ROOM USE Of‘éLY, ABSTRACT AN EXPLORATORY STUDY IN ADJUSTING LEARNING EXPERIENCES OF COLLEGE FRESHMEN IN A BEGINNING FOODS AND NUTRITION COURSE TO INDIVIDUAL DIFFERENCES IN ABILITY, ACHIEVEMENT, EXPERIENCE AND INTEREST BY Louise Byrum Burnette The Problem A wide range of differences exists among college freshmen, especially in state institutions of higher learning where no selective admission policies are used. In the relatively small school with limited faculty and physical facilities where the study was undertaken, it seemed advisable to study ways of working with students of varying abilities, interests, and experiences within a single class section. The major purpose of the study was to investigate the effectiveness of adjusting learning experiences to the individual differences of college students in a beginning foods and nutrition course. A second objective was to determine which factor, or combination of factors, would be most useful in evaluating a student's qualifica- tions for purposes of placement in class sections, grouping 2 Louise Byrum Burnette within a class section or granting exemption from the course. Methods, Techniques and Data Used The data for the study were obtained from scores on four evaluation instruments administered prior to the course, The Cooperative Test in Foods and Nutrition, The HenmonrNelson Tests 2; Mental Ability, The Johnson Home Economics Interest Inventory, and a survey of "Student Experiences in Foods and Nutrition.” The Johnson Interest Inventory was used a second time following the course, accompanied by an alternate form of the Cooperative Test to determine gains in interest and achievement as a result of the experimental procedure. Students participating in the experimental and control sections were randomly selected, and those in the experimental section were subdivided into smaller groups according to similarity of qualifications as ascertained by the four instruments used. Course content for both sections 'was kept as similar as possible except that laboratory activities for the experimental section were varied according to the levels of ability of the groups. Similar laboratory activities were provided for all groups alike in the con- trol section. Students in the experimental section were encouraged to become more actively involved in the learning situation through additional responsibilities for class demonstrations and projects of individual interest which were not Ire-3.1111" While tht that the experi: increasing lean challenging tho the differences Ea'aever, the sa shy-m more def i with additional The dist EZhOdS was not exclusively in The inst ‘he . students sh LL . ' 570 53' . ‘ngle Inst] individual : Sp] emer' . ‘ lence, 1n: Sidered. The fin! IordiViding 1e dc lass SeCtiOT 3 Louise Byrum.Burnette were not required of students in the control section. Findings and Conclusions 'While there was some evidence in a positive direction that the experimental procedure might have been effective in increasing learning of the less qualified students and challenging those with a greater background of experience, the differences between the sections were not significant. However, the sample was small and the procedure might have shown more definite results if used with larger numbers or with additional groups of individuals. The distinction shown in the study between the two methods was not great enough to favor homogeneous grouping exclusively in situations similar to the experimental one. The instruments used for obtaining information about the students showed significant positive correlation with the criterion by Which success in the course was judged. No single instrument alone would be adequate to predict an individual's probable accomplishment, but a combination of experience, intelligence, and achievement should be con- sidered. The findings confirmed the value of the instruments for dividing large groups into sections, or grouping within a class section. There was not enough evidence, however, to conclude that any one student might have been exempt from.the course. AN EXPLCJRJ OFCi in pa AN EXPLORATORY STUDY IN ADJUSTING LEARNING EXPERIENCES OF COLLEGE FRESHMEN IN A BEGINNING FOODS AND NUTRITION COURSE TO INDIVIDUAL DIFFERENCES IN ABILITY, ACHIEVEMENT, EXPERIENCE AND INTEREST BY Louise Byrum.Burnette A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1964 The VFit‘ following persoi assistance have Dr. Meta Ceiercyaist, Dr. who served as m Coussan and Dr. the statistical Bailey who gave freshman home 9 study; and the Southwestern LC study. ACKNOWLEDGMENTS The writer acknowledges with deep appreciation the following persons whose guidance, understanding and assistance have made this study possible: Dr. Meta Vossbrink, Chairman, and Dr. Dena Cederquist, Dr. Bernard R. Corman and Dr. Buford Stefflre who served as members of the advisory committee; Dr. Louis Coussan and Dr. Lawrence Nuzum, who gave assistance with the statistical analysis and interpretation; Mrs. Louise Bailey who gave technical assistance in the writing; the freshman home economics students who participated in the study; and the administration of the University of Southwestern Louisiana for providing sabbatical leave for study. I’“‘\'- H n\r‘\-~ ‘ I I 'n h g - .‘bAJ' m .u...u LIST OF TABLEE LIST OF APPENZ Indi. FaCt TABLE OF CONTENTS ACWWLE-mms O O O O O O O O O O O LIS T OF. TAB LES O O O O O O O O O O 0 LIST OF.APPENDICES . . . . . . . . . Chapter I. II. INTRODUCTI ON C O O O C O O O 0 Description of Situation. . Purposes and Description of Importance of the Study . . Study Assumptions Basic to the Study. Hypotheses. . . . . . . . . Operational Definitions . . Summary . . . . . . . . . . SOME RECENT LITERATURE RELATED TO THE PROBLEM. . . . . . . Articulation. . . . . . . . Individualizing Instruction Grouping of Students. . . . . . . 'Factors in Determining Differences Among Students. . . . . . Home Economics Studies in Adjusting To Individual Differences of Students. Summary . . . . . . . . . . iii Page ii vii \l-DNH 12 13 13 15 l6 l7 18 21 25 31 34 Chapter III. DESCRIPII INTER I} The Pr: Experii Materic The Sit Was I The Sa' Chapter III. DESCRIPTION OF PROCEDURE AND MATERIAIS USED. . . . . . . . . . . The Problem . . . . . . . . . . . . Experimental Variables. . . . . . . Materials Used. . . . . . . . . . . The Situation in Which Study Was Conducted . . . . . . . . . . The Sample. . . . . . . . . . . . . S uma ry O O O O C O O O O O O O O C IV. PRESENTATION AND ANALYSIS OF DATA . . Comparison of Experimental and Control Sections at Beginning of Study. . . . . . . . . . . . . Personal and Family Information . . Comparison of Experimental and Control Sections Following Study. Correlations. . . . . . . . . . . . Demonstrations and Special Projects summary 0 O O O O O O O O O O O O O V. SUMMARY AND CONCLUSIONS . . . . . . . Results . . . . . . . . . . . . . . Conclusions . . . . . . . . . . . . ‘Recommendations for Further Study . BIBLImRMHY O O O O O O O O O O O O O O O 0 iv Page 36 36 38 42 48 49 49 51 51 54 56 61 76 77 8O 83 84 85 87 Iahle __o . Compariscn the F0: N . Comparis: Gains i' Followi w - Conparise AChIGVQ Third a I —_ _ — T and Ex; #\ ' Effect 0; of Int, 5- comparig: "Interg Sheet f 6. CoefficiE FaCtOrE EXPEFi: . Coefficii SCOreS Correlatf 0f 0th.: Table 1. LIST OF TABLES Comparison of the Two Sections on the Four Factors at the Beginning. . . Comparison of the Two Sections on Gains in Achievement and Interest Following the Study. . . . . . . . . . Comparison of Average Gains in Achievement and Interest Between Upper Third and Lower Third in Control and Experimental Sections. . . . . . . Effect of Experiences on Increase of Interest (In Rank Order). . . . . . Comparison of the Two Sections on the "Interest Check.List" and "Rating Sheet for Laboratory WOrk" . . . . . . Coefficients of Correlation Between Factors Studied--Control and Experimental Sections. . . . . . . . . Coefficients of Correlation--Total Scores for Both Groups . . . . . . . . Correlations'Without Influence of Other Factors . . . . . . . . . . J Page 52 57 6O 62 66 68 7O 72 fable 9, Comparis Denons of Ex; _Table Page 9. Comparison of Grade Point.Averages for Demonstrations and Special Problems of Experimental Section. . . . . . . . . . . 78 vi A??€:ulx A. Instraner A r: Cotoe. Johnson R Inven ’Studem Nutri ’Toods Check ’Rating in F0 3. Additim Befon X) Sc Befor Score LIST OF APPENDICES Appendix Page A. Instruments Used for Collecting Data . . . . . 94 Cooperative Test in Foods and Nutrition, Forms X and Y . . . . . . . . . 95 HenmonrNelson.Tests of Mental Abilitz , Form A. o o o o o o o o o o o o o 11.9 Johnson'Home Economics Interest Inventory. . . . . . . . . . . . . . . . . 127 "Student Experiences in Foods and Nutrition” . . . . . . . . . . . . . . . . 153 "Foods and Nutrition Interest Checklist" . . . . . . . . . . . . . . . . 159 "Rating Sheet for Laboratory‘Work in Food Preparation" . . . . . . . . . ... 163 B. Additional Data. . . . . . . . . . . . . . . . l66 Cooperative Test, Control Section, Before (Form.Y) and.After (Form X) Scores. . . . . . . . . . . . . . . . . 167 Cooperative Test, Experimental Section, Before (Form.Y) and After (Form.X) scores 0 O O O O O O O O O O C O O O O O O 1.68 vii Appendix Johnson Secti. Johnson menta‘ Score Exoerie‘ Secti Rank PC on Al 'Toods Check Scores Work Sectfi% List of ACcorj Demonsti List 01' ACCOr: criteri I C. COUrSe S'.’ Appendix page Johnson Interest Inventory, Control Section, Before and After Scores . . . . . 169 Johnson Interest Inventory, Experi- mental Section, Before and After Scores . . . . . . . . . . . . . . . . . . 170 Experience Survey_Scores, Both Sections . . . . . . . . . . . . . . . . . l7l Henmon-Nelson Scores, Both Sections. . . . . 172 Rank Positions of Experimental Sections on All Factors and Final Rank. . . . . . . 173 "Foods and Nutrition Interest Checklist" Scores, Both Sections . . . . . 174 Scores on "Rating Sheet for Laboratory WOrk.in.Food Preparation", Both Sections . . . . . . . . . . . . . . . . . 175 List of Demonstrations and Grades According to Rank Position . . . . . . . . 176 Demonstration Score Card . . . . . . . . . . l77 List of Special Projects and Grades According to Rank Position . . . . . . . . 178 Criteria for Judging Individual Projects . . 179 C. Course Syllabus. . . . . . . . . . . . . . . . 