Download 5.Determination of the energy value of the finished food products

MINISTRY OF HEALTH OF THE REPUBLIC UZBEKISTAN
TASHKENT MEDICAL ACADEMY
Approved"
vice rector for study
department prof. Teshaev O.R.
________________________________
“______” _______________ 2012
Hygiene of children, teenagers and nutrition department
Subject: Food hygiene
TECHNOLOGY TRAINING
on practical employment
on the theme: Determination of the energy value of the finished food products.
Sanitary evaluation and control of the content of heavy metals in products.
TASHKENT - 2012
1
THEME: Determination of the energy value of the finished food products. Sanitary
evaluation and control of the content of heavy metals in products.
Model of technology of training on educational employment
School hours: 225 minutes
Quantity of the trained: 8-13
Hygienic requirements to мясоперерабатывающей the industries
Theme:
Chair of hygiene of children and teenagers and a food.
Place of carrying out of
employment
1. Introduction.
The plan of practical
2. A theoretical part.
employment
3. A practical part.
4. Самостаятельная work of students.
1. The training purpose:
The purpose of educational
- Development and strengthening of theoretical knowledge
employment:
- Development of practical skills.
2. The educational purpose:
- To form at students interest to a trade and feeling of
responsibility;
- To bring up at students feeling of responsibility to carrying
out organizational - methodical work
3. The perspective purpose:
- To form at students feeling of independent thinking. For this
purpose the student should prepare independently the text of lecture
and on objects CSSEC to read and answer the set questions.
The student should know:
The student should be able:
Pedagogical problems:
Methods and technicians of
training
Forms of the organisation
of educational activity
Tutorials
Ways and feedback means,
monitoring and an
estimation.
- Place organizational - methodical works among problems of the
doctor on hygiene of a food;
- Requirements on carrying out organizational - methodical works;
- What results are given by organizational - methodical work.
- To spend sanitary-educational work;
- Increase of sanitary literacy of workers of public catering and trade.
- Development and strengthening of theoretical knowledge
- Development of practical skills. Practical skills accustom on
objects CSSEC
- To form at students interest and responsibility to a trade
- Feeling of responsibility for quality and epidemiological safe
production
- To form at students feeling of independent thinking.
Black box; technics: the scheme the-fish skeleton.
Individual work, work after groups, collective.
Manuals, teaching materials, the complete set of medical products, the
complete set of summaries to medical products, slides, sheets of paper
А32, markers, an adhesive tape.
The oral control: control questions, performance of educational tasks
in groups.
The written control: control questions.
2
THEME: Determination of the energy value of the finished food products. Sanitary
evaluation and control of the content of heavy metals in products.
Flow chart of lesson
Stages of work and
time
1-stage.
Preparatory
part
(10 min)
Contents
Training
Lead topic sessions, the content of the topic.
Results on the basic concepts. Introduces the
outline of the topic. 1.1. The recommended
literature (Appendix № 1).
Introduction to the 1.2. Sets students animating questions to conduct
subject (5 min)
brainstorming. Lists the procedures on the basis
of the plan of practical training and content of the
learning process.
1.3. Announces the evaluation criteria to assess
the activity of students.
2-stage. primary
20 min
45 min
45 min
25 min
45 min
3-phase.
Conclusion
minutes).
2.1. Conducts quick survey of students to activate
students' knowledge (Appendix № 2)
2.2 Organizes Discussion of case study draws
attention to the rules of the students with a case,
the algorithm of solving the problem and the
definition of the problem. (Appendix № 3)
2.3. Offers independent analysis tasks. (Appendix
№ 1.3)
break
2.4. Test solution (Appendix № 2.3)
2.5. Showing a student of visual materials (slides,
presentations, videos, etc.)
break
Learners
Listen
Listen
Answer questions
Acquainted
Discuss
Independently analyze the
problem
Divided into groups, write,
work on assignments
actively participate
Conduct of the multidisplay, hold discussions,
make additions, evaluate,
conclude.
Listen. Perform tasks of
the group. Spend the show.
An opinion on the topic.
3.1. Conclusion: an opinion on the topic.
Listen. Determine. Express
(30 3.2. The activity of students Declares evaluation their proposals.
criteria for the group. (Appendix № 5).
3.3. Provides questions and exercises for selfstudy. (Appendix № 7).
1. Location classes, equipment.
- Department of health of children, adolescents and nutrition;
- The audience, the laboratory;
- Ready-made meals;
- Reagents;
- Handouts;
- Slides, tables, banners, videos;
- TCO: slaydoskop, multimedia projector, TV and video.
