Contents

LAB PROGRESS ...................................................................................................................... 3

SENSORY ANALYSIS IN THE CLASSROOM ..................................................................... 3
LABORATORY 1 ..................................................................................................................... 5
BASIC PRINCIPLES OF SENSORY EXPERIMENTAL DESIGN AND SAMPLE
PREPARATION ........................................................................................................................ 5
1. Introduction ..................................................................................................................... 5
2. Objective ......................................................................................................................... 5
3. Materials and Equipment ................................................................................................. 5
4. Procedure ......................................................................................................................... 5
5. References ....................................................................................................................... 8
LABORATORY 2 ..................................................................................................................... 9
PANELIST SELECTION & SCREENING .............................................................................. 9
1. Introduction ..................................................................................................................... 9
2. Objective ......................................................................................................................... 9
3. Materials and Equipment ................................................................................................. 9
4. Procedure ......................................................................................................................... 9
LABORATORY 2 ................................................................................................................... 13
PANELIST SELECTION & SCREENING (cont.) ................................................................. 13
1. Introduction ................................................................................................................... 13
2. Objectives ...................................................................................................................... 13
3. Materials and Equipment ............................................................................................... 13
4. Procedure ....................................................................................................................... 13
5. References ..................................................................................................................... 16
LABORATORY 3 ................................................................................................................... 17
SENSORY ANALYSIS BY USING DIFFERENCE TESTS ................................................. 17
1. Introduction ................................................................................................................... 17
2. Objective ....................................................................................................................... 17
3. Materials and Equipment ............................................................................................... 17
4. Procedure ....................................................................................................................... 17
5. References ..................................................................................................................... 21
LABORATORY 4 ................................................................................................................... 22
SENSORY ANALYSIS BY USING RANKING TEST AND RATING TEST .................... 22
1. Introduction ................................................................................................................... 22
2. Objective ....................................................................................................................... 22
3. Materials and Equipment ............................................................................................... 22
4. Procedure ....................................................................................................................... 22

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 5. References ..................................................................................................................... 25
APPENDIX 1: PRESENTATION EVALUATION ................................................................ 26
APPENDIX 2 ........................................................................................................................... 27

2
 LAB PROGRESS
Week Task
1 Basic principles of sensory experimental design and sample preparation
2 Panelist selection & screening
3 Panelist selection & screening (Cont.)
4 Sensory analysis by using difference tests
5 Sensory analysis by using ranking test and rating test
6 Presentation

SENSORY ANALYSIS IN THE CLASSROOM

 Before carrying out sensory analysis tests as required for an assignment, it would be
important to have a certain amount of preparation done. This could include:
− The basis theory of sensory analysis
− A vocabulary of descriptive terms
− Guidelines for testing in the classroom
− Procedure for tests appropriate to the assignment

 Guidelines for testing in the classroom

1. Where to test
− Ideally testing takes place in special testing booths. However, a quiet area of the classroom,
with adequate light and ventilation, could be used.
− Ensure adequate space between testers.
2. Testing session
− It is very important that silence is maintained throughout the session and that students
should not discuss their results.
− Keep the testing session short to avoid fatigue.
3. Timing
− Mid-morning is the best time before any aromas of cooking fill the air. If this is not possible,
try and ensure that the room is odour free and well ventilated.
− Testers should not eat strongly flavoured food in the thirty minutes immediately prior to
the test.
4. Number of groups
− This will depend on the size of the class. When arranging tests in class, it is important that
the people involved in testing the food samples should not be involved in the coding and
arranging of samples, or in the collating of result for these samples. This is because they will
be familiar with the coded samples on the trays that they have set up.
5. Special Dietary Conditions
− Take into account testers with special dietary conditions e.g., a coeliac should not test
starchy foods.
− Hygiene: Ensure that the general rules of hygiene apply for the handling of all food
samples.
6. Equipment