180 Students ability, traini English and mat as indicated by abeginning cox: enroll in a nor lacking in basi f-‘orl' before und Particularly is universities wt. school must be criteria by Whi I established . In home atrition, and hiéh school tréi hese £11“éas to P. that all Studer‘ training, mu S t CHAPTER I INTRODUCT I ON Students enter college with varying degrees of ability, training and experience. In some areas, as in English and mathematics, those with unusually high ability as indicated by achievement test scores may be exempt from a beginning course, sometimes with credit allowed, and enroll in a more advanced course. Those who are extremely lacking in basic preparation are required to do remedial work before undertaking the prescribed curriculum. Particularly is this true in state supported colleges and universities where any graduate of an accredited high school must be admitted without regard for the usual criteria by which selective admission policies are established. In home economics courses, especially foods, nutrition, and clothing, students also enter with a wide range of experiences varying from those with no previous high school training and/or little home experience in these areas to those with a very thorough preparation. Curriculum requirements have been such in many instances that all students, regardless of the amount of previous training, must take the same course. This practice has 1 created problems sane students, I lack adequate be For a nu' Economics Facult lcuisiana have I abilities and e students enroll. of Home Econoni aheriences sui AS a p05 was undertaken Students with s exTlel‘iences in 1937913 0f lean, according to 1? The Unit sapported insti . 4 ' I mn'ers1ty staf Smdy Was in P3 one hun, an . when of the «:0 . 2 created problems since there has been much repetition for some students, while others have difficulties because they lack adequate background. For a number of years the members of the Home Economics Faculty at the University of Southwestern Louisiana have been concerned about the wide range of abilities and experiences in home economics among those students enrolling as freshmen or transfers in the School of Home Economics and about ways of providing learning experiences suitable to the varying needs of students. As a possible solution to the problem, this study was undertaken to explore the feasibility of grouping students with similar interests, abilities and past experiences in foods and nutrition and providing different levels of learning activities within a single class according to individual differences. Description 2f Situation The University of Southwestern Louisiana is a state supported institution of higher education which achieved university status in the summer of 1960. The enrollment was approximately five thousand in 1960-61 when this study was in progress. One hundred and thirty majors were enrolled in home economics of whom.fifty-one were freshmen. There were ten members of the faculty which included two dietitians Whose major responsibilities were food service. However, these two dietitian sent. The ho vocational ho :anagenent, t. economics. T bane economic instruction i‘ directed towa aphasis on 1 develop so: . haze economic A mast and a minor 1 the graduate were No degre econonics Suc taXtmes: 11011 AL; 54le develoD uni ergraduate 3 two dietitians taught some courses in institution manage- ment. The home economics program included curricula for vocational home economics teacher education, institution management, home economics in business, and general home economics. The majority of the students were vocational home economics education majors. For this reason, the instruction in the basic home economics courses was directed toward the teaching profession, with primary emphasis on learning opportunities that would help students develop some degree of competence in the various areas of home economics. A master's degree program.with a major in education and a minor in home economics was the only opportunity at the graduate level open to home economics majors. There were no degree programs in the specialized areas of home economics such as foods and nutrition, clothing and textiles, housing, home management, family relations and child development. Consequently, the prerequisites, the sequence, the content, and methods usually required in undergraduate courses leading to a baccalaureate or graduate degree in a special subject matter area were not necessarily the same as those needed in a teacher educa- tion program. A one-semester course in beginning foods and nutrition was required of all home economics freshmen. Since there were no chemistry or nutrition prerequisites to this course, at a more elene' it. A one-hour sessions were st :anagenent were freshman foods . that could be e disease, food p foods and goon; The PhYS equipped labora Wild acconnod .. total of Went:- t‘me unit kite P'. with the lirtitation of i T'ECQSSar-y that Exposition ra. and background 3 ti. ~ . Unh‘ 0 v.‘ . mg with 8.. E‘ Cm' 4 to this course, it was necessary that the course be taught at a more elementary level than if such courses preceded it. .A one-hour lecture period and two two-hour laboratory sessions were scheduled weekly. Nutrition and meal management were required courses which followed the freshman foods and nutrition course. Other foods courses that could be elected were: advanced nutrition, diet and disease, food preservation, experimental cookery, advanced foods and gourmet cookery, and quantity cookery. The physical facilities included a large, well- equipped laboratory containing six unit kitchens which would accommodate four students in each kitchen, or a total of twenty-four students. ,A smaller laboratory with three unit kitchens provided space for nine students. Purposes and Description.2f Study ‘With the relatively small enrollment and with the limitation of faculty and physical facilities, it was necessary that the class sections be heterogeneous in composition rather than homogeneous according to abilities and backgrounds of training and experience. Under the circumstances, it seemed advisable to study ways of working with students of varying abilities, interests and experiences within a single class section. The major purpose of this study was to investigate the effectiveness of adjusting learning experiences to the individual differences of students in a beginning foods :1 nutrition C fcods and nu rz' were assignEd t section. Another the study, was of factors, won: background for tcplacenent in section or gran Freshmen 1969-61 acadeni louisiana were control and an achievement tes interest invent aDiilty test“ .' Intal section 5 and nutrition course. Students with similar knowledge in foods and nutrition, abilities, interests and experiences were assigned to small groups within a heterogeneous class section. Another aim of less importance, but essential in the study, was to determine which factor, or combination of factors, would be most useful in evaluating a student's background for purposes of making individual decisions as to placement in class sections, grouping within a class section or granting exemption from the course. Freshmen enrolled in home economics during the 1960-61 academic year at the University of Southwestern Louisiana were randomly assigned to two sections, a control and an experimental section. Scores from an achievement test in foods and nutrition,1 a home economics interest inventory,2 an experience survey3 and a mental ability test4 were used to place students of the experi- mental section in laboratory groups. Students in the control section were chosen randomly in laboratory groups. 1Esther Segner, 25 al., The Cooperative Test in Foods and Nutrition, Forms X and Y (Princeton, N.J.: EducationaI Testing Service, 1948). 2Hildegarde Johnson, The Johnson Home Economics Interest Inventory (Ames: Iowa State ColIege Press, 1955). 3Appendix.A. 4V. A. C. Henmon and M. J. Nelson, The‘HenmonrNelson Tests of Mental Abilit , Forms A and B (Boston; Houghton M1ffIin.Company, I9355. Laborat section were V aptitude perfc site the more the use Of pre procedures req or tine, and t aiiitional var i: was not P05 too greatly. i groups within ‘ to make conpaI‘i and' methods on Members ! to become more learning proce. individual ach‘ iesonstrating I renaration an S‘dhject of mai- Tflge of the p In the issig ned to gr for all groups' diffEl‘ent acti the Election 39-». I l 6 Laboratory experiences for groups in the experimental section were varied in such a manner that those with less aptitude performed the simpler, less complicated tasks while the more able students worked with problems involving the use of previous learnings, more complex preparation procedures requiring greater skill, more careful management of time, and the application of basic procedures in additional variations of food products. With some lessons it was not possible to include experiences that differed too greatly. The varied laboratory activities among the groups within the class provided opportunities for students to make comparisons as to the effect of certain ingredients and methods on the finished product. Members of the experimental section were encouraged to become more actively involved in the total teaching— learning process by assuming greater responsibility for individual achievement. This was accomplished by students demonstrating certain procedures and techniques in food preparation and by pursuing for more intensive study a subject of major interest in foods and within the ability range of the particular student. In the control section, students were randomly assigned to groups. Laboratory activities were similar for all groups, or where it seemed important to have different activities in order to achieve specific purposes, the selection of different activities was made without regard to group abilities. Demonstrations for this section vere given by 1: section were no individual stud The cont the lecture-dis possible for bc sane general ou followed with e An alter with both sect i a? the end of t a iTlterest. indicate differ result of the e The prch economies COW; nutrition at t: such SatisfaCtj It. Rider HaCkITLan i all college PI“ i | | ., . b heme Wither: “3 Slisht, th problem, and t- I , L COJrSe mate 7 were given by the teacher. The students in the control section were not expected to complete a special problem of individual study as accomplished by the experimental group. The content and presentation of subject matter in the lecture-discussion periods were kept as similar as possible for both experimental and control sections. The same general outline with major points of emphasis was followed with each section. An alternate form of the achievement test was used with both sections and the interest inventory was repeated at the end of the course to determine gains in achievement and interest. Results were analyzed statistically to indicate differences, if any, between sections as the result of the experimental procedure. Importance of the Study The problem of articulation between high school home economics courses and elementary courses in foods and nutrition at the college level has been recognized. Some efforts have been.made to solve the problem without too much satisfaction. Hackman, in a study on articulation of high school and college programs of home economics in institutions of twelve southern states, reported that such articulation was slight, that little had been done in attacking the problem, and that "some unnecessary and wasteful repetition of course material occurs in home economics courses at the high school at construction, She also concl of students or proved unsatis A varie has been used introductory p teachers who a has been accom Student the use of sur of students, c IESIS 0f knOWL in food labora LA. “"9 bEEn used, 8 high school and college levels, particularly in clothing construction, food preparation, and elementary nutrition."5 She also concluded that "attempts in college at placement of students on the basis of experiences and/or ability have proved unsatisfactory in most instances."6 A variety of procedures to assess student backgrounds has been used to meet the situation described above in the introductory paragraphs. Few of the foods and nutrition teachers who are concerned have been satisfied with what has been accomplished.7 Students’ backgrounds have been appraised through the use of survey sheets, personal conferences, observation of students, class discussions, and pre—tests (both written tests of knowledge and tests of application administered in food laboratories). The results from the appraisals have been used to provide for individual differences. Students have been excused from a course or a part of a course. They have been divided into different sections or provided with different kinds of experiences within a class.8 5Ruth.Akin.Hackman, "Current Practices, Problems, and Opinions as They Relate to the Articulation of High School and College Programs of Home Economics" (Unpublished Doctoral thesis, University of Tennessee, 1961), p. 143. 