3
1.1. Motivation
Caloric diets and their nutritional value in catering now control the departmental laboratory
torii, available at the controls of trade in major cities.
One of the main tasks of the sanitary-epidemiological service of the organization is a balanced
diet of different groups. Therefore, knowledge and use of methods to determine the actual usefulness
of the diet is very important. To this end, a laboratory study of the daily diet in the business or
individual dishes in the laboratory of sanitary-epidemiological station in accordance with the plan of
work of the doctor as a food hygiene quality control nutrition.
1.2. Intra and interdisciplinary communication
Teaching of the subject is based on the knowledge of students the basics of microbiology,
biochemistry, epidemiology, normal and abnormal physiology, anatomy and therapy. Acquired
during the course of their knowledge will be used in the study of nutritional and caloric intake, the
determination in a dish or a diet of proteins, fats, carbohydrates, counting the number of calories in
their diet or foods, as well as on the determination of the biological value of the diet, or dish - the
content vitamins and minerals, and if necessary, the amino acid composition of food.
2. The theoretical part
2.1. Contents classes
Laboratory methods for studying the nutritional and caloric intake based on the definition in the
dish, or a diet of proteins, fats, carbohydrates, counting the number of calories in their diet or foods,
as well as on the determination of the biological value of the diet or food - vitamins and minerals, and
in the need for and the amino acid composition of food.
SAMPLING FOR ANALYSIS OF THE FINISHED DISH
In catering open and serving a special contingent should take samples of ready meals for the
study at the time of distribution of feeding. To more accurately determine the average weight
dispensed portions weighed 10-15 servings prepared for distribution. Then in laboratory dishes
sanitary-epidemiological station selects one of the suspended portions: for analysis. It is necessary to
write down the exact name of products that rely on the menu-layout for the analyzed options. Taken
for analysis on a sample is drawn notch samples. It states: sampling time, the name of the institution
where it was taken, the layout of food and output the finished dish, and who sampled, type of
packaging, sealed sample and who is present at the same time the official catering (chef, production
manager , director of the dining room, and so on). The act is the accompanying document to the
laboratory, he signed to acquire a sample person, and the calculator business. The act specifies a
laboratory where the sample is sent for analysis, and the purpose of the study.
SAMPLE PREPARATION PREPARES DISHES FOR RESEARCH
Laboratory received separate meals or diet as a whole is weighed on a cymbal or dial scales in
the container in which the food delivered to the laboratory. Then dishes containing large "amount of
fluid (the first, some second and third), heated to a temperature of 50-45 ° C, allowed to stand for
4
some time and settle to the bottom of the dish dense meals. The liquid part of the dish carefully
poured in a porcelain beaker separating dense part of the spoon portion. Dense part of the remainder
is weighed along with the dishes. Subtracting the weight of the dish with a lot of heavy dishes,
determine the mass of the liquid part. If there are dishes in the neck or fish should be weighed
separately. Then a dense part of the dish is transferred to a porcelain mortar and vacant dishes
weighed. Subtracting weight ¬ raw dense part with a lot of free ware dishes, determine the mass of
the dense part. The amount of mass and dense parts of the mass of the liquid food.
After determining the weight of the dishes are ready to prepare it for analysis. (Dense part dishes ground in a mortar until smooth. If the dish is made from foods rich in fiber (sprouts, peas,
etc.), to facilitate the preparation of meals to the analysis of samples taken 1/5 of the mass of the
liquid part and 1 / 5 - the mass of the dense part, which together thoroughly ground. To avoid the loss
of fat in the preparation of dishes for analysis, shifting the food from the dishes in the china
concession should be made hot.
Pounded homogeneously dense part is attached to the liquid portion of food and mix
thoroughly. After this, take a sample for analysis. Since the dense part of the dish quickly settles and
it makes it difficult to take the sample, showing the average composition of food, the more correct
analysis of solid and liquid parts separately without mixing them.
DETERMINATION BY CALORIC READY MEALS EKZEMPLYARSKY (ACCELERATED
METHOD)
The method can be carried out rapidly Ekzemplyarsky standards supervisory investment
products in accordance with the layout of dishes to determine calorie dishes, and set the number of its
fat. It should be borne in mind that this method is not accurate enough, it is assumed that his error is ±
10%. It allows you to define only the fullness of investment products in the preparation of meals and
diets, but you can not judge their nutritional value.
