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You may refer to your text if necessary.  \n\n| Bacteria name | Source of contamination | Foods involved | Symptoms |\n| --- | --- | --- | --- |\n| Salmonella | Found in the   of animals, particularly   . Cross-contamination is frequently the cause of contamination. | Raw meat, poultry and   . It may occur in foods that have not been properly   . | Vomiting, diarrhoea and listlessness within   hours. |\n| Clostridium\u003Cbr>perfringens | Raw meat,   coated in soil and   food handling. | Cold and   meat such as casserolesand stew. |   , diarrhoea and abdominal cramping within   hours. |\n| Staphlyococcus | Many people carry this bacteria in   passages, mouthsand infected skin. It is   by coughing and sneezing. | Foods eaten cold such as custards, cold meats and pre-prepared   fare. | Vomiting,   and abdominal cramps within   hours. |\n|  | Lives in the   of humans and animals and is transferred by poor hygiene in the workplace. | Raw and   meat and poultry. | Abdominal upset and severe diarrhoea. May be children.  for young |\n| (Escherichia) |  |  |  |\n| Listeria | Dust, water,   ,\u003Cbr>shellfish,   and insects. | Milk products, soft   , manufactured meats and soft-  ice-cream. | Nausea, vomiting and diarrhoea within   hours. |\n\n1  \n© Pearson Education Australia (a division of Pearson Australia Group Pty Ltd), 2005. This page from Food Technology First Teacher’s Resource may be photocopied for classroom use.  \n| 1.2 |\n| --- |\n| Hands on |\n\ncCourse Book p 11  \nStoring bread  \nHave you ever noticed how some bread goes stale when stored incorrectly?  \nDesign and conduct your own experiment to discover more about the storage of bread and find the best ways to store and preserve bread.  \nAim  \nTo test the keeping quality of bread by comparing a home-made loaf with a commercially produced loaf.  \nEquipment  \nMethod  \n1   2   3   4    \nDiagrams  \n2  \nResults  \nConclusion  \n© Pearson Education Australia (a division of Pearson Australia Group Pty Ltd), 2005. This page from Food Technology First Teacher’s Resource may be photocopied for classroom use.  \n| 1.3 |\n| --- |\n| Vocabulary |\n\ncCourse Book p 14  \nSensory properties of food crossword  \n\n|  |  |  |  |  |  |  |  |  |  | 1 |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n|  |  | 2 |  |  |  |  |  |  |  | 3 |  |  |  |  |\n| 4 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |\n|  |  |  |  | 5 |  | 6 |  |  |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |\n| 7 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |  |  |  |  | 8 |  |  |  |\n|  |  |  |  |  |  |  |  | 9 |  |  |  |  |  |  |\n| 10 |  |  |  |  |  |  |  | 11 |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |\n|  | 12 |  |  |  |  |  |  |  |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |  | 13 |  |  |  |  |  |  |\n|  |  |  | 14 |  |  |  |  |  |  |  |  |  |  |  |\n\nAcross  \n2 A spicy meal.  \n3 A typically sour food.  \n5 If a flavour is strong, it is said to be   .  \n7 These are found on the tongue and are used to detect different flavours.  \n10 Flavour is said to be the combination of taste and smell,   and appearance.  \n11 Sometimes certain colours lead us to   certain flavours.  \n12 A typically sweet food.  \n13 The first sensory property that is seen in a food.  \n14 A typically bitter food.  \nDown  \n1 When a flavour is weak, it is said to be  \n2 A typically salty food.  \n4 The main sense used when eating.  \n6 Texture is also known as   .  \n8 A sense that helps to determine whether food has gone ‘off’.  \n9 This food has a crisp texture.  \n3  \n© Pearson Education Australia (a division of Pearson Australia Group Pty Ltd), 2005. This page from Food Technology","cbCaichIZQ6BzdIR","https://ap.wps.com/l/cbCaichIZQ6BzdIR","pdf",1111200,148,"English","# Worksheets - Literacy\n## Bacteria table: contamination, foods, symptoms\n# Hands on\n## Storing bread: experiment design\n## Denaturation of egg whites: method, results, questions\n# Vocabulary\n## Sensory properties of food crossword","[{\"question\":\"What must students do in the bacteria literacy worksheet?\",\"answer\":\"Complete the table by filling in the source of contamination, foods involved, and symptoms for each listed bacteria, using the text if needed.\"},{\"question\":\"How do students test bread storage quality in the hands-on activity?\",\"answer\":\"Students design and conduct an experiment comparing a home-made loaf with a commercially produced loaf, aiming to assess keeping quality by comparing results.\"},{\"question\":\"What variables are changed in the egg-white denaturation experiment?\",\"answer\":\"Students add different ingredients to separate egg whites (salt, sugar, lemon juice or tartaric acid, and bicarbonate of soda), then beat each sample and record the timing and final consistency.\"}]","Food Technology - Worksheets - Literacy, Hands-on Experiments and Vocabulary | PDF",1790873094,373]