61bid., p. 144. 7Dorothy L. Husseman, "Food and Nutrition Teaching in.Ferment," Journal 2; Home Economics, XLIX (February, 1957), 95. 81bid. 9 Some students have received credit for the course on the basis of courses taken in high school. This practice, however, has been criticized "on the grounds that a college curriculum should be taught on such a different level from a high school curriculum that while the latter may provide a useful foundation it should not be able to substitute for the former."9 In some instances, students with less ability than others have taken remedial courses without credit. A concentrated, one-semester course has been offered at Louisiana State University for students with greater ability, while those with less ability received the same amount of credit for two semesters’ work.10 At Cornell University students with more ability were permitted to miss laboratory sessions, but they were required to attend lectures and demonstrations. It was reported, however, that these students were usually in attendance for laboratory sessions.ll Pre-testing devices have been considered inadequate 9Minutes of the Southern Regional Conference on the Teaching of Foods and Nutrition at the College Level, October 28-30, 1957, Stillwater, Oklahoma. 10Notes from.Southern Regional Conference on the Teaching of Foods and Nutrition at the College Level, November 7, 1960, Dallas, Texas. Reported by Ona Smith, member of home economics faculty at Louisiana State University. 11Personal conference with Kathleen.Cutlar, member of home economics faculty at Cornell University,‘Winter, 1960, East Lansing, Michigan. at variOus ins ences. C0338: Much help is E nade tests' I had training i included merel being given tc many times the reliability or Because college hone e procedures for inadequate PT‘C important that effectiveness background 5 , individual (iii In the ienerally acce statements sur from Mort and belief that t at. ELL} I 10 at various institutions in dealing with individual differ- ences. Commerdial tests have not been entirely satisfactory. Much help is needed by teachers in construction of teacher- made tests. In the first place, many teachers have not had training in evaluation techniques. Tests have often included merely a recall of facts without consideration being given to understanding or application of these facts. Many times the tests have not been analyzed to test for reliability or validity. Because of poor articulation between high school and college home economics courses, the dissatisfaction with procedures for appraising students' backgrounds, and inadequate provision for individual differences, it seemed important that this study be conducted to explore the effectiveness of (l) certain devices in evaluating students' backgrounds, and (2) one procedure in providing for individual differences of students. In the literature concerning learning, certain generally accepted ideas appear frequently. The following statements summarized from current literature, primarily from Mort and Vincent and from Fleming supported the belief that the experimental procedures used in the present study would result in greater gains in learning than when little or no consideration was given for these factors affecting learning. Individuals differ in a variety of ways. Hereditary and environmental influences on the ll physiological, psychological and sociological development account for a wide range of differences among individuals. They have different capacities for learning, different combinations of abilities or talents and will grow and learn at different rates. Learning will be more effective when emphasis is placed on the individual and when pro- vision is made for learning opportunities suitable to each student. Other factors also influence the learning process. Learning is increased when it begins where the students are and is related to previous knowledge and experience. Learning is enhanced when the learner is interested. Motivating interest is, therefore, an essential component of the educational process. A feeling of security or of belonging on the part of the learner is also necessary for maximum learning to take place. As learners are provided opportunities to solve their own problems and assume responsibilities for their own growth and development according to their individual abilities, then learning becomes more effective and more meaningful.12 Grouping of students with similar abilities, back- grounds, and experiences within a heterogeneous class section and providing learning opportunities related to 12Paul R. Mort and'William.S. Vincent, Modern Educational Practice (New York: McGraw-Hill, 19555, pp. 401-404; Robert S. Fleming, "Principles of Learning," paper presented at Nutrition Education.Conference, April l-3, 1957, Washington, D.C. the various le'. ghere of securi to previous km should be chall yet not beyond Also, allowing situation and 1 on learning 5} liming and d. SECtions. 2, Stu represent a wi 3, The 0 IndiCat 0 FCC e part of tt d. . at mlnEd b 12 the various levels of the groups should provide an atmos- phere of security and belonging and relate new learnings to previous knowledge and experience. This atmosphere should be challenging to the more advanced students and yet not beyond the abilities of the beginning students. Also, allowing students to share in the teaching-learning situation and to assume individual responsibility for their own learning should bring about a greater degree of learning and development. Assumptions Basic 22 the Study Some basic assumptions were essential in undertaking this study. 1. In a school with a small enrollment, the small number of students and limited personnel and facilities do not permit assignment of students to homogeneous class sections. 2. Students in a beginning college course often represent a wide range of ability and experience. 3. There are evaluation devices which may be used to indicate individual differences among students. 4. Foods and nutrition courses at the college level are part of the total curriculum and the program is pre- determined by state and local school requirements and by the position of these courses in a sequence with other subjects. 13 Hypotheses The general hypothesis explored in the study was: More effective learning takes place when college courses in foods and nutrition are adjusted to the background experience and special interests and abilities of students than when the same experiences are provided for all students alike. Specific hypotheses were formulated to facilitate the design of the study. 1. Students will learn more effectively if learning experiences are planned and selected in terms of individual differences. 2. More satisfactory learning will result when individuals with similar abilities and experiences are grouped together. 3. Students with more ability and previous experience will be more highly motivated if challenging activities are provided for them. 4. Other factors than previous high school home- umking courses are parts of the composite which might predict success in a foods and nutrition course. Operational Definitions The general hypothesis was interpreted according to certain operational definitions. iMore effective learning would be indicated by (l) greater gains between pre- and 14 post-scores on a written test including knowledge of facts and principles and the ability to apply them; (2) higher scores on a score card in applying principles in a practical situation; and (3) gains between pre- and post- interest scores in the area of foods and nutrition as indicated on the Johnson’s Interest Inventory. Students were grouped according to previous experience and ability as indicated by a pre-test in foods and nutrition, a personal and home survey, an interest inventory and a mental ability test. Learning experiences were varied according to the levels of experience and ability with more challenging opportunities provided for those students with greater ability. Special talents of students were utilized in class demonstrations. This explained that part of the hypothesis, courses adjusted. Background experiences as included in the study were high school homemaking courses, especially foods and nutrition units; 4-H Club activities in foods and nutrition; and home responsibilities in foods and nutrition. Informa- tion concerning these experiences was obtained through a personal and home survey form. Scores on the Henmon-Nelson Igggg pf Mental Abilit , the Cooperative Test E2 Foods and Nutrition, and the Johnson Home Economics Interest Inventory were used to determine special interests and abilities. The inpo in order to bri school homeztalci The side range necessity for i are motivated a be provided to and knowledge. 