The principle of the method. The method consists in defining a dish of dry matter (DM) by drying,
in establishing the content of fat (F) for Gerber, based in the dish minerals (CF), the total content of
protein and carbohydrate (B + y) and per calorie (K ) by multiplying the quantity of nutrients to the
appropriate caloric coefficients (for proteins and carbohydrates - 4,1 for oil - 9.3).
Calculation:
INSTRUMENTS AND UTENSILS
1. Technochemical scales with weights.
2. Dial scales.
3. Porcelain mortar and pestle.
4. Porcelain cup.
5. Butyrometer milk with rubber stoppers.
6. Spatulas.
7. Porcelain cups.
8. Spoon.
9. Plates.
10. Oven.
11. Electrical panels.
11 Electrical water bath for Butyrometer.
13. Thermometer to 100 ° C.
14. Centrifuge Gerber.
REAGENTS
1. Sulfuric acid specific gravity of 1.5.
2. Sulfuric acid specific gravity of 1.7.
3. Amyl alcohol.
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Determination of dry matter
Analysis of a sample prepared dishes start with definitions of these solids by evaporation of
moisture from the sample in an oven. Take a sample (10 g) and the average of the prepared samples
fifth liquid and fifth in the dense part of the previously weighed on scales technochemical porcelain
cup. Drying is carried out in an electric oven at 100-105 ° C to constant weight, that is, as long as the
weight of a porcelain cup with the sample after 10 minutes drying come true change. For entrees,
with a large amount of fluid before drying in an oven to evaporate the moisture is recommended on a
hot plate, which will speed up drying. Weight of dry matter calculated using the formula:
where A is the mass of the cup with the sample after drying, in grams,
B - of the free cup of grams
C - weight of food in grams,
D - mass meals, taken for analysis in grams.
Example of calculation. Mass of the test meal of 500 g, weighed for the study was taken in an amount
of 10 g, the mass of a free cup of -57.8 g, weight cup with the sample after drying - 58.8 g
Substituting the values, we get:
Consequently, in the first dish contains 50 g of dry matter.
Determination of mineral
The mineral content of the sample the finished dish calculate arithmetic by multiplying the
weight of the liquid portion of food by a factor of 0.012, and the weight of the heavy meals - by a
factor of 0.01. These coefficients are obtained based on the average data for the study of the mineral
composition of many dishes.
Example of calculation. The liquid part of the dish weighs 225 g, compact - 240, the amount
of minerals in the liquid part of the same dishes: 225X0, 012 = 2.7 g, in a dense part of the meal 240X0, 01 = 2.4, the mineral content in the whole dish 2.7 2.4 = 5.1 g
After determining the dry matter and minerals begin to determine the amount of fat in the diet.
Fig.2. Milk
butyrometer to
determine fat
Determination of fat content by Gerber method
The principle of the method is to separate the fat from the total sample
of homogenized food and reading it on a scale butyrometer. Weigh pour
sulfuric acid, which destroys the cell walls of plant products and
releases fat, reduces the electrical charges from the emulsified fat
globules of fat, which contributes to their merging into larger drops of
oil. The process of merging of fat droplets is further enhanced after the
addition of amyl alcohol.
The test run. First batch of food in a quantity of 10 g was weighed on
scales technochemical in a porcelain dish and transferred into milk
butyrometer (Fig. 2). Rinse the cup 2-3 times a small amount of sulfuric
acid (specific gravity 1.7), which is also carefully poured into
butyrometer. Then in butyrometer sulfuric acid is added to the total
amount of it was about 10 ml and 1 ml SCHILOBOGO alcohol, and
then closed with a rubber stopper butyrometer. Butyrometer gently
inverted several times to mix the contents and placed in a water bath at
65-70 ° C.
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Of great importance is the correct filling butyrometer. The level of liquid in it after filling it
should be below the narrow part (neck) for 3-4 mm, provided separated fat layer will be placed
within the Graduated. To fill Butyrometer be best to use automatic pipettes: sulfuric acid for 10 ml,
for amyl alcohol, 1 ml (Fig. 3).
Seasoning butyrometer in a water bath is recommended for 15 minutes, but the contents'
platter hard degradable particles of food (cereals, cabbage, peas, etc.) should be maintained
butyrometer little longer, until a homogeneous brown mass. He was then placed in a centrifuge
Gerber (Fig. 4). The narrow end butyrometer (which houses a graduated scale) should be directed to
the center. Centrifugation produce 5 minutes.
