||
| Mixed tests |
|
Assessment of theoretical concepts and resolution of practical problems, all of them related to laboratory practicals | 28% | |||||||||||
| Practical tests |
|
Design of a process plant | Pot comptar un 15% si afavoreix a l'alumne |
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| Others |
| Other comments and second exam session | |||
|
The theoretical part accounts for 60% of the final grade (40% tests and 20% tasks). The practical part accounts for 40% of the final grade (15% laboratory, 15% reports, 70% exam). All these percentages will be used to obtain the note of the continuous evaluation that will constitute the first call. In order to benefit fromthis evaluation system, the student must deliver ALL the tasksand do ALL the controls specified in the Work Plan that will be made public at the start of the course. Students who do not pass this or have a low grade will have a second call that will consist of a written exam with a part related to the theoretical part and another part related to the laboratory practices. Each part will account for 50%of the grade and will require a minimum grade of 4.0 to average. In any case, the subject can only be passed when the average of both parts is equal to orgreater than 5.0 In exceptional cases in which it is not possible to attend the practices(and always with justification), a substitute practical test may be taken. During the tests/assessment exams, mobile phones, tablets and other devices that are not expressly authorized to carry out the test must be switched off. The demonstrable fraudulent performance of any evaluation activity, both inmaterial and virtual and electronic support, will mean the failure of the student in the subject. Without prejudice to this, depending on the seriousness of the facts, the center has the power to propose the opening of a sanctioning file, which will be opened by resolution of the rector. |
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| Sources of information |
| Basic |
R. Matissek, F. Schnepel, G. Steiner, Análisis de los alimentos. Fundamentos, métodos y aplicaciones, traducció de la traducció alemanya. O.López, 1998
Badui Dergal, Salvador, Química de los alimentos, , Naucalpan de Juárez : Pearson Educación, 2006
AOAC, AOAC Internationa: Official Methods of Analysis, , |
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* Aquest recurs necessita codi d'usuari i contrassenya per a accedir-hi. Podeu demanar-la a l'adreça crai.sescelades@urv.cat |
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| Complementary |
Pomeranz, Food analysis theory and practice, Chapman & Hall cop. New York, 1994
T.P. Coultate ; [foreword by Heston Blumenthal], Food : the chemistry of its components, , Cambridge, UK : Royal Society of Chemistry, cop. 2
Suzanne Nielsen, Food analysis, fifth, ebook
Suzanne Nielsen, Food Analysis. Laboratory Manual, third, ebook
Owen R. Fennema, Fennema Química de los alimentos, Srinivasan Damodaran, Kirk L. Parkin, Owen R. Fennema, Acribia
H.-D. Belitz, W. Grosch, P. Schieberle, Food chemistry, , Berlin : Springer, 2008 |
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| Recommendations |
| Subjects that are recommended to be taken simultaneously | ||
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| Subjects that it is recommended to have taken before | |||
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(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.