15 Summary The importance of this investigation was recognized in order to bring about smoother articulation between high school homemaking courses and those at the college level. The wide range of differences among students creates a necessity for individualizing instruction so that students are motivated and challenged. Opportunities should also be provided to relate new learning to previous experience and knowledge. CHAPTER II SOME RECENT LITERATURE RELATED TO THE PROBLEM The need for concerted effort to develop and improve college curricula for students with a range of differences in backgrounds, abilities and experiences has been recognized by faculty members in many educational institu- tions. The literature and research on the subject are surprisingly limited in the area of foods and nutrition and few specific studies are available. There are, however, studies in the field of general education that merit careful consideration. The review of the literature in five major areas was needed in order to support this investigation: the need for better articulation between high school and college programs; the range of differences among students in elementary college courses and individ- ualization of instruction to meet the needs of these students; grouping as a technique for instructing students with varied abilities, experiences and backgrounds; factors that might be used in determining differences among students and their value in predicting successful attainment in college courses; and specific studies concerned with ways of adjusting the college home economics program to 16 17 the range of differences of freshmen. Articulation "The problem of faulty articulation has plagued educators for over fifty years."1 This has been a matter of concern especially in teaching the basic foods and nutrition courses in college. College teachers in these areas have been cognizant of the fact that their students represent diverse degrees of knowledge, abilities and experiences. Reports of national conferences emphasized the importance of appraising studentst backgrounds and making necessary adjustments in order to provide for indi- vidual differences and bring about a smoother transition between high school and college work.2 Hackman studied the status of articulation between high school and college home economics programs through a survey of information and opinions of college students, college home economics staff members and state supervisory staffs of home economics education in twelve southern lAlvin.C. Eurich and John J. Scanlon, "Articulation of Educational Units," Encyclopedia of Educational Research, Third Edition, ed. Chester W. Harris—(New‘York:iMacmillan Company, 1960), p. 89. . 2Ercel Eppright, "College Teachin of Food and Nutri- tion," Journal pf Home Economics, XLVII gOctober, 1955), 596; Dorothy L. Husseman, ”Food and Nutrition Teaching in Ferment," Journal pf Home Economics, XLIX (February, 1957), 95; Melva B. Bakkie, "Reconsidering College Teaching of Food and'Nutrition," Journal of Home Economics, L (December, 1958), 760. "‘—" "" _ 18 states. The data supported the hypotheses that "insuffi- cient steps have been taken toward the establishment of policies and practices for eliminating duplication occurring between the college and high school home economics programs," and that "students enrolled in the college home economics curriculum are not provided for adequately in terms of their previous experiences in home economics."3 Further conclusions from.Hackman's study indicated that the usual procedure for placing college freshmen in beginning home economics did not take into consideration previous backgrounds, and that there is a great need for appropriate devices to determine the knowledge and ability of students in the various areas of home economics.4 The need, then, is evident for ways of accomplishing better articulation between high school and college home economics experiences. Individualizing Instruction In order to bring about a smoother coordination between the educational experiences in the high school and in college or university courses, many college teachers concerned with the improvement of instruction in higher education recognize the range of differences of students and the need for determining the unlike qualities as a 3Hackman, pp. cit., p. 142. 4Ibid., p. 144. 19 foundation for individualizing instruction so that each student may develop to his highest potential. That students differ both by nature and as a result of environmental influences is an accepted fact. . . . Students learn differently, their backgrounds of experience differ, the skills and techniques they have acquired vary widely. The extent to which these differences can and should be taken into account in building and carrying out a program requires thoughtful attention by the entire staff.5 Eckert directed attention to the need for teachers to be alert to differences of students not only in intellectual ability and background experiences but in "personality patterns and other less readily perceived characteristics."6 Social, economic, and cultural influences, interests and purposes of individuals are also factors involved in the diversity among students. There seems to be general agreement among writers that provisions must be made for individual differences of students if an effective program of instruction is to be achieved. Unless instruction is adapted to individual needs, Eckert believes that "many students will not be challenged to their optimum level."7 5Committee for Evaluating College Programs in Home Economics, American Home Economics Association, Home Economics in.Higher Educations-Criteria for Evaluating Undergraduate Pro rams (Washington, D .C.:.Amer1can Home Economics Assoc1ation, 1949), p. 13. GRuth E. Eckert, "Improvement of College Teaching," ££E£E§1_ of Home Economics, XLVII (December, 1955), 731. 71bid., p. 731. 20 "Learning experiences differ according to the needs, interests, abilities and backgrounds of individual students” is one of the important criteria for evaluating college programs in home economics.8 Clewell stated that the most important function of college teaching is that learning on the part of each individual student results.9 In order to accomplish this she suggests the use of educational experiences "whereby each student participates according to his abilities in all phases of the learning process."10 Individualized or personalized instruction depends on determining the student's present level of development and relating new learning to previous learning and experience. Another means of improving instruction is to place emphasis on student involvement in the learning process where the learner is provided opportunity to use initiative and to carry responsibility for educational growth according to his own ability. For individualizing instruction, Stickler suggested special reading assignments, projects, 8Committee for Evaluating College Programs of Home Economics, pp. cit., p. 157. 9Geraldine Clewell, "A Proposal for the Maintenance cfi'Effective Instruction in Home Economics at the College level" (unpublished Ph.D. dissertation, Ohio State University, Columbus, 1952), p. 1. 10Ibid., p. 47. 21 student demonstrations, conferences, and special laboratory work.11 Educators recognize that effective programming and instruction must rely upon knowledge about individual differences of students and adapting instruction accordingly. Grouping pf Students The extent of diversity among students and the necessity for using many techniques to adapt instruction so that each student develops to his fullest potential suggest grouping as a possible way of solving the problem. More writings have been concerned with grouping at the elementary and secondary rather than at the college level. However, there seemed to be no common agreement on the most effective means of grouping. A group organized as to similarity in one characteristic or closely associated characteristics might differ widely in other factors. .According to Cummins, "the extent of heterogeneity may be reduced by the careful use of multiple criteria, but there would still remain a wide diversity of interests and abilities that cannot be measured by the screening 11W} Hugh Stickler, "Improving College Instruction," Im rovin. College 22d University Teaching, Vol. II orva 13, Oregon: Graduate SChooI, Oregon State COllege), p. 33. 22 devices we have today.”12 Della-Dora reported that "the basis of grouping needs to be directly related to the specific purposes sought. After this is accomplished, there should be changes in teaching methods suited to these purposes.”13 There is also a lack of agreement on the advantages of homogeneous grouping. Buxton suggested that improvement in instruction could be achieved through ability grouping. He felt that more able students could be accelerated or given more extensive material, they could compete on their own level for marks, and they would be stimulated by students of their own level of understanding and compe- tence. The poorer students would have a competitive chance and reduced feelings of frustration and failure.14 Dockery found in grouping that the highest achieve- ment was attained by the high ability group, the next by the low ability group, and the lowest in the heterogeneous group.15 12Evel n WOod Cummins, "Grouping: Homogeneous or Heterogeneous?" Educational Administration and Supervision, XLIV (January, 1958), 19. 13Delmo Della-Dora, "What Research Says About Grouping," Michigan Education Journal, XXXVII (April, 1960), 542. . l(“Claude E. Buxton, College Teaching, é;PS cholo- 1st’s View (New York: Harcourt, Brace and Compafi%T_I956), p. 343 15Floyd C. Dockery, "Psychology for Beginners," Service Studies in Hi her Education, Bureau of Educational Research Monographs, Number I5 (Cqumbus, Ohio: Ohio State University, 1932), pp. 148-149. q . - Y A s f‘ r a v f. v r . n .\ ‘ 7‘ . c . » r , Q o v I . r‘ \ . r . ’w r ’ (i 23 Davis reported that: In a functioning and interacting group, pupils make greater gains in subject matter mastery under ability grouping than other grouping plans, provided that there is differentiation of the subject matter to be learned. Thus, it is that individualization of the curriculum for the variability in any group contributes more significantly to academic progress than the criterion used to comprise the group. Research in the last twenty years has not seriously challenged these conclusions.16 On the other hand, Della-Dora believes that research implications show "no evidence of consistent or significant improvement in academic learning that can be associated with any method of grouping."17 Abramson investigated the relationship between the grouping of pupils in high school on the basis of ability and their subsequent progress in college. He found that there was no significant difference in college achievement between members of ability groups and those not grouped. The overall achievement was associated with level of intelligence rather than ability grouping.18 College students preferred heterogeneous groups because the more able like to feel superior and poor 160. L. Davis, Jr., "Grouping for Instruction: gpme Perspectives," Education'Forum, XXIV (January, 1960), 4. 17Della-Dora, _o_p. cit., p. 542. 18David A, Abramson, "The Effectiveness of Grouping for Students of High Ability," Education Research Bulletin, XXXVIII (October 14, 1959), 178-180. 