After centrifugation butyrometer again for 5 minutes is placed in a water bath (at 70 ° C) and
the scale of butyrometer ticking separated fat.
In the analysis of the second batch of food in a quantity of 2 g taken on filter paper size 3X3
cm, paper wrap with the sample tube and placed in butyrometer. Then pour in butyrometer sulfuric
acid (specific gravity 1.5) and amyl alcohol. Filling butyrometer produce, as in the analysis of the
first course, with the same expectation that the level of the neck was lower by 3-4 mm. Every small
scale division butyrometer is 0.01133 g of fat. Multiplying the number of small scale divisions
involved in fat, at 0.01133, calculate the amount of fat in the sample, taken for analysis, and
multiplying by the weight in grams of food - the amount of fat in the dish.
Fig. 3. self-filling transfer pipet
Fig. 4. Centrifuge Butyrometer.
Example of calculation. As noted butyrometer 8 divisions engaged fat. 2 g sample weight, weight 150
g portions of food fat content of the finished dish will be serving:
Calculating caloric test the finished dish or diet
1. Found previously, the amount of mineral substances contained s finished dish is subtracted from
the total amount of solids meals, get the total amount of protein, fat and carbohydrates.
2. Found in a sample of the finished dish fat is multiplied by 9.3.
3. Of the total number of dry 'balance subtracted
amount of fat. The residue containing proteins and carbohydrates, multiplied by 4.1.
4. The amount of addition of fat calories, protein and carbohydrates gives caloric test sample ready
meal or diet.
7
Example of calculation. 1. Amount of solids in the dish is the sum of dry matter and dense liquid part:
15.6 +36 = 51.6 g
2. Of minerals in the dense part is: 150x0, 012 = 1.8 g in the liquid portion - 300 gHO, 01 = 3, Og,
only 4.8 g
3. In the liquid portion of the dishes by butyrometer defined 2.5 g fat, dense part of - 6.7 g, the total
amount of fat in the dish, the 9.2 calories from fat amount to 9,2 x9, 3 = 85.56 cal.
4. The amount of protein and carbohydrates in the dish is: 51,6-9,2 4.8 = 37.6 g Calories from protein
and carbohydrates is 37,6 X4, 1 = 154.16 cal. 5.Kaloriynost the dish is: 85.56 = 154.16 239.72 cal.
The resulting analysis of calories compared to the theoretical, calculated from tables based layout
options. When comparing the theoretical and actual caloric determine the percentage of the layout.
For this theoretical calorie is taken as 100%, and the actual.
Example of calculation. Theoretical calorie dish is feces, and the actual - 239 cal. Percent complete
layout is as follows:
252 -100
239 - x
239 x 100
X = ------------------------- = 94.8%
252
For a more complete analysis of the nutritional value of food protein content determined by the
Kjeldahl method or Dzharomillo, fat - by extraction in a Soxhlet apparatus, carbohydrates - tsianidnm
method, minerals - by burning the sample in a muffle furnace.
1.2. The analytical part of
Learning time: 225 minutes.
Location classes
The structure of the training
session
Number of students: 8-13
Department of Hygiene of Children and Adolescents, and nutrition.
1. 1. Introduction to the value of the case.
2. 2. Conducting "Quiz" to activate students' knowledge.
3. 3. The precise definition of the problems and challenges of his
decision.
4. 4. The decision "case study" in groups.
5. 5. Analysis and discussion of the results.
6. 6. Analysis of the problem based on the table "T-scheme."
Conclusion. Evaluation of activity of students on learning outcomes.
1. Learning objective:
The purpose of the training
- The development and consolidation of theoretical knowledge
session:
- The development of practical skills. Practical skills are being
developed at the sites CGSEN
2. Educational objective:
- To form the students' interest and responsibility to the
profession
- A sense of responsibility for quality and safe products
epidemiologic
3. The long-term goal:
- To form the students' sense of independent thinking. For this
purpose, the student must examine meat processing shops and on the
basis of the data to form their own opinion.
Pedagogical objectives:
Learning outcomes:
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
• Create a framework  • Create a framework for self-study value cases;
for self-study values
 • The student develops and strengthens the theoretical knowledge.
briefcase, and for the  The student develops skills. Practical skills are being developed at
development
and
the sites CGSEN
strengthening of theoretical  • The students formed an interest and responsibility to the
knowledge
for
the
profession
development of practical  • Students develop a sense of responsibility for quality and safe
skills, to form the students
products epidemiologic
'interest and responsibility to
The students formed a sense of independent thinking.
the profession, and for
developing a sense of
responsibility for quality and
safe
products
epidemiological,
for
formation of students' sense
of independent thinking.