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− The size and shape of containers should be standard. Polystyrene cups, paper plates and
plastic spoons are useful equipment for testing food. These could either be disposable or a
designated set of plastic equipment.
− Quantity of sample: The samples presented should be sufficient in amount. Ensure that all
samples are uniform in colour, shape and size.
− Temperature: It is important that all samples presented are at the same temperature.
7. Coding of samples
− One of the most important things about testing is making sure that testers are unaware of
the identity of products, which means that coding is necessary. This is an essential part of every
test carried out.
− Samples can be coded with geometric shapes e.g., triangle, square, circle. They can also be
coded with three-digit numbers.
− Codes used should not induce any bias among testers. For example, if samples are coded
A and B, testers might feel that sample A is the better sample. A record should be kept of the
arrangement of samples presented to each tester.
− Number of samples: In industry a large number of testers are used and tests are repeated
a number of times to ensure validity and reliability. This is not required in a classroom situation.
8. Setting of trays
− Ensure that a glass of water and/or dry crackers are included on trays in order to cleanse
the palate between the tasting of samples.
TERMS AND DEFINITIONS
α-risk: probability of concluding that a perceptible difference exists when one does not. This
is also known as Type I error, significance level or false positive rate.
β-risk: probability of concluding that no perceptible difference exists when one does. This is
also known as Type II error or false negative rate.
Difference pd: situation in which samples can be distinguished based on their sensory
properties. The proportion of assessments in which a perceptible difference is detected between
the two products.
Sensitivity: general term used to summarize the performance characteristics of the test. In
statistical terms, the sensitivity of the test is defined by the values of α, β and pd.
Similarity: situation in which any perceptible differences between the samples are so small
that the products can be used interchangeably.

4
 LABORATORY 1

BASIC PRINCIPLES OF SENSORY EXPERIMENTAL DESIGN AND

SAMPLE PREPARATION

1. Introduction
To conduct a sensory study, a sensory analyst has to implement the following steps: Determine
the project objective, Determine the project objective, Screen the samples, Design the test,
Conduct the test, Analyze the data, Interpret and report results
2. Objective
In this lab work, students know how to design a triangle test and how to prepare testing samples
as a sensory specialist.
3. Materials and Equipment

− Fresh plain milk − Answer sheet

− Sugar − Sensory booth
− Balance − Marker
− Spoon − Sticker
− Cup for testing − 1-liter plastic cup (to pour into testing
cup)
− Tray
− Master sheet
4. Procedure
4.1. Problem/situation
A manufacturer of sweetened milk has learned that his supplier of sugar is raising the price of
this ingredient. The research team has identified an alternate supplier of sugar whose price is
more acceptable. The sensory analyst is asked to test the equivalency of two samples of
sweetened milk, one formulated with the current supplier’s product and the other with the less
expensive sugar from the alternate supplier.
4.2. Number of assessors
Choose the number of assessors so as to obtain the sensitivity required for the test (α, β, and
pd). Using large numbers of assessors increases the likelihood of detecting small differences
between the products. However, in practice, the number of assessors is often determined by
material conditions (e.g., duration of the experiment, number of available assessors, quantity
of product).
Use Appendix 3, select proper α, β, and pd with number of available assessors.
4.3. Preparing a master sheet
− There are six possible permutations:
BAA = 1 BBA = 4
ABA = 2 BAB = 5
AAB = 3 ABB = 6
 Note: For paired difference or paired preference tests there are two possible
permutations (AB, BA). For the balanced reference duo-trio tests there are four possible
permutations (RA AB, RA BA).

5
 Table 1.1: Example of a master sheet for triangle test
Panelist Permutation Sample order presentation
number
1 1 B871 A425 A109
2 4 B981 B210 A430
3 3 A287 A950 B807
4 2 A921 B430 A731
5 5 B200 A919 B251
6 6 A947 B480 B127
7 1 B371 A405 A609
8 4 B781 B280 A439
9 3 A887 A250 B407
10 2 A621 B330 A831
11 5 B609 A619 B851
12 6 A347 B780 B227
Etc.
− Determine order of sample presentation: Using a table of random permutations in
Appendix 1. Use only numbers corresponding to the number of serving orders (6 for triangle
test) in the test. Write the order that the samples will appear on the serving tray in the 2nd
column of table 1.1. This indicates the order in which each sample is presented to each panelist.
− Assign three-digit random code numbers to each sample for each judge. Start from any
point on the table of random numbers (Appendix 2) and use three digits for each number.
− Write random number codes on the sample containers. Use the random code numbers
which were written on the master sheet.