24 students do not want to be classed as members of slow sections.19 While sectioning students according to ability may seem desirable in spite of some opinions to the contrary, Buxton doubted the advisability of doing it because of the difficulty involved in planned sectioning procedures and low correlations between ability and gains in courses.20 An examination of the literature indicates that grouping of students has merit if certain basic ideas are apparent. 1. Criteria for grouping should be selected according to the specific purposes of the course; 2. There will be many other factors than the above criteria contributing to the range of differences of students; 3. There should be differentiation in instruction for different levels of ability; 4. Individualization of learning experiences might be more significant than criteria for grouping; and 5. More progress may be expected when students are grouped and learning experiences are adjusted to different levels. 1-9Buxton, pp. cit., p. 344. 20Ibid. 25 Factors ip Determining Differences Among Students Leading educational experts agree that multiple fac- tors are involved in making one individual different from another. 'With.some of these factors, information pertaining to a person's relative position as compared with others can be secured. Studies have been made as to the value of such information in predicting the success of students in their college curricula. Opinions differ somewhat on the predictive value of scores on intellectual ability as a single measure. Lathrop found the scores on the American Council on Educa- tion Psychological Examination to be the best single predictor of college success in home economics for the first quarter with a correlation of .598.21 Kimball, in summarizing studies in prediction of academic success, also concluded that the American Council on Education Examination was the best predictor.22 Mental tests were believed by Buxton to provide a reasonably good ZlIrvin T. Lathrop, "The Effect of High School Size and Course Pattern on Achievement in College Home Economics," Journal pf Home Economics, L (December, 1958), 776. 22Fontella Thompson Kimbell, "The Use of Selected Standardized Tests as Predictors of Academic Success at Oklahoma College for Women" (unpublished Ed. D. dis- sertation, University of Oklahoma, Norman, 1959), p. 17. 26 prediction of performance in a beginning psychology course.23 Studies by Shefchik, Loudenback and'Wilson indicated a noticeable relationship between psychological scores and scores on written tests in foods.24 Bloye, however, found that freshman students with similar intelligence test scores and previous training received widely differing scores in freshman college foods work.25 Justman and Mais wrote that "intelligence is not in itself a reliable index of probable college success."26 With a correlation between a student's intelligence and achievement in college no higher than .5, they believed that it was insufficient to justify the use of intelligence alone as a predictive index. 23Buxton, pp. cit., p. 341. 24Sister Mary Bernarda Shefchik, "Initial Level of Achievement of a Group of College Students in Foods and Nutrition as Measured by Pretests" (unpublished Master’s thesis, Ohio State University, Columbus, 1956), p. 47; Margaret Louise Loudenback, "Relation of Certain Factors in the Background of College Students to Performance on Food Pretests" (unpublished Master's thesis, Ohio State University, Columbus, 1954), p. 43; Mary Keeling'Wilson, '%.Study of the Achievement of College Students in Beginning Courses in Food Preparation and Serving and Related Factors" (Ph.D. dissertation, Teachers College of Columbia University, New York, 1948), published as Contributions to Education #958 (New York; Bureau of Publications,TeachErs ColIege, Columbia University, 1949), p. 59. . 25Amy I. Bloye and.Alma Long, ”An Experiment in Teaching Food Preparation to College Freshmen," Journal 21: 11—092 Economics, XXXIII (September, 1941), 471. 26Joseph Justman and Welter H. Mais, Colle e Teaching: Its Practice and Potential (New York: Harper and Brothérs, 65 9 p. 990 27 There appears to be lack of agreement concerning achievement test scores in predicting scholastic attain- ment in college. Cole, in comparing data from numerous studies found an average coefficient of correlation between aptitude or scholarship tests and grades to be .55 as compared to a median of .44 for intelligence tests.27 Justman and Mais, and Eurich and Cain agree that scores on general achievement tests are second best to total course averages in high school as a single factor in pre— dicting success in college.28 Brodak found that the scores from the battery of tests in the National College Freshman Test Program.were essentially of no value for predicting final grade point averages of home economics graduates at West Virginia University. However, it should be noted that this was the result of only one study as compared with summaries of many prediction studies in the book by Justman and Mais and in the article by Eurich and Cain in the Encyclopedia pf Educational Research.29 27 Luella.Cole, The Background for Colle e Teaching (NeW’York: Farrar and R1nehart, Inc., I94I5, p. 29 . 28Justman and Mais, _p. cit., p. 100; Alvin C. (Eurich and Leo F. Cain, "Prognos1s, " Encyclopedia of Educational Research., First Edition, ed. ‘Walter'S .—Monroe (New'York: 'Macmillan.Company, 1941), p. 849. 29Marie Brodak, "The Use of Freshman Week Test Battery for Predictive Value of Final Academic Success of Home Economics Graduates at West Virginia University-- 1954-1959" (unpublished Master' 8 thesis, West Virginia University, Morgantown, 1960), p. 27. 28 A comprehensive preliminary test in subject matter had the most value in predicting the grade of a student after instruction in a foods class as reported by Brown. The coefficient of correlation was .51.30 Although high school grade point averages were not used as a factor in ranking students for grouping in the present study, they have been considered important in predicting college success. Justman and Mais, and Eurich and Cain considered achievement in the total courses in high school studies the most reliable single factor. Lathrop found the high school grade point average to be second to psychological scores in importance, with a correla- tion of .462 between the first quarter average in college and the high school average.31 West's study indicated that high school rank is as important as the number of years of high school home economics on achievement in college clothing.32 The effect of previous study of a subject in high school on subsequent achievement in the same subject in college is another factor that has been given consideration. Hunter found that the average grade in a college chemistry 30Clara M. Brown, "An Experiment in Sectioning," Journal of Higher Education, I (1930), 271. I! 31Lathrop, 22. cit., p. 776. 32A1eta Brown West, "The Influence of High School Homemaking on Achievement in the Beginning Clothing Course at the University of Colorado" (unpublished Master's thesis, The University of Colorado, Boulder, 1954), p. 32. 29 class for students who had had high school chemistry was 1.31 grade points higher than that of students with no previous chemistry course.33 In a similar study in physics, Easter found that physics grades averaged .8 of a grade point higher for those who had had physics in high school.34 There is some evidence that the amount of and the achievement in home economics in high school does influence achievement in college home economics courses, but there are also findings to the contrary. Previous study of food preparation showed the closest relationship to achievement of students on written tests but little or no relationship on performance tests in Wilson's study.35 ‘West found that there seems to be a definite relationship between high school home economics and achievement in college clothing although high school rank is as important a factor as number of years of high school home economics on achievement in college clothing.36 Little relationship between amount of high school 33W. A. Hunter, "Effect of the Study of Chemistry in.High School upon.Achievement in Beginning Chemistry in.College" (unpublished Master 3 thesis, Iowa State College, .Ames, 1948), p. 26. 34Ronald R. Easter, "Does High School Physics Raise College Physics Grade?" Journal of Home Economics, XLVI (December, 1954), 729- 30. 35Wi1son, 22. cit., p. 43. 36West, 22. cit., p. 32. 30 home economics and scores on the foods portion of a fresh- man orientation test was reported by Bloye. At the end of the sophomore foods course, however, those who studied home economics in high school received significantly higher average scores in laboratory techniques than those without.37 In Brown’s study, students with the maximum amount of previous home economics were poor students while those with little or no high school home economics were excep- tionally good students.38 Henkel and Seronsy concluded that "previous training as measured by a checklist bears no relation to achievement as measured by course grades."39 Super stated that "studies reviewed elsewhere have led to the conclusion that interest has a very low relation- ship to achievement in school or college, with such coefficients for inventories such as Strong and Kuder rarely being as high as .30.” But he also reported that "more recent developments suggest that interest does play a part in achievement even though not in as direct a way as had been expected."40 37Bloye,£p. cit., p. 471. 38Brown, 22. cit., p. 272. 39Jean Henkel and Louise Baird Seronsy, "First Course in.Clothing and Textiles," Journal 2; Home Economics, XLIII (March, 1951), 197. 40Donald E. Super, "Interests,” Encyclopedia 2: Educational Research, Third Edition, ed. ChésterVW. Harris (New York: Macmillan Company, 1960), p. 731. 31 While each of the above factors has value to a greater or lesser degree as single predictors of college achievement, a combination of two or more would seem desirable in organizing a class to provide for individual differences of students. Two instruments which seemed to be more favorable for predicting college achievement, a psychological test and an achievement test, were used in the current study along with an experience survey and an interest test, even though the latter two devices have not given too satisfactory results in the past. Home Economics Studies in.Adjusting To Individual Differences Qf Students .Attempts have been made to adjust beginning college home economics courses, particularly foods and clothing, to previous training of students in high school, but little true research on the subject has been reported. Seronsy mentioned two studies which had been made and discarded. In the first attempt, students were sectioned on the basis of previous training in high school home economics which "failed to discriminate between successful and unsuccessful performance in c011ege."41 The second experiment considered 4l-Louise Claire Baird Seronsy, "An Experimental Study of the Freshman Program in Home Economics" (Ph.D. disserta- tion, Purdue University, Lafayette, Indiana, 1947), p. 23. Published as Studies in Hi her Education, 60, November, 1947, by Divis1on of Educat1onal Reference, Purdue University. 