Black box, equipment: circuit-Riby skeleton.
Methods and techniques of
teaching
Individual work, group work, team.
Forms of educational
activity
Manuals, training materials, a set of drugs, a set of annotations to
Learning Tools
drugs, slides, paper A32, markers, tape.
Oral control: control issues, the implementation of learning tasks in
Ways and means of
groups.
feedback, monitoring and
Writing control: control questions.
evaluation.
3.2. Flow chart of practical lessons
The working process Contents classes
Teacher
Preparatory part (15 Defines the subject content of the topic,
min)
preparing the information supply, design of "case
studies", solves the problem of multiplication
case. Recommends self-study, teach
recommended literature.
1-stage. Introduction 1.1. Leads a training session topic, objectives,
to the topic (90
goals, learning outcomes, relevance and value.
minutes)
1.2. Conducting a poll to activate students'
knowledge.
1.3. Determines the location of the problem, "a
case study" in learning topics students. Familiar
with this practice session, and evaluation criteria.
Handing out materials to students, so that they
become better acquainted with the contents of
the case.
2-stage. Community 2.1. Organize discussions of case study material,
(90 min.)
draws students' attention to the rules of work
with a case, the algorithm of solving the problem
and the definition of the problem.
2.2.Predlagaet task analysis compiled by
students on their own, at home.
9
Student
Listen
Listen
Answer questions
Acquainted
Discuss
Independently analyze the
problem
2.3. Divides students into 3 small groups.
Distributes jobs on the topic in the form of "case
studies".
2.4. Organize the discussion of the results with a
case in small groups. Helps groups in the job
allows you to have more information. Draws
attention to the expected results.
2.5. Writing assignments each group on
Whatman, helps during the show, interprets,
summarizes knowledge, pays attention to the
conclusions. Listens to the correct requirements.
Divided into groups, write,
work on assignments
Actively participate
Spend display of work
by the spent group,
spend discussions, do
additions, estimate, do
the conclusion.
2.6. Summarize the proposals of students, and
Listen. The group task
complements them. On the basis of the problem
carry
out.
Spend
refers questions to each group in the table "Tdisplay.
Do
the
scheme."
conclusion on a theme.
2.7. Summarize the proposals students.
Listen.
3-phase. Conclusion 3.1. Brings results. Stops on the relevance of Listen.
Define.
(30 minutes).
today's topic. The teacher speaks of the need to Express the offers.
practice the application during class knowledge.
Rewards active students on evaluation criteria.
Looks cases that were analyzed at home, alone
and appreciated.
3.2. Discusses the recommended tasks. Dwelt Listen.
again on the importance of the case.
1 task
Expert sheets for work with groups
1-group
When evaluating investments% of meat for 1 meal (soup), revealed that the proportion is 80%. Your
conclusion.
Fill the table «Situational problem»
Kind of a situational problem
The reasons of occurrence of a
Actions for the problem
situational problem
decision
2-group
When evaluating investments% factual and theoretical caloric 2 dishes - plov revealed that the
proportion is 90%. Your conclusion.
Kind of a situational problem
The reasons of occurrence of
a situational problem
Actions for the problem
decision
Criteria and indicators of an estimation of process of work with the Case
Criteria and indicators of an assessment of works on an audience
10
Group structure
Activity of group
a poppy. 10
The information
it is given by
evident materials
a poppy. 30.
Answers are
given accurately
and full a poppy.
10.
Total a poppy.
50.
50-48 points – are excellent, 46-38 points – are good, 34-36 points – are satisfactory, 34-32
points – are unsatisfactory, 31 and less points – it is bad.