Figure 1.1: Example of a presentation of triangle test

 Exercise: Each group will select α, β, and pd value for 30 available assessors and make
a master sheet for 30panelists doing a triangle test.
4.4. Preparing a scorecard
Fill in the date, the judge number, and the random code numbers in the sequence in which the
samples are to be evaluated (as indicated by the random permutations).

6
 Table 1.2: A scorecard for triangle test

Triangle test

Assessor No. Name Date

Instructions
Taste samples from the left to right. 2 samples are alike; 1 is different. Circle the sample that
differs from the others. If you are not sure, record your best guess; you may note under
Remarks that you were guessing.

Taste samples from the left to right. 2 samples are alike; 1 is different. Circle the sample that
differs from the others. If you are not sure, record your best guess; you may note under
Remarks that you were guessing.
Sample to be shown: ………… …………. ………….

Remarks:

4.5. Preparing sample

− Group 3 will prepare sample A & B in 2 big plastic cups (1 liter).
− Dissolve sugar at a concentration of 30 g/l into fresh milk to prepare sweetened milk
sample. There are 2 sugar suppliers including A & B.
− Calculate enough amount of samples for 30 assessors, each sample is around 30 ml of milk.
Table 1.3: Guide for conducting the test
Group Sample preparation Sample evaluation
- Pour into 18 plastic cups for sample - When group 1 is preparing the samples,
Group 1 A & 18 plastic cups for sample B group 2 goes to the booths for testing.
- Prepare 12 cups of water - Group 3 serves the sample for group 2.
- Pour into 18 plastic cups for sample - When group 2 is preparing the samples,
Group 2 A & 18 plastic cups for sample B group 3 goes to the booths for testing.
- Prepare 12 cups of water - Group 1 serves the sample for group 3.
- Pour into 9 plastic cups for sample A - When group 3 is preparing the samples,
Group 3 & 9 plastic cups for sample B group 1 goes to the booths for testing.
- Prepare 6 cups of water - Group 2 serves the sample for group 1.
− Present the three samples of each set simultaneously if possible, following the same spatial
arrangement for each assessor (e.g., on a line to be sampled always from left to right, in a
triangle array).
− Instruct the assessors to evaluate the samples in the order in which they were presented.
Inform the assessors that two of the samples are the same and that one is different.

7
− The triangle test is a forced-choice procedure; assessors are not allowed the option of
reporting “no difference”. An assessor who detects no difference between the samples
should be instructed to randomly select one of the samples and to indicate that the
selection was only a guess in the comments section of the scorecard.
− After evaluating the samples, each group keeps their own scorecard and checks the
correctness of their own scorecard.
4.6. Analysis and interpretation of results
− Collect the data of 3 groups. Fill in the result of each assessor in an Excel file and count the
number of correct answers.
Table 1.4: Example of a data sheet for triangle test
Assessor Name Result
No.
1 Hải I
2 Dũng I
3 Thắm C
4 Hương I
5 Khanh C
6 Tuyền I
7 Thủy C
8 Vân I
9 Tài I
Etc.
− When testing for a difference: Use Appendix 4 to analyze the data obtained from a triangle
test. If the number of correct responses is greater than or equal to the number given in
Appendix 4 (corresponding to the number of assessors and the α-risk level chosen for the
test), conclude that a perceptible difference exists between the samples.
− When testing for similarity: Use Appendix 5 to analyze the data obtained from a triangle
test. If the number of correct responses is less than or equal to the number given in
Appendix 5 (corresponding to the number of assessors, the β-risk level, and the value of pd
chosen for the test), conclude that no meaningful difference existsbetween the samples (see
B.2). If results are to be compared from one test to another, then the same value of pd should
be chosen for all tests.
5. References
1. Meilgaard, M., Civille, G. V., & Carr, B. T. (2006). Sensory evaluation
techniques. Boca Raton, FL: CRC Press.
2. Lawless, H. T., & Hildegarde, (2016). Sensory Evaluation Of Food:
principles and practices (2nd ed.). Springer-Verlag New York.
3. ISO 4120 - 2004. Sensory analysis — Methodology — Triangle test.

