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21 January 2020 | Story Leonie Bolleurs | Photo Leonie Bolleurs
Prof Danie Vermeulen, Prof Arno Hugo, and master’s student in Consumer Sciences, Mandisa Masuku in the newly renovated sensory laboratory in the Agricultural Building on the UFS Bloemfontein Campus.
Prof Danie Vermeulen, Prof Arno Hugo, and master’s student in Consumer Sciences, Mandisa Masuku in the newly renovated sensory laboratory in the Agricultural Building on the UFS Bloemfontein Campus.

Imagine all food tasting the same …

Fortunately, this is not the case, as consumers like to enjoy what they eat. Tasting food is important because it enables suppliers to adapt food products to consumers’ preferences.

According to Prof Arno Hugo of the Department of Microbial, Biochemical and Food Biotechnology at the University of the Free State (UFS), it is important for food companies to make sure that new food products are acceptable to consumers before launching such products. Often, companies also want to confidentially compare and profile their new or even established products against their competitors’ products. Lately, food companies also have the need to adapt European or North American food products for the local consumer (Africanisation of food products). Independent sensory laboratories are needed for such work. 

Dr Carina Bothma, Senior Lecturer and sensory science expert – also from the Department of Microbial, Biochemical and Food Biotechnology – who manages the sensory laboratory, says the laboratory at the university performs sensory analysis, which is a scientific discipline used to evoke reactions from humans regarding the five senses of sight, smell, touch, taste, and hearing. These reactions can be captured from first bite to complete mastication and are then statistically analysed and interpreted by a sensory analyst.

With the support of the Dean of the Faculty of Natural and Agricultural Sciences, Prof Danie Vermeulen, a project to the value of R3 million to upgrade the existing sensory laboratory in the Agricultural Building on the UFS Bloemfontein Campus, is nearing completion. Minor improvements will be completed by June 2020.

According to Dr Bothma, upgrades were done in three sections, including a training area (with seating for 12 trained panellists); a computerised 12-booth tasting area (with a three-light communication system); and a preparation area. The latter consists of a walk-in fridge and walk-in freezer, a 10-rack industrial steam-jet oven, a ventilation system to control and maintain a negative pressure in the preparation area – so that odours do not move to the tasting area, two mobile units with four gas plates in each unit, and a sputum and control area equipped with a computer.

Prof Hugo, who is mainly responsible for planning trials and statistical analyses of sensory data, says the sensory laboratory is truly a fantastic facility and big asset for the university. “I think it is one of the best-planned and best-equipped sensory laboratories in South Africa.”

Alternative food products profiled

He continues: “Several sensory studies have been done regarding the influence of salt reduction on the meat quality of various meat products, as well as the effect of different feed supplements on meat quality. Meat was also evaluated, comparing the meat quality of animals from different production systems.”

Dr Bothma states that food products to be evaluated vary and may include new products in product development. “Several interesting food products have been tested in the lab so far. Underutilised vegetables such as amaranth and cactus pears, and newly introduced crops such as edamame, have been evaluated.  Ancient grains such as fonio have also been profiled.  An African staple, amagwinya, is currently being profiled, as well as food products containing insect flour,” she says.

Testing and teaching

According to Dr Bothma, a trained panel consisting of 10 to 12 panellists is highly trained to verbally describe a food product or characteristic.  For other tests, consumers of a specific food product to be tested, are sourced. Such a panel can consist of between 75 and 300 persons, depending on the requirements of the client.  Panels can also be compiled according to specific demographics. All demographic information remains anonymous.  

Sensory analysis forms part of academic research projects and a number of PhD and master’s degrees have been done in the laboratory. 

She says: “Postgraduate students work in the sensory lab under supervision of the sensory analyst. They personally recruit panellists on the campus, referred to as 'convenience sampling'. These assistants do the preparation for the tasting, preparing up to 500 individual samples for a test that has 100 panellists and five products.  They attend to the panellists, serve the samples, collect and decode ballot sheets, and enter data into Excel for statistical analysis.”

More than 20 accredited scientific articles have already been published from research done in this laboratory.

News Archive

Socially inclusive teaching provides solution to Grade 4 literacy challenges
2017-01-23

 Description: Motselisi Malebese Tags: Motselisi Malebese

Mots’elisi Malebese, postdoctoral Fellow of the Faculty
of Education at the University of the Free State (UFS) tackles
Grade 4 literacy challenges.
Photo: Rulanzen Martin

Imagine a teaching approach that inculcates richness of culture and knowledge to individual learners, thus enhancing equity, equality, social justice, freedom, hope and fairness in terms of learning opportunities for all, regardless of learners’ diversity.

This teaching strategy was introduced by Mots’elisi Malebese, postdoctoral Fellow of the Faculty of Education at the University of the Free State (UFS), whose thesis focuses on bringing together different skills, knowledge and expertise in a classroom environment in order to enhance learners’ competence in literacy.

A teaching approach to aid Grade 4 literacy competency
Titled, A Socially Inclusive Teaching Strategy to Respond to Problems of Literacy in a Grade 4 Class, Malebese’s post-doctoral research refers to an approach that improves listening, speaking, reading, writing, technical functioning and critical thinking. Malebese, who obtained her PhD qualification in June this year, says her research confirmed that, currently, Grade 4 is a bottleneck stage, at which learners from a low socio-economic background fall behind in their learning due to the transition from being taught in their home language to English as a medium of instruction.

Malebese, says: “My study, therefore, required practical intervention through participatory action research (PAR) to create conditions that foster space for empowerment.”

PAR indoctrinates a democratic way of living that is equitable, liberating and life-enhancing, by breaking away from traditional teaching methods. It involves forming coalitions with individuals with the least social, cultural and economic power.

Malebese’s thesis was encouraged by previous research that revealed that a lack of readiness for a transitional phase among learners, teachers’ inability to teach literacy efficiently, and poor parental involvement, caused many learners to experience a wide variety of learning barriers.

A co-teaching model was adopted in an effort to create a more socially inclusive classroom. This model involves one teacher providing every learner with the assistance he or she needs to succeed, while another teacher moves around the room and provides assistance to individual learners.

“Learners’ needs are served best by allowing them to demonstrate understanding in a variety of ways, because knowledge is conveyed and accomplished through collaborative work,” Malebese said.

She believes the most important benefit of this model is assuring that learners become teachers of their understanding and experiences through gained knowledge.

Roleplayers get involved using diverse expertise in their field
Teachers, parents and several NGOs played a vital role in Malebese’s study by getting involved in training, sewing and cooking clubs every weekend and during school holidays. English was the medium of teaching and learning in every activity. A lodge, close to the school, offered learners training in mountain biking and hiking. These activities helped learners become tour guides. Storyteller Gcina Mhlophe presented learners with a gift of her latest recorded storytelling CD and books. Every day after school, learners would read, and have drama lessons once a week.

AfriGrow, an organisation that works with communities, the government and the corporate sector to develop sustainable community-driven livelihoods through agricultural and nutrition programmes, provided learners with seedlings, manure and other garden inputs and training on how to start a sustainable food garden. The children were also encouraged to participate in sporting activities like soccer and netball.

“I was aware that I needed a large toolbox of instructional strategies, and had to involve other stakeholders with diverse expertise in their field,” Malebese said.

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