3.3 TESTS
1. Characterized by a high content of carbohydrates:
1) Vegetables
2) fruit *
2. Fiber vegetables and fruits in the gastrointestinal tract:
1) is well broken down and is well absorbed
2) well-cleaved and poorly absorbed *
3) badly broken down and poorly absorbed
3. Positive role in cholesterol metabolism in play:
1) starch and sugar
2) fiber and pectin *
4. The main source of carotene, pro-vitamin A are:
1) milk
2) bread
3) Potatoes
4) carrots and tomatoes *
5. With vegetables and fruits a person receives minerals:
1) calcium, phosphorus and cobalt
2) phosphorus, potassium and iron
3) potassium, iron and magnesium *
6. High content of potassium differ:
1) carrots, radishes and potatoes
2) radish, potato and cabbage
3) potatoes, cabbage and pumpkin *
7. High iron content are characterized by:
1) Vegetables
2) fruit *
8. Sokogonnym large effect have:
1) carrots
2) cabbage *
3) beets
9. Raw cabbage juice, beet and potato:
1) inhibit gastric secretion *
2) stimulate
11
10. Juice of radish, turnip and carrot choleresis:
1) inhibit
2) promote *
TUTORIAL
1. Two types of power functions:
1. external power supply
2. internal supply
2. Enter the 3 principles of nutritional status:
1. performance in power function
2. identifying indicators of adequate nutrition
3. determine the status of disease
3. Two major elements of a balanced diet
1. balance
2. correct diet
4. Five components, including the concept of a balanced diet:
1. providing physiological needs
2. meet the energy needs
3. providing plastic functions
4. ensuring a balance of internal homeostasis
5. ensuring efficiency
5. 5 principles of a balanced diet:
1. energy balance
2. balance of nutrients
3. adherence to diet
4. variety of food
5. eating pattern and the national habit
6. The ratio of proteins, fats and carbohydrates in your diet with balanced nutrition:
1. protein - 1
2. Fat - 1.2
3. carbohydrates - 4.6
7. Two positions in the protein part of the diet for the evaluation of balanced nutrition of adults:
1. the total amount of protein should be an average of 12% of daily energy needs
2. amount of animal protein should be 55% of the total daily diet of proteins
8. Mode meals at 4-times a balanced diet:
1. breakfast 25% of the daily diet
2. lunch 35%
3. lunch 15%
4. dinner 25%
9. Three problems balancing power in modern conditions:
1. Balancing the
2. ensuring full
3. minimum energy value
12
4. A practical part
SITUATIONAL PROBLEM
1. Determine the dry matter in the finished dish
To evaluate the quality of the finished dish
Performs step (steps):
1
Weighing food portions
2
Chop until smooth
3
Take 10 g into a previously weighed cup
4
Put in the oven 30 - 40 minutes
5
again weighed
6
Determined by the difference in weight of dry matter
in total
maximum score of 100
2. Determination of salts in the finished dish
To evaluate the quality of the finished dish
Performs step (steps):
1
The weight one meal
2
The weight 2 courses
3
Weight 1 x 0.012 dishes
4
Weight 2 x 0.01 meals
5
in total
maximum score of 100
100
100
100
100
100
100
100
75
75
75
75
75
75
75
55
55
55
55
55
55
55
0
0
0
0
0
0
0
100
100
100
100
100
75
75
75
75
75
55
55
55
55
55
0
0
0
0
0
USE OF THE METHOD "BRAINSTORMING"
The method can be used for an estimation of initial level of knowledge of students.
To break group into small groups (MG) on 2-3 persons. To suggest small groups to give the
version of the answer to the problem question concerning a theme of employment (Variants of
questions it is resulted more low).Each MG offers the variant of the answer to a question which can a
life are written down in a board or on a sheet of paper. Then will be discussion of answers of
MG.Active a role will be to the teacher, but discussion is involved also students.
Выберается the optimal variant of the answer for which the corresponding MG have the higher
point, other MG are estimated accordingly more low.
METHOD USE «THE ROUND TABLE»
The method can be used for an estimation of initial level of knowledge of students.
To break group into small groups (MG) on 2-3 persons. To suggest small groups to give the
version of the answer to the problem question concerning a theme of employment (Variants of
questions it is resulted more low).Each MG offers the variant of the answer to a question which can a
life are written down in a board or on a sheet of paper. Then will be discussion of answers of
MG.Active a role will be to the teacher, but discussion is involved also students.
Выберается the optimal variant of the answer for which the corresponding MG have the higher
point, other MG are estimated accordingly more low.
13
5. Forms of the control of knowledge, skills and abilities
- Spoken
- Written
- Decision of situational problems
- Demonstration of the developed skills
№ Estimation
1.
Development of
knowledge in %
Theoretical part
2.
Case-stadi
3.
The test
4.