8
 LABORATORY 2
PANELIST SELECTION & SCREENING
1. Introduction
The panelist selection is a very important step to ensure a successful sensory test with smallest
error
2. Objective
Students know how to be screening panelists during panelist recruitment. Screening is a very
important step, which helps to select qualified assessors with high sensibility for a sensory
panel.
3. Materials and Equipment
− Sugar
− Cup for testing
− Ascorbic Acid
− Tray
− NaCl
− Marker
− Tannic Acid
− Sticker
− Food flavor
− Paper
− Balance
4. Procedure
4.1. Taste matching test
4.1.1. Principle
− There are 2 sets of samples.
− Set 1 includes 3 samples (A, B, C) and Set 2 includes 8 samples (1, 2, 3, 4, 5, 6, 7, 8).
− Set 1 is presented first for tasting. The assessor is asked to taste samples from left to right
and try to remember those samples. The duration for remembering taste is 2 minutes.
− After 2 minutes, Set 1 will be taken away and Set 2 is presented. The assessor is asked to
taste samples from left to right. He/she is asked to determine whether that sample in Set 2 is
one of the 3 samples from Set 1 by filling an "" in the yes/no column; in the 3rd column,
he/she has to indicate which exact sample in Set 1 by circling the appropriate Set 1 code.
Finally, a taste description is filled down in the final column.
Table 2.1: Example of taste matching scorecard
 4.1.2. Prepare sample for tasting
Pour exactly 30 ml of the solution into plastic cups.
Group Sample preparation Sample evaluation
Group 1 − Prepare 8 trays of set 1 and 8 trays of set 2 − When group 1 is
preparing the samples,
− Prepare a cup of water for each tray
group 2 goes to the booths
Set 1: for testing.
− Group 3 serves the
sample for group 2.

Set 2:

10
Group 2 − Prepare 8 trays of set 1 and 8 trays of set 2. − When group 2 is
preparing the samples,
− Prepare a cup of water for each tray.
group 3 goes to the booths
for testing.
− Group 1 serves the
sample for group 3.
Group 3 − Prepare 8 trays of set 1 and 8 trays of set 2. − When group 3 is
preparing the samples,
− Prepare a cup of water for each tray.
group 1 goes to the booths
for testing.
− Group 2 serves the
sample for group 1.
4.2. Flavor matching test
− After doing the taste matching, students do the flavor matching. The flavor samples are
prepared by TA.
− The preparation and evaluation are similar to test 1.
− Students start to smell/taste samples from left to right and try to remember those samples
(students can smell/taste multiple times). The duration for remembering flavor/taste is 2
minutes. After that, Set 1 will be taken away and students are not allowed to smell/taste again
after receiving Set 2.
− Students are given Set 2. Students smell/taste samples once from left to right and determine
which samples in the second set correspond to each sample in the first set. Then fill an "X" in
the corresponding column; if that sample belongs to Set 1, please indicate it by circling the
appropriate Set 1 code.
− Use the below scorecard when testing:

11
− Collect the scorecards, correct the results and summarize the correct answers in the
provided record sheet.
 Each correct answer for “Yes/No” column will get 1.25 points.
 Each correct answer for “Set 1 code” column will get 3 points.
 Each correct answer for “Taste identification/Aroma description” column will get 2
points.
 A total of 2 matching tests are 100 points, candidates are accepted to join a sensory
panel when their average score is more than and equal to 50 points.