32 placement of students in sections according to subject matter test scores, but scheduling problems made this impractical. As a part of the continuing curriculum study at Purdue begun by Seronsy, an experimental study in clothing and textiles was conducted by Henkel and Seronsy. The organization of the class of approximately one hundred and seventy-five students each semester included a meeting of the entire group once a week when basic information was presented. Then subsequent meetings with thirty students or less were held to develop the basic information within the level of ability and training of the students in each group. Scores from a psychological examination, an achievement test in clothing and textiles, and an experience survey were used in assigning students to groups. The students who ranked in the upper five per cent according to scores on the home economics test and the psychological test were exempt from the beginning course and allowed to elect successive clothing and textiles courses. The results indicated that the organization on different levels of training produced positive attitudes toward the course. However, the effect of the experimental procedure on achievement of students was not mentioned.42 Brown reported that a three-credit elementary course in foods and a five-credit one containing similar subject 42Henkel and Seronsy, 22. cit., pp. 195-197. 33 matter and using identical objective examinations were offered to allow for the differences among students. Those permitted to enroll in the three-credit course had scores in the highest one third on a comprehensive examination in foods, ranked above the lowest quartile in intelligence, had at least one course in high school foods, had a fair amount of home experience and had a C average for the freshman year in college. It appeared from the results that those taking the three-credit course were not handicapped. The mean letter mark in the course for the three-credit group was a B while that for the five-credit group was C+. The mean score for the three-credit group was one standard deviation higher than for the five-credit group. In the second course the three-credit group ranked three-fourths of a standard deviation higher than the other on the final examination.43 In the study reported by Herod, the Cooperative Test in‘Nutrition was used as a placement device in which freshmen students were assigned to one of two courses in nutrition, Home Economics 1 for those with little or no understanding of nutrition, and Home Economics 1A for those showing superior ability on the test.44 ASBI‘OWD, 22. Cit. , pp. 269-270. 4“Louise Neal Herod, "Nutrition Placement Tests for Entering Freshmen, Division of Home Economics,'West Virginia University, 1949-1952, Inclusive" (unpublished Master's thesis, west Virginia University, Morgantown, 1953), p. l. 34 Davis mentioned a similar study using the.Cooperative Test in Clothing. She stated that students were exempt from the first clothing course on the basis of a high score on the test.45 Neither Herod nor Davis indicated what score was used as the cut-off point for placement in the advanced section or exemption from.the beginning course. Neither of the suggested ways for adjusting college home economics courses to individual differences of students seems practical in a situation where the enroll- ment is small. For that reason, exploring the possibility of varying learning experiences within a single class section appeared to be an advisable course of action. Summa 2 Only a beginning has been made in the field of home economics in which major consideration has been directed to the adjustment of learning opportunities to the indivi- dual differences in ability, achievement, previous training, background and experience of students. The ideas presented in the several studies gave direction to the basic elements for structuring a college program in foods and nutrition, emphasizing the need for better articulation between high school and college courses 45Mildred Jean Davis, "Clothing Placement Tests for Entering Freshmen in the Division of Home Economics at West Virginia University, 1948-1951, Inclusive" (unpublished Master's thesis, West Virginia University, Morgantown, 1952), p. 42. 35 in home economics and for individualizing instruction. Suggestions received from the literature indicated that measures of intelligence and achievement, high school grade point averages, and previous study of a subject have value in predicting achievement in college courses. CHAPTER III DESCRIPTION OF PROCEDURE AND MATERIAIS USED The fact that students entering college differ widely in intellectual ability, previous training, experience, achievement, interests, and socio-economic backgrounds as well as in other less tangible ways has presented a problem to college faculty members_who are concerned about instruc- tion that will bring about the optimal learning of each individual. The problem not only takes into account the capacity of the student for learning but also previous knowledge, experience, and motivation in the area of instruction. The concern among members of the home economics faculty at the University of Southwestern Louisiana for identifying the differences among students and adapting instruction accordingly prompted the present study. The Problem The relatively small enrollment in home economics, one hundred and thirty majors during the year 1960-61 when the study was undertaken, and limited facilities and staff, prevented sectioning of students according to ability, 36 37 previous training and experience. The curriculum required that all home economics majors be enrolled in the beginning foods and nutrition course regardless of previous training. There was a question among faculty as to what means should be used in evaluating a student's readiness for advanced level work if the situation had permitted exemption of a student with a strong background of preparation from a basic course and placement in an advanced course. An experimental study was made to explore the effectiveness of adjusting learning experiences to indivi- dual differences of students within a heterogeneous class section on their gains in the course and to determine criteria for grouping within a single class section. Freshman students enrolled in the beginning foods and nutrition course at the University of Southwestern Louisiana during the year 1960-61 participated in the study. Random assignment to fall or spring sections was made by each student drawing a tag designating the section to which she was assigned. This was done at the fall registration. A toss of a coin determined that the fall class would be the experimental section and the spring class the control section. Some students were included in both fall and spring classes who could not be assigned randomly because they were repeating the course or were transfer students who had to be assigned at a particular time. These students participated in the same manner as the others but data concerning them.were not used in the study. 38 There were nineteen in the control section and twenty in the experimental section who participated in the study. Experimental Variables The course content in the lecture and discussion sessions for both the experimental and control sections was kept as similar as possible. 'Weekly assignments were also the same for both sections. Throughout the laboratory, lecture and discussion lessons, basic principles of nutrition and food preparation were stressed. At the same time emphasis was also placed upon standards to be expected in a product, nutritive value and its retention, variety, and attractive service. Students were helped to recognize the importance of the food products prepared as parts of separate meals and of the daily diet. With limited laboratory facilities and only one foods class being taught a semester, it was necessary to instruct one section of twenty-eight students in the fall semester and a section of thirty students in the spring. The writer was responsible for the lecture period for the entire group and a large laboratory section each semester. A second teacher assisted by giving supervision to the smaller laboratory section. (All laboratory work was planned and evaluated for both sections in order to avoid differences in learning experiences because of different sizes in laboratory sections or different teachers in charge. 39 Students in the experimental section were grouped according to levels of ability, achievement, experience and interest as determined by scores on a mental ability test,1 2 an interest a test on foods and nutrition subject matter, inventory,3 and a survey of experiences in foods and nutrition4 constructed by the writer. Varied laboratory experiences were provided for the different group levels ranging from.the simple to the more complex tasks. The advanced students prepared products which involved the use of previous learning, more complex preparation procedures, greater skill in food preparation techniques, and more careful management of time. They also had the opportunity to apply basic principles in preparing variations of food products. 