Practical part
№
5.1. The evaluation criteria of the current control
Perfectly Well
Average Well
100-86 %
85-71 %
70-55 %
54-37 %
20-19
points
50-48
points
15-14
points
15-12,9
points
18-17
points
46-38
points
13-12
points
12,7510,6
points
16-15
points
34-36
points
11-10
points
10,5-8,25
points
14-13 points
Neudovletvoritelno
36 % and more
low
12 points
34-32 points
31 point
9-8 points
7-6 points
8,1-5,5 points
5,4 points
Comprehensi
bility
Estimation
96-100 %
Perfectly
«5»
91-95 %
Perfectly
«5»
1
2
Level of knowledge of the student
Full, a right answer on questions on carrying out of
sanitary-educational work, means of carrying out of
sanitary-educational work, kinds of sanitary-educational
work. Sums up and makes of the decision, creatively thinks,
independently analyzes. Situational problems solves
correctly, with the creative approach, with good reason the
answer.
Actively, creatively participates in interactive games,
correctly makes the based decisions and sums up, analyzes.
Sanitary-educational work among workers of public
catering and trade it is spent by corresponding rules and
norms.
Full, a right answer on questions on carrying out of
sanitary-educational work, means of carrying out of
sanitary-educational work, kinds of sanitary-educational
work. Creatively thinks, independently analyzes.
Situational problems solves correctly, with the creative
approach, with good reason the answer.
Actively, creatively participates in interactive games,
correctly makes of the decision.
Sanitary-educational work among workers of public
catering and trade it is spent by corresponding rules and
14
3
86-90 %
Perfectly
«5»
81-85 %
Well
«4»
76-80 %
Well
«4»
71-75 %
Well
«4»
66-70 %
Well
«3»
61-65 %
Well
«3»
55-60 %
Well
«3»
50-54 %
Well
«3»
4
5
6
7
8
9
10
norms, but there is 1 error.
The put questions on carrying out of sanitary-educational
work, means of carrying out of sanitary-educational work,
kinds of sanitary-educational work almost full, but are 1-2
discrepancies in the answer. Independently analyzes.
Discrepancies at the decision of situational problems, but at
the correct approach. Actively participates in interactive
games, correctly makes of the decision.
Sanitary-educational work among workers of public
catering and trade it is spent by corresponding rules and
norms, but there are 2-3 errors.
The put questions on carrying out of sanitary-educational
work, means of carrying out of sanitary-educational work,
kinds of sanitary-educational work are shined completely,
but there are 2-3 discrepancies, errors. Puts into practice,
understands a question essence, tells confidently, has exact
representations. Situational problems are solved correctly,
but the answer basis insufficiently full.
Actively, participates in interactive games, correctly makes
of the decision.
Sanitary-educational work among workers of public
catering and trade it is spent by corresponding rules and
norms, but there are 2-3 errors.
Correct, but not full illumination of a question. The student
knows sanitary-educational work, means of carrying out of
sanitary-educational work, kinds of sanitary-educational
work are shined completely, but not completely
understands. Understands a question essence, tells
confidently, has exact representations.
Actively, participates in interactive games. On situational
problems gives incomplete decisions.
Sanitary-educational work among workers of public
catering and trade it is spent by corresponding rules and
norms but errors, at calculation of results.
Correct, but not full illumination of a question. The student
knows means of carrying out of sanitary-educational work,
kinds of sanitary-educational work but not full are equipped
with carrying out of sanitary-educational work.
Right answer on half of put questions. Understands a
question essence, tells
confidently, has
exact
representations only on separate questions of a theme.
Situational problems are solved truly, but there is no answer
substantiation.
Right answer on half of put questions. Tells uncertainly, has
exact representations only on separate questions of a theme.
Commits errors at the decision of situational problems.
The answer with errors on half of put questions. Tells
uncertainly, has partial representations on a theme.
Situational problems are solved incorrectly.
Right answer on 1/3 put questions. Situational problems are
solved incorrectly at the wrong approach.
15
11
46-49 %
12
41-45 %
13
36-40 %
14
31-35 %
№
1.
2.
3.
4.
5.
6.
7.
8.
Unsatisfacto
rily
«2»
Unsatisfacto
rily
«2»
Unsatisfacto
rily
«2»
Unsatisfacto
rily
«2»
Right answer on 1/4 put questions. Situational problems are
solved incorrectly at the wrong approach.
Illumination of 1/5 put questions with errors.
Illumination of 1/10 parts of questions at the incorrect
approach.
On questions does not give answers.
6. Chronological map classes
Employment stages
The employment
form
Introduction words of the teacher (a theme
substantiation)
Discussion of practical employment, estimation of
initial knowledge of students with use of new
pedagogical technologies (small groups, situational
problems, business games, slides, video films, etc.)