12
 LABORATORY 2
PANELIST SELECTION & SCREENING (CONT.)
1. Introduction
The panelist selection is a very important step to ensure a successful sensory test with smallest
error
2. Objectives
Students know how to be screening panelists during panelist recruitment. Screening is a very
important step, which helps to select qualified assessors with high sensibility for a sensory
panel.
3. Materials and Equipment
− Sugar
− Ascorbic Acid
− NaCl
− Food flavor
− Balance
4. Procedure
4.1. Ranking Tests for Intensity
− Calculate and make a sufficient amount of the following solution for 24 students tasting.
Each student will taste 30 ml of each solution.
− Group 1: dissolve ascorbic acid into water to make sour solution
− Group 2: dissolve sucrose into water to make sweet solution
− Group 3: dissolve NaCl into water to make salty solution
Table 2.3 Concentration of taste testing samples
Sensory stimuli
Taste Concentration
Sour Ascorbic acid/water, g/L 0.25 0.5 0.75 1.0
Sweet Sucrose/water, g/L 10 15 20 30
Salty Sodium chloride/water, g/L 0.05 0.1 0.25 0.5

Group Sample preparation Sample evaluation

Group 1 - Prepare 8 trays of 4 plastic cups SO1, SO2, SO3, - When group 1 ispreparing
SO4; the samples, group 2 goes to
the booths for testing.
8 trays of 4 plastic cups SW1, SW2, SW3, SW4;
8 trays of SA1, SA2, SA3, SA4 - Group 3 serves thesample
for group 2.
- Prepare a cup of water for each tray

13
Group 2 - Prepare 8 trays of 4 plastic cups SO1, SO2, SO3, - When group 2 ispreparing
SO4; the samples, group 3 goes to
the booths for testing.
8 trays of 4 plastic cups SW1, SW2, SW3, SW4;
8 trays of SA1, SA2, SA3, SA4 - Group 1 serves thesample
for group 3.
- Prepare a cup of water for each tray
Group 3 - Prepare 8 trays of 4 plastic cups SO1, SO2, SO3, - When group 3 ispreparing
SO4; the samples, group 1 goes to
the booths for testing.
8 trays of 4 plastic cups SW1, SW2, SW3, SW4;
8 trays of SA1, SA2, SA3, SA4 - Group 2 serves thesample
for group 1.
- Prepare a cup of water for each tray

− Students are presented with 4 plastic cups for ranking.

− Students need to rank the samples in ascending order according to the level of the stated
attribute.
− Use the below scorecard when testing.
Table 2.4: A scorecard for taste intensity test

− Collect scorecards, correct results, and summarize the correct answers in the provided
record sheet.

Table 2.5: Example result of taste intensity test

Assessor Name Result Note
No.
1 Hải C Correct order
Inverting only 1 adjacent
2 Dũng C pair

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 3 Thắm C Correct order
Invert too far
4 Hương I

4.2. Color intensity test

− Prepare four color solutions from stock solution of potassium permanganate (gram/liter)
with different concentrations as follows.
Table 2.6 Concentration of color testing samples

Sample 1 2 3 4
Concentration 0.033 0.053 0.073 0.093
(grams/liter)

− Transfer 10 ml of each solution into the coded test tubes. Set up racks with test tubes of
eight different solutions.
− Instruct the testers to follow the instructions printed on the scorecard.

Group Sample preparation Sample evaluation

Group 1 - Prepare 8 sets of 4 test tubes C1, - When group 1 is preparing the samples,
C2, C3 and C4 group 2 goes to the booths for testing.
- Prepare a cup of water for each - Group 3 serves the sample for group 2.
tray
Group 2 - Prepare 8 sets of 4 test tubes C1, - When group 2 is preparing the samples,
C2, C3 and C4 group 3 goes to the booths for testing.
- Prepare a cup of water for each - Group 1 serves the sample for group 3.
tray
Group 3 - Prepare 8 sets of 4 test tubes C1, - When group 3 is preparing the samples,
C2, C3 and C4 group 1 goes to the booths for testing.
- Prepare a cup of water for each - Group 2 serves the sample for group 1.
tray

15
 Table 2.7 A scorecard for color intensity test

− Collect the scorecard, correct the results, and summarize the correct answers in the provided
record sheet.
Table 2.8: Example result of color intensity test.
Assessor No. Name Result Note
1 Hải C
Inverting only 1 adjacent pair

2 Dũng I

3 Thắm C
Invert too far

4 Hương I

5 Khanh C
Etc.

5. References
1. Meilgaard, M., Civille, G. V., & Carr, B. T. (2006). Sensory evaluation techniques. Boca
Raton, FL: CRC Press.
2. Lawless, H. T., & Hildegarde, (2016). Sensory Evaluation Of Food: principles and
practices (2nd ed.). Springer-Verlag New York.
3. Giang, N.T.H, (2015). Regulatory on sensory panelist selection and screening. Vinacafe
Bien Hoa.

