Speaker 1 (2)
You will hear two food science students called Nadia and Fergus talking to their tutor about their course.
Speaker 1 (3)
First, you have some time to look at questions 21 to 26.
Speaker 1 (4)
Now listen carefully and answer questions 21 to 26.
Speaker 2 (5)
Thanks for coming along, Nadia and Fergus.
Speaker 2 (6)
So this is a chance for you to give us some feedback about different aspects of your course.
Speaker 2 (7)
What would you like to begin with?
Speaker 3 (8)
I've enjoyed the sessions on food safety.
Speaker 3 (9)
There was some information there that I found really surprising, although some were stuff I knew already, like the rise in rates of obesity.
Speaker 4 (10)
Yeah, that's been in the news a lot, but I hadn't realised that unsafe food causes more than 200 different diseases.
Speaker 3 (11)
No, by no idea it was that many.
Speaker 3 (12)
And speaking of diseases, I knew resistance to antibiotics is on the increase, but I didn't know why.
Speaker 4 (13)
That it's partly because when animals are treated with antibiotics then consumed by humans, the antibiotics get into the food chain.
Speaker 4 (14)
I had no idea about that either.
Speaker 3 (16)
the sessions provided a lot of information about plastic pollution from food packaging in the ocean, but I think that most of us were already aware of that.
Speaker 4 (18)
But I thought we could have done more on how much food is thrown away unnecessarily through fear of it being out of date.
Speaker 4 (19)
That was only mentioned in passing.
Speaker 2 (21)
I'll bear that in mind.
Speaker 2 (22)
What did you think about the sessions from visiting lecturers?
Speaker 4 (24)
For me, the most interesting one was about that project to prevent companies giving incorrect information to consumers about food.
Speaker 2 (25)
Ah, food fraud, yes.
Speaker 4 (26)
I thought it was really good to address a problem that's faced by so many different groups people with special religious rules, as well as vegetarians and vegans.
Speaker 3 (27)
And those with allergies.
Speaker 4 (29)
And another thing, we've had effective ways of analysing DNA for some time now, and these can easily be applied to analysing food.
Speaker 4 (30)
But what the researchers succeeded in doing was to ensure that these tests were carried out at different stages in the food's journey, from the producer to the consumer.
Speaker 3 (31)
So they knew that the food actually came from the place it was supposed to, and had the ingredients it was meant to.
Speaker 4 (33)
So customers can be confident about what they buy.
Speaker 3 (34)
And the researchers had a good system for publicizing their findings too.
Speaker 4 (35)
Well, I thought there were some problems with that actually.
Speaker 2 (37)
And do you have any recommendations for new topics that we could include in the course?
Speaker 3 (38)
Well, I'm interested in how crop yields can be increased without damaging the environment.
Speaker 4 (39)
But we've already done quite a bit on that, but not so much on the seafood industry, where stocks are in danger of being overexploited as a food source, unless we can find ways of keeping stocks up.
Speaker 3 (41)
That'd be a good topic.
Speaker 3 (42)
And I'm interested in the idea of a personalised approach to diet.
Speaker 3 (43)
Now we have the technology to analyse exactly what individuals need.
Speaker 4 (44)
That sounds more like a medical topic than food science.
Speaker 3 (46)
What about sessions on the variety of food and eating habits around the world?
Speaker 3 (47)
That's very relevant nowadays.
Speaker 4 (49)
I think the whole class would be interested in that.
Speaker 3 (50)
Then there's technological stuff, things like three d printing of food and smart packaging.
Speaker 4 (51)
Maybe too specialist.
Speaker 1 (52)
Before you hear the rest of the discussion, you have some time to look at questions 27 to 30.
Speaker 1 (53)
Now listen and answer questions 27 to 30.
Speaker 2 (54)
Now I'm particularly interested in your project, the one where you developed a new food product.
Speaker 2 (55)
So talk me through the stages.
Speaker 2 (56)
First, you had to decide on your initial aim.
Speaker 4 (57)
We decided we wanted to create something people could eat on the go, rather than in a restaurant.
Speaker 3 (59)
So we chose falafel, which was originally a Middle Eastern snack.
Speaker 4 (60)
We made up our minds about that pretty quickly.
Speaker 4 (61)
I know some students found it a lot harder to choose and wasted a lot of time.
Speaker 3 (62)
Then we had to do the literature review.
Speaker 3 (63)
We hadn't done one of these before, so the handout with advice for the project was very useful here.
Speaker 4 (64)
Yes, especially the advice on how to present the information.
Speaker 4 (65)
Then product development actually deciding what we'd use to make the falafel.
Speaker 4 (66)
And for me, the interesting thing about that was that we wanted it to be something a bit different from an ordinary falafel.
Speaker 3 (67)
Really made the right choice when we finally decided to use jackfruit, even though it wasn't something that either of us had ever tasted before.
Speaker 4 (69)
Like the name tells you, it's a fruit, but actually it's really good in savory dishes.
Speaker 4 (70)
The product production working out how to make the falafel was harder than I expected because I'd never made them before.
Speaker 3 (71)
It was mostly trial and error.
Speaker 3 (72)
We started off with the basic recipe, and then experimented, and when it went wrong
Speaker 4 (73)
Which it did a lot of the time.
Speaker 3 (74)
We just moved on and kept adapting it.
Speaker 3 (75)
And in the end, it turned out fine, and we had a
Speaker 4 (76)
lot of fun.
Speaker 2 (79)
Well, your project was a very good
Speaker 1 (80)
That is the end of part three.
Speaker 1 (81)
You now have thirty seconds to check your answers to part three.