'With some lessons it was not possible to include experiences that differed too greatly. In fact, for the purposes of some particular lessons, it was necessary to keep the activities of different groups as similar as possible. The least qualified students, on the other hand, worked with simple, basic recipes that were within their range of ability. The varied laboratory experiences provided students with an opportunity to compare the effect of certain lHenmon and Nelson, 22. cit. 2Segner_e_£ al.,.gp. cit. 3Johnson,‘gp. cit. éAppendix.A. 40 ingredients and methods of preparation on the finished product. For example, in one of the vegetable lessons the advanced groups worked with products involving more prepara- tion procedures which in some instances drew on previous high school training (i.e. making white sauce for corn pudding and scalloped potatoes). Also those experiences requiring more time were given to the advanced groups, assuming that they could work more quickly than the less qualified students. Additional illustrations showing different levels of experiences for the groups may be found in the syllabus in theAppendix.5 Perhaps a greater advantage from the grouping of students with similar abilities was that all within the group would participate on an equal basis rather than that an advanced student would take over and not allow the less qualified student to share in the activities. Students in the experimental section had an oppor- tunity to become more actively involved in the learning situation by being responsible for class demonstrations to illustrate accepted techniques in food preparation. Examples of the demonstrations included procedures for making biscuits, kneading and shaping rolls, and for cooking eggs. Other examples are reported in the syllabus.6 5Appendix C. GAppendix C. 41 Two students planned and presented each demonstration. A third way was used to individualize instruction in the experimental section. Students were encouraged to pursue a problem in foods of special interest to them. It was suggested that they read widely on their selected subject, and/or experiment, test, or evaluate proportions or procedures in recipes in terms of generally accepted facts or principles. The selection of the problem was left to the individual student. One student made a collection of family recipes which she tested and revised in terms of standard measurements and accepted preparation procedures. Each recipe included a brief description of the origin or source and the appropriate family occasions when the food would be served. .Another girl chose rice as a topic for study and in the opinion of the writer did a very thorough and complete research paper including information on the importance of rice in the diet, preparation, and recipes for using it. Rice was one of the main agricultural products of the area and was a very important item in family diets. Some of the less satisfactory projects included brief reports on the subject with a single source as reference, or simple collections of recipes. Other topics chosen for study are listed in theAppendix.7 Students in the control section were randomly 7Appendix B. 42 assigned to groups by drawing numbered tags. Laboratory experiences were the same or closely similar for all groups, except when it was important to have different activities to achieve specific purposes of the particular lesson. These students did not assume any responsibilities for class instruction, nor did they undertake any special problem. The same demonstrations were presented in the control section as in the experimental section, but the teacher rather than students was responsible. Materials Used An achievement test on foods and nutrition subject matter, a test of mental ability, an interest inventory and a survey of experiences in foods and nutrition were used to obtain information about each student. The Cooperative Tests in Foods and Nutrition, Form Y was administered as a pre-test at the beginning of the course for each section, and the alternate Form X was used at the completion of the course. This test was prepared by members of a special sub- committee of the American Home Economics.Association Evaluation.Committee, who are recognized leaders in home economics, with the cooperation of the Educational Testing Service staff members. It was used as a part of the National College Home Economics Testing Program in 1950. Norms were established on the basis of 2510 students from ninety-one colleges who took the test. The report of the 43 testing program suggested the use of the instrument for evaluating previous home economics training, placement purposes and evaluating experimental programs.8 No information was available from the Educational Testing Service on the reliability or validity of the test. However, in a study by Simons, a coefficient of reliability of .77 was obtained by the split-half technique.9 Items on foods were separated from.nutrition items. Correlations between the foods portion and foods grade for freshmen were .44; for sophomores and juniors, .50; and for seniors, .55. Correlations between the nutrition part and nutrition grade were .55 for sophomores and juniors and .33 for seniors. These data indicated a moderate degree of validity for the entire test. IRE Cooperative Eggts 22n§22§§ and Nutrition appeared to be satisfactory for determining the range of achievement of students and for judging the adequacy of the course for meeting needs of students, according to Shefchik.10 Herod found that it had definite predictive value for placing students in foods and nutrition classes.ll 8"Report on the National College Home Economics Testing Program" (Princeton, N.J.: Educational Testing Service, 1950), p. 4. 9Virginia Simons, ”An Evaluation of the Cooperative Test on Foods and Nutrition" (unpublished Master’s thesis, Syracuse University, 1954), p. 36. loshefchik, 32. cit., p. 47. llHerod, 22. cit., p. 30. 44 Since there were so few tests of this type available in home economics and since this particular test has been used satisfactorily for purposes similar to those in this study, it seemed appropriate to use the COOperative Test 23 Foods and‘Nutrition. The plan of the study included intellectual ability as one of the factors to be used in grouping students with similar qualifications and to make certain that the experimental section and control section were similar in scholastic ability. The college level HenmonANelson.T£§t§ 2f Mental.Abilit , Form A, was administered as a part of the battery of examinations for all freshmen at the University. The scores were used as a part of the data in this study. The HenmonANelson.Tg§E§'were designed to measure aptitude of students for college work and to give some indication of the probable success of students in college. Correlations as reported by Henmon and Nelson ranged from .68 to .79 between the HenmonANelson Eggts and other psychological examinations such as the American Council 23 Education Psychological Examination and the Otis Self- Administeringngggg'gf Mental.Ability, indicating the validity of the HenmonANelson.Tg§E§. A coefficient of reliability of .89 was also reported by the authors of the test. The measure of students' interests was included as a means for determining the extent to which interest 45 predicted success in a beginning foods and nutrition course. The Johnson Home Economics Interest Inventory was used for this purpose although the investigator was aware of the fact that the inventory would not measure adequately the interests as defined in the study, since it was keyed for home economics occupations rather than specific areas of home economics, such as foods, nutrition, clothing, etc.12 However, it was thought that there might be some relation- ship between those occupations which were in the foods and nutrition area and a student's interest in foods and nutri- tion. The occupations in the foods and nutrition areas are food product promotion, food service directing, hospital dietetics, and restaurant or tea room management. The inventory is divided into two parts. Part A has a list of one hundred fifty-three activities and responsi- bilities of women employed in home economics positions. The respondent indicates his reaction to each item according to a degree of value scale. Part B includes characteristics of various home economics positions. Such items as, "Help individuals of all classes with their personal dietary problems," or "Develop new recipes in a test kitchen," or "Plan menus which will attract customers" are examples that would indicate an interest in working with foods.]-:5 12Hildegarde Johnson, "Technique for Determining the Professional Interests of Home Economists" (unpublished Ph.D. dissertation, Iowa State University, 1950), p. 25. 13Appendix A. 46 The interest inventory was used a second time at the completion of the course to note gains in interest as a result of the experiences in the course. The "Foods and Nutrition Interest Check List" which related specifically to the objectives for the course was developed by the investigator.14 Upon completion of the course students indicated on a five-point scale the degree to which each experience in the foods and nutrition area affected their interest in the subject. Scores for the checklist were derived by assigning a value of +2 for "increased interest greatly," +1 for "increased interest slightly," 0 for "neither increased nor decreased interest," -1 for "decreased interest slightly," and -2 for "decreased interest greatly." A fourth device used at the beginning of the term to obtain information about the students was a survey form, "Student Experiences in.Foods and Nutrition."15 The items asked for personal and family information as well as information about the amounts and kinds of experiences the respondent had had in foods and nutrition work in high school home economics courses, in 4-H Club activities, and as a part of her home responsibilities. Numerical values were established to obtain a total score for experiences. For example, 10 points were allowed 14AppendixA. 15AppendixA. 47 for each year of high school home economics, and 0-3 points for the extent of emphasis on each activity from no experience to much experience. These values are indicated on the survey form in the Appendix. A "Rating Sheet for Laboratory Work in Food Prepara- tion" which had been used successfully in the Home Economics Department at Southwestern for some years evaluated labora- tory techniques.16 The original source of this rating sheet is not certain. It is set up on a ten-point scale with three levels of behavior described for each item listed. The scores on each of the four instruments used at the beginning, Cooperative Test in‘Foods and Nutrition, HenmoneNelson.Tg§E§I22‘Mental Ability, Johnson Hgmg Economics Interest Inventory, and the experience survey, were arranged in rank order. The rank positions for the four devices were totaled for each student. The totals were then arranged in rank order.17 This procedure was a means for illustrating positional rank when the four tests were used for comparison purposes. It is probable that the computations of standard scores for each of the tests would have given a better indication of the total positional ranks of the respondents. Students with similar qualifi- cations according to rank positions were assigned to 16AppendixA. 17Appendix B. 48 groups of four within a unit-arranged kitchen. The Situation E Which Study 'Was Conducted The University of Southwestern Louisiana is a state- supported institution of higher learning which had an enrollment of approximately five thousand at the time this study was conducted. There were one hundred and thirty home economics majors enrolled, fifty-one of whom.were freshmen. There were ten members of the home economics faculty, two of whom.were dietitians who taught classes on a part-time basis. Home economics curricula were offered in vocational hmme economics education, institutional management, home economics in business, and general home economics. The majority of students were enrolled in the vocational home economics education program. The objectives of the home economics curricula were directed toward developing competences in the various areas of home economics to meet the particular needs in the home economics professions, especially education. The beginning foods and nutrition course was taught in the freshman year without prerequisites of chemistry or nutrition which made it necessary to keep the instruction at a more elementary level than if chemistry or nutrition had preceded the course. 