16
 LABORATORY 3
SENSORY ANALYSIS BY USING DIFFERENCE TESTS

1. Introduction
There are two groups of difference tests with the following characteristics: Overall difference
tests and Attribute difference tests
2. Objective
Students know how to do discrimination tests including overall difference test and attribute
difference tests.
− Overall difference tests: Does a sensory difference exist between samples? These are tests,
such as the Triangle and the Duo-trio.
− Attribute difference tests: How does attribute X differ between samples? Examples are
the paired comparison tests, the n-AFC tests (Alternative Forced Choice), and various types
of multiple comparison tests. The intensity with which the selected attribute is perceived
may be measured by any of the methods like ranking, line scaling, or magnitude estimation
(ME).
3. Materials and Equipment
− Balance − Marker
− Cup for testing − Sticker
− Dish − Paper
− Chopsticks − Soya sauce
− Tray − Vegetables
− Master sheet − Sugar
− Answer sheet − Instant coffee
− Sensory booth
4. Procedure
4.1. Overall difference tests - Duo-trio test
4.1.1. Problem/situation
A soya sauce manufacturer would like to introduce a new formula in the hope of gaining a
market advantage. Before submitting it to a consumer test in comparison with the old formula,
the company wishes to confirm that the two products can be distinguished sensorially. The
duo-trio test in the balanced reference mode is chosen because the complex flavor of the
product makes it important that the assessors’ decision process is uncomplicated. The head of
production is willing to take only a small chance of concluding that a difference exists when
one does not. However, because the old product is still very acceptable, he is willing to accept
a greater risk of missing a difference that does exist.
4.1.2. Test objective
The objective is to confirm that the new product (B) can be distinguished from the current
product (A) in order to justify testing with consumers.
4.1.3. Number of assessors
To provide the head of production with substantial protection against falsely concluding that a
difference exists, the sensory analyst proposes α = 0.05. 24 subjects are chosen to taste the soya
sauce samples to balance the order of presentation of the samples.
4.1.4. Test design
A duo-trio test in the balanced reference mode is appropriate. Samples (36 servings of “A” and

17
36 servings of “B”) are prepared. Of these, 12 “A” samples and 12 “B” samples are labelled as
references. The remaining 24 “A” samples and 24 “B” samples are coded with unique random
three-digit numbers. The entire collection of samples is then sorted into 6 series, each
comprising four sets of samples as shown below. The first serving in each set is the reference,
designated A-REF or B-REF as the case may be:
A-REF AB B-REF AB
A-REF BA B-REF BA
4.1.5. Conducting the test
− 3 groups prepare the sample as follows:
Group Sample
1 24 sample A
2 24 sample B
3 12 sample A + 12 sample B
− 3 groups will be served in order.
− Instruct the testers to follow the instructions printed in the scorecard.
Table 3.1: A scorecard for duo-trio test

− Collect scorecards, correct results and summarize correct answers in the provided record
sheet.
Table 3.2: Example result of duo-trio test
Assessor No. Name Result
1 Hải I
2 Dũng I
3 Thắm C
4 Hương I
5 Khanh C
6 Tuyền I
7 Thủy C
8 Vân I
Etc.

4.2. Attribute difference tests - one-sided test

18
4.2.1. Problem/situation
Following some remarks made by consumers, some technological modifications have been
made in order to produce a sweeter coffee than the usual product. Before proceeding to a larger
scale preference test involving consumers, the development department wishes to ascertain that
the technological modifications have provided the desired effect. It wishes to limit the risk of
concluding in favor of a difference that does not exist. On the other hand, since it has the
possibility of making other technological modifications, it is ready to accept a high risk of not
detecting a difference which exists.
4.2.2. Test objective
This is to confirm that the new product is indeed sweeter. It is therefore a case for a one-sided
test.
4.2.3. Test design
In order to prevent the development department from wrongly concluding in favor of a
difference which would not exist, the sensory analysis supervisor proposes an α threshold of
0.05, a percentage of assessors detecting the difference pd equal to 30 % and a β of 0.50. It
therefore consults Appendix 9 and finds that at least 30 assessors are required.

