Who is responsible for providing up-to-date SDSs on hazardous products they sell or produce? Worker Supplier Employer Who is responsible for ensuring SDSs are available in the work area for all known hazardous products used? Owner Worker Supplier Employer Who is responsible for the worker understanding the safe use of hazardous materials? Owner Worker Supplier Employer Where are SDSs supposed to be found? Supervisor’s truck WorkSafeBC officer’s truck Close to the work area and made available at all times In worker’s information booklet handed out at orientation What do the letters SDS for? Safe dos and don’ts Safety data sheet Safer data specifications Substance descriptor and safety What are the two groups of hazardous products? and metals Gases and liquids Health and physical hazards Oxidizing and respiratory hazards
Name/ Description Pictogram Classes and categories Exploding bomb (for explosion or reactivity hazards) Self-reactive substances and mixtures (Types A and B*) Organic peroxides A and B*) Corrosion (for corrosive damage to metals, as well as skin, eyes) Corrosive to metals (Category 1) Skin corrosion/irritation - Skin corrosion (Category 1, 1A, 1B, and 1C) Serious eye damage/eye irritation - Serious eye damage ( Category 1) Gas cylinder (for gases under pressure) Gases under pressure (compressed gas, liquefied gas, refrigerated liquefied gas, and Dissolved gas) Skull and crossbones (can cause death or toxicity with short exposure to small amounts) Acute toxicity Oral (Category 1, 2 and 3) Dermal (Category 1, 2, and 3) Inhalation (Category 1, 2, and 3) Exclamation mark (may cause less serious health effects or damage the ozone layer) Acute toxicity - Oral, dermal, inhalation (Category 4) Skin corrosion/irritation - Skin irritation (Category 2) Serious eye damage/eye irritation - Eye irritation (Category 2 and 2A) Respiratory or skin sensitization - Skin sensitizer (Category 1, 1A and 1B) Specific target toxicity - Single exposure (Category 3)
Rubric for Marking Practical Assignments Learning outcome 4 3 2 1 Use of correct techniques B2 Able to explain the cooking technique Able to use the technique with confidence Lacks basic understanding of the technique Unable to use the technique A3 Able to summarize the recipe with understanding Able to summarize the recipe Understands some aspects of the recipe Lacks understanding Work/organization A1 Explain cross-contamination and select ingredients in the correct manner Select ingredients without cross- contamination Random collection of ingredients Requires more than one trip to get necessary ingredients A5 Actively engaged at all (no leaning or sitting) Engaged but not productive Intermittently engaged Failure to contribute, resulting in additional work for others Managing time and equipment A5 Lab finished with lab check prior to the bell Rushed to complete lab check by the bell Unable to complete by the bell Late for next class A4 Demonstrates correct understanding of equipment Demonstrates correct use of equipment Identifies equipment but use is improper No knowledge of equipment A3 Able to interpret and execute recipe Able to execute recipe Cannot demonstrate execution of recipe without some assistance Needs assistance to execute Product appearance and nutritive value A6 Outcome resembles demonstration product Resembles demonstration product Product is edible Product is not edible C1 Can identify a nutrient from the product and explain its function Can identify a nutrient Requires assistance to identify a nutrient Unable to identify a nutrient C4 Can give several alternatives to increase the nutritive value of the recipe Can explain one alternative for a healthier choice Requires assistance to identify a healthy alternative Unable to identify a healthy alternative Product B1 Original presentation and appropriate table setting Plated as discussed or demonstrated in demonstration Plating is less than appealing Plating is unacceptably poor .
Exploring the Culinary Arts—Careers Description Students will analyze current food trends and the different aspects of the food service and hospitality industries, together with the career paths available. Lesson Objectives Students will be able to: summarize the different aspects of the service industry recognize the factors that affect current food trends and how they affect the food service industry summarize the five segments of the hospitality industry, and summarize the three key areas of the food service industry (food service, tourism, and science). Assumptions The teacher will become familiar with: the hospitality industry and the food service industry, and some of the new food trends that have occurred in the last few years (e.g., food trucks). Terminology cuisine: Cuisine (Fr.) refers to a style or method of cooking that is specific to an area, country, or establishment. culinarian: A culinarian is a person skilled in cookery. culinary: Culinary is a descriptive term relating to the kitchen or cooking. food service industry: The food service industry is involved in the making, transporting, and selling of prepared foods. hospitality industry: The accommodations and food and beverage industry groupings. tourism: The business of attracting and serving the of people travelling and staying outside their home communities for business and pleasure. trend: In the food service industry, trend refers to new methods of preparing or serving food to the public that become popular. This work is licensed a unless otherwise indicated. 165