Carrying out of results of discussion
The task to students on performance of a practical part
of employment. Acquaintance of students by
corresponding visual aids on carrying out of sanitaryeducational work. To give directions and explanations
on task performance.
Independent work of students on mastering of practical
skills. Proceeding from an employment theme
independent work of students on objects CSSEC
(confectionery shop).
To analyze conformity of a theme of the spent lectures
to the plan. To analyze the received data. To make the
plan on wide carrying out of san.-educational work.
Discussion of results of theoretical and practical
knowledge. Considering degree of achievement of the
purpose of employment to estimate group activity.
The conclusion of the teacher on the given employment.
An estimation of activity of students on 100 mark
system. The task to students on preparation for
following employment (the list of questions)
Duration in
minute
225
10
Interrogation,
explanation
50
25
30
Independent work
of students on a
san.-gleam to
work
30
45
Oral
interrogation,
discussion, check
of
results
of
independent work
The information,
questions
for
independent work
25
10
7. Control questions
1. How is the selection of dishes of food rations to study their nutritional value?
2. What methods defined in calories?
3. What is the essence of the method complete study the nutritional value of meals (determination of
protein by Kjeldahl, Dzharomillo, fat - a Soxhlet, determination of carbohydrates and ash)?
16
4. What is the essence of the method to determine the calories Ekzemplyarsky?
5. What is the calorie content of the product - the gross product of the net assimilated product, as they
are calculated from the table of the chemical composition and nutritional value?
8. The recommended literature:
1. ”Ўзбекистон Республикаси Конститутияси”, Тошкент 1992 й.
2. «Ўзбекистан Республикаси давлат санитария назорати қонуни». Тошкент,1992.
3. Маъруза матнлари, Овқатланиш гигиенаси фани бўйича ўқув қўлланма Тошкент
тиббиёт академиясининг кутубхонаси ва кафедра қошида қонуний-меёрий хужжатлар, Давлат
стандарти, ССБТ, ЎзР ССВ буйруқлари.
4. Средносуточные рациональные нормы потребления пищевых продуктов в
организованных детских и подростковых учреждениях РУз. СанПиН № 0097-00
5. Средносуточные рациональные нормы потребления пищевых продуктов по
полувозрастным, профессиональным группам населения РУз. СанПиН № 0105-01
6. Средносуточные рекомендуемые нормы потребления пищевых продуктов для расчета
минимального потребительского бюджета населения РУз. СанПиН № 0135-03
7. Г.И.Шайхова таҳрири остида “Овқатланиш гигиенаси”. – Т., 2011.
8. Н.М.Демиденко тахрири остида. Гигиена. - Т., 2002.
9. Ванханен В.Д. Руководство к практическим занятиям по гигиене питания /
В.Д.Ванханен., Е.А.Лебедева. – М. Медицина, 1987.
10. Королев А.А. Гигиена питания., 3-е издание М. 2008
11. Микронутриенты в питании здорового и больного человека / (В.А.Тутельян,
В.Б.Спиричев, Б.П.Суханов, В.А.Кудащева). – М. : Колос, 2002.
12. Петровский К.С. Гигиена питания: руководство / К.С.Петровский : в 2 т. – М. :
Медицина, 1971.
13. Ш.С.Бахритдинов., А.С.Худайберганов. Нутрициология /Тошкент 2000
14. Химический состав пищевых продуктов: справочные таблицы содержания основных
пищевых веществ и энергетической ценности пищевых продуктов / под.ред. И.М.Скурихина,
М.Н.Волгарева. – М. Агропромиздат, 1987.
15. Химический состав пищевых продуктов: справочные таблицы содержания
аминокислот, жирных кислот, витаминов, макро- и микроэлементов, органических кислот и
углеводов / под.ред. И.М.Скурихина, М.Н.Волгарева. – М. Агропромиздат, 1987.
16. Химический состав российских продуктов питания: справочник / под.ред.
И.М.Скурихина, В.А.Тутельяна. – М. : ДеЛи Принт, 2002.
17. Сайты Интернета: http://www.mma.ru/fppope/child,
http://www.refworld.ru/referat, http://sociol.ru/sc/, http://referatw.ru/cgi-bin/main,
http://tradebooks.ckbib.ru/, http://www.niigd.ru/science.
Compiled by: M.D. Professor
M.D.
G.I. Shayhova
Otajonov I.O.
17