19
 4.2.4. Conducting the test
− Thirty glasses with coffee “A” (control) and 30 glasses with coffee “B” (prototype) are
coded with unique random numbers.
− To prepare the sample, group 1 and group 2 will prepare the sample for group 3’s evaluation
first.
Group Sample preparation Sample evaluation
Group 1 - Prepare 10 glasses of sample A and 5 cups of water - When group 1 and group 2 are
- Pour 20 g sample A (control instant coffee) into a preparing the samples, group 3
glass, then add 80 ml hot water into the mixture goes to the booths for testing.

- Label 10 glasses with 3-digit code - Group 1 and group 2 serves the
sample for group 3.
Group 2 - Prepare 10 glasses of sample B and 5 cups of water
- Add 0.4 g sugar into 1 sachet of sample B (modified
instant coffee) and pour into a glass, then add 80 ml hot
water into the mixture
- Label 10 glasses with 3-digit code
After group 3 finishes its evaluation, group 2 washes all the glasses.
Group 2 - Prepare 10 glasses of sample A and 5 cups of water - When group 2 and group 3 are
- Pour 20 g sample A (control instant coffee) into a preparing the samples, group 1
glass, then add 80 ml hot water into the mixture goes to the booths for testing.

- Label 10 glasses with 3-digit code - Group 2 and group 3 serves the
sample for group 1.
Group 3 - Prepare 10 glasses of sample B and 5 cups of water
- Add 0.4 g sugar into 1 sachet of sample B (modified
instant coffee) and pour into a glass, then add 80 ml hot
water into the mixture
- Label 10 glasses with 3-digit code
After group 1 finishes its evaluation, group 3 washes all the glasses.
Group 3 - Prepare 10 glasses of sample A and 5 cups of water - When group 1 and group 3 are
- Pour 20 g sample A (control instant coffee) into a preparing the samples, group 2
glass, then add 80 ml hot water into the mixture goes to the booths for testing.
- Group 1 and group 3 serves the
- Label 10 glasses with 3-digit code
sample for group 2.
Group 1 - Prepare 10 glasses of sample B and 5 cups of water
- Add 0.4 g sugar into 1 sachet of sample B (modified
instant coffee) and pour into a glass, then add 80 ml hot
water into the mixture
- Label 10 glasses with 3-digit code
After group 2 finishes its evaluation, group 1 washes all the glasses.

20
− A specimen scoresheet is shown below.
Table 3.3: A scorecard for paired test

− Collect the scorecard, correct the results and summarize the correct answers in the provided
record sheet.
4.2.5. Analysis of results
Using Appendix to analyse the data obtained from a paired test. If the number of correct
responses is greater than or equal to the number given in Appendix 11 (corresponding to the
number of assessors and to the α-risk level chosen for the test), conclude that a perceptible
difference exists between the samples. If desired, calculate a confidence interval on the
proportion of the population able to distinguish the samples.

5. References

1. Meilgaard, M., Civille, G. V., & Carr, B. T. (2006). Sensory evaluation techniques. Boca Raton,
FL: CRC Press.
2. ISO 5495 - 2005. Sensory analysis — Methodology — Paired comparison test.
3. ISO 10399 - 2004. Sensory analysis — Methodology — Duo-Trio test.

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 LABORATORY 4
SENSORY ANALYSIS BY USING RANKING TEST
AND RATING TEST

1. Introduction
This method allows for assessing differences among several samples based on the intensity of
a single attribute, of several attributes1) or of an overall impression. It is used to find if
differences exist, but cannot determine the degree of difference that exists between samples.
2. Objective
Students know how to compare several samples for a single attribute like sweetness, freshness,
or several attributes.
3. Materials and Equipment
− Balance − Marker
− Cup for testing − Sticker
− Tray − Paper
− Master sheet − Apple juice
− Answer sheet − Orange juice
− Sensory booth − Sugar
4. Procedure
4.1. Ranking test
− Prepare 24 cups of each sample and the amount of each solution needed for the test is 30
ml.
Group Sample preparation
Group 1 1 sample of Food B – Orange juice (with 0.2% of Ascorbic acid)
Group 2 1 sample of Food C – Orange juice (with 0.5% of Ascorbic acid)
Group 3 1 sample of Food D – Orange juice (with 0.8% of Ascorbic acid)
TA, Technician 1 sample of Food A – Orange juice (original)
− Code the containers with symbols or three-digit codes. Prepare the samples, the scorecard
and the record sheet.
− It is important to arrange the foods in a random order or balanced order (using Latin square)
on each tray.

− Set up trays and arrange the food in the container on each tray.
− Instruct the testers to follow instructions on the scorecard.
Table 4.1: A scorecard for sourness ranking test

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− Collect the scorecards and transfer the results into the record sheet.
Table 4.2: A record sheet for ranking test
Record Sheet
Ranking Test

Food A: Orange juice (original)

Food B: Orange juice (with 0.2% of Ascorbic
acid) Food C: Orange juice (with 0.5% of
Ascorbic acid)Food D: Orange juice (with 0.8%
of Ascorbic acid)
Sample
Subject No A B C D
Tester 1
Tester 2
Tester 3
Tester 4
Tester 5
Tester 6
Tester 7
Tester 8
Rank sum
− Reveal the codes and present the results.

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4.2. Rating test
4.2.1. Problem/situation
A juice company is producing a new brand of apple juice which is to have a high level of sugar.
The company is developing 3 alternative lots of apples which cost $1.00, $1.20, $1.40/kg.
4.2.2. Project objective
To choose the lot which gives the sweetest for money.
4.2.3. Test objective
To compare the resulting 4 apple juice for degree of sweetness. To obtain a measure of the
reliability of the results.
4.2.4. Test design
The logical way is to line up the 4 apple juices in front of a large enough number of capable
tasters, so this is a typical Multisample Difference test; 24 subjects evaluate the samples on a
scale of 0 to 9, using the scoresheet below. The order of presentation is randomized.
Table 4.3: A scorecard for multisample difference test

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Group Sample preparation Sample evaluation
Group 1 - Prepare 8 cups of sample A, 8 cups of - When group 1 is preparing the samples,
sampleB, 8 cups of sample C and 8 cups of D group 2 goes to the booths for testing.
- Prepare a cup of water for each tray - Group 3 serves the sample for group 2.
Group 2 - Prepare 8 cups of sample A, 8 cups of - When group 2 is preparing the samples,
sampleB, 8 cups of sample C and 8 cups of D group 3 goes to the booths for testing.
- Prepare a cup of water for each tray - Group 1 serves the sample for group 3.
Group 3 - Prepare 8 cups of sample A, 8 cups of - When group 3 is preparing the samples,
sampleB, 8 cups of sample C and 8 cups of D group 1 goes to the booths for testing.
- Prepare a cup of water for each tray - Group 2 serves the sample for group 1.
− Collect the scorecard and transfer each tester’s result onto the record sheet.
Table 4.4: A record sheet for multisample difference test
A B C D
Subject 1
Subject 2
Subject 3
5. References
Meilgaard, M., Civille, G. V., & Carr, B. T. (2006). Sensory evaluation techniques. Boca
Raton, FL: CRC Press.

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 APPENDIX 1: PRESENTATION EVALUATION

Technical Content: (maximum 20 points) Accurate technical discussion, appropriate use of

theory and results.
- Time management: (maximum 20 points) Enough 30 minutes for presentation time.
- Organization: (maximum 20 points) Presentation easy to follow (logical flow), appropriate
emphasis on introduction,market survey analysis, product concept, ingredient list with
amount and brand, product production flow chart, predicted shelf-life, packaging material,
product specification, cost analysis, consumer test and marketing campaign.
- Presentation Skills: (maximum 20 points) Briefing skills, staying within schedule, appropriate
use of visual aids, good eye contact with audience while speaking.

- Q&A: (maximum 20 points)

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