49 Scheduling procedures made it necessary to offer one section of the foods and nutrition course each semester. Thus a variable in time was introduced which could have affected the results in the study. The Sample The sample included all freshmen enrolled during the 1960-61 school year who could be randomly assigned to the two sections of the experiment. The number of participants was twenty in the experimental section and nineteen in the control section, or a total of thirty-nine. The limited number in the sample would prevent any definite conclusions being drawn from the findings. How- ever, the results might give some implications as to ways of meeting the problem in situations similar to the one in which the study was conducted. Summary An experimental study was conducted to explore a way of adjusting learning experiences to individual differences» of students in a beginning foods and nutrition course. Students were randomly assigned to the experimental or the control section. .A mental ability test, a foods and nutrition achievement test, an interest inventory, and an experience survey were used to group members with similar qualifications in the experimental section. Students in the control section were randomly assigned to 50 groups. Course content as presented in lecture and dis- cussion sections was as nearly as possible the same for both sections. Students in the experimental section had laboratory experiences varied according to the different levels of ability, interest, achievement, and background experiences. They were also responsible for class demon- strations and for special term problems which were not required of students in the control section. Following the course, an alternate form of the foods and nutrition test was administered, and the interest inventory repeated to determine gains in achievement and interest as the result of the experimental versus control procedures. CHAPTER IV PRESENTATION AND ANALYSIS OF DATA The data were analyzed statistically for the purposes of comparing the experimental and control sections at the beginning of the study, for ascertaining gains in achieve- ment and interest as the result of the experimental teaching procedure, and for discovering which of the instruments used would best predict success in the course. Comparison 2£_Experimental and Control Sections ‘25 Beginning 2f Study A random selection of the sample was necessary for inferences to be reliable and valid. Students were ran- domly assigned to the experimental or control section. Each individual had an equal chance to be in either section and theoretically there should have been no difference between the means of the two sections. To test this hypothesis that there was no difference, the student's "t" test was used with data for each section from the four instruments administered. On the HenmonsNelson.Ig§£§'gf Mental.Ability, the mean score for the control group (39.21) as shown in Table l, was slightly higher than that of the experimental 51 52 .Ho>oa undo use o>Hm mnp um oofimowmwdwwm woumowpaw oNo.N mo :9: pmaflmuno Gm .Eopoohm mo moohwmo hm 90mm A>o>hnm mosmwpmmxmv dowuwhpsz ufim mmmm. 8. mm 8.3 om.on 3.5 £me 5 monmspmaxm Ahhou¢o>fiH umopmpfiH moHEOfioom maom mufiomESOHu mN¢.H mm.nm ma.hmaa nN.om on.hmaa ummsmufiH nfiowuwhudz use muoom cw “was o>fiumpom000v muma. c¢.oa Hm.am ca.oa mo.Nm pumam>mw£o< Anomaozwcosflomu mMN. a©.oa om.wn wh.w Hm.mm Hmudflz coaumw>om dowumw>mo . my: ppmwdmum cmmz_ \tsmwnmum fimmz nopomm .Hmufiofiwpomxm Hmpucoo wawcfiwwmm as“ um msouommvsnom_o£u no mdowuoom 038 on» no nonwhmmaoo .H oHQMH 53 group (38.50). The obtained "t" of the difference of the two means was .23. To be significant at the five per cent level, a "t" value of 2.026 would be necessary with 37 degrees of freedom. The five per cent level of signifi- cance means that only five times out of a hundred would a difference equal to 2.026 or greater occur by chance. A difference of .23 could occur 82 times in 100 comparisons of similar groups by chance alone. Accordingly, the null hypothesis was retained that there was no real difference between the groups. The mean scores for both groups were approximately the same as the seventy-seventh percentile of the University of Southwestern Louisiana norms for the Henmon- Nelson.Tg§£§, indicating that these home economics freshmen as a group were above the average for freshmen enrolled at Southwestern. The control group with a mean of 32.03 scored Sign as compared with a mean of 31.51 for the experimental group. The "t" value of .157 was not significant. Scores on the survey of "Student Experiences in Foods and Nutrition" indicated a close similarity between groups. .A mean of 84.73 for the control group, 82.60 for the experimental group, and an obtained "t” of .225 were derived from.the statistical calculation. Similar results were evident from the scores per- taining to foods and nutrition occupations on the Johnson 54 Eggs Economics Interest Inventory. A mean of 1157.36 for the control group was again slightly higher than the mean of 1137.15 for the experimental group. The "t" value of 1.42 was not significant. There was no significant difference between the experimental and control groups on the four measures of intelligence, achievement, experience and interest. There- fore, the null hypothesis was accepted that based on the evidence provided there was no real difference between the two groups. Findings showed that the samples were repre- sentative of freshmen students enrolled in home economics in this situation, and results obtained can be inferred as typical of others in the same or similar situations. Personal and Family Information The survey "Student Experiences in.Foods and Nutri- tion" included information other than that mentioned previously about the individual and her family which also verified the similarity between the sections. .Approximately fifty-seven per cent of the students in each section were from rural homes. The average size of the families was similar for the two sections, namely 5.82 as compared with the average of 3.65 for families in the United States reported in the 1960 census. .About one fourth of the mothers of these girls worked outside the home. The educational level attained by the mothers was slightly below that of the fathers. Nearly two thirds of 55 the mothers had a high school education or less while only one half of the fathers were in this same category. About sixteen per cent of the students in the control section and ten per cent in the experimental section had no previous home economics in high school. Eighty per cent in both sections had two years or more. Less than half of the students had organized home experiences in the foods and nutrition areas as a part of their high school home economics program. .About three- fourths of each group had participated in 4-H Club activi- ties. The control group reported more of this type of experience than the experimental group. Slightly more than one-fourth of the students in the two groups combined had more than six years in 4-H Club work. Both groups reported similar degrees of emphasis on various aspects of their foods and nutrition work in high school. Greater emphasis was reported on table setting and service, measuring ingredients, using and caring for equipment, understanding and using recipes, and preparing baked products. Less emphasis was on food preservation, experiences with new food products, knowledge and use of nutritive values, new methods of preparation, and selection and buying of foods. The types of activities in which students partici- pated most frequently at home included table setting and preparation of salads, desserts, baked products and vegetables. ‘Responsibilities with least experience at home 56 were food preservation, use of knowledge of nutritive value, new methods of food preparation, and use of new food products. Reasons listed most frequently for activities with foods at home included liking to make food attractive, trying new recipes, and accepting definite responsibilities as a share of family activities. Results from the personal and family data sheets had implications for the high school program as well as the college courses in foods and nutrition. There appeared a definite need for emphasis on nutritional, managerial, and consumer aspects of foods, and on sociological, economic and technological trends as they pertain to foods and nutrition. Comparison pf Experimental and Control Sections Following Study .An alternate form of the Cooperative Test ip'Foods gpg‘Nutrition was administered at the end of the course. Raw scores for both forms were changed to standard scores and the difference between the scores calculated for each individual. The mean of the difference scores as shown in Table 2 indicated greater gains for the experimental section (15.16) than for the control section (12.56), while the order was reversed at the beginning. It would seem that the experimental procedure could have had an effect on the progress in achievement as measured by the 57 .Ho>oa undo use o>Hm sap um socmowmwzwwm mopmowudw oNo.N no :u: uocflmpco no .Eopoosm mo moohwop hm pomm AzsoucoecH c ummhmpfiH wowfiofioom oEom manomfifiohv maoo. Hm.o¢ 0.0: ma.hm mm.¢ “monoufiH Anowuwhpsz pfim muoom nw ummB obwpmhmdooov m¢NO.H Hm.m oa.ma qo.n om.NH usmam>mfi£o< onoom onoow :u: nowumw>mn oodohommwn fiowuma>on oofiohmmmwa houomm mumuamum coo: whopsmpm ado: Hmufimfiwhomxm Hosufioo hpSHm 65p wuwonHOh pmmsmucH odd uaoao>mw£o<.cw wdwmu so mfiowuoom 039 on“ no acmwpmefioo .N manna 58 Cooperative Test. However, the "t" value of the difference between the two means (1.024) was not significant. One factor was evident which might possibly explain the small differences. Because of existing circumstances, it was necessary to teach one section in the fall semester and the second in the spring. The fall section, designated randomly by a coin-toss as the experimental one, was undergoing an adjustment to college activities and a different process of educational instruction. The period of adaptation may have made a difference since the spring, or control, section had the benefit of this experience before taking the course. 'When the Johnson Home Economics Interest Inventory was administered the second time following the course to determine the effect of the experimental procedures on the interests of students, the mean difference score for the control group was higher (4.58) than for the experimental group (-6.6). The difference was not significant, however, with a ”t" of .901. Negative difference scores resulted among approxi- mately half of the students in the experimental group and one-third of the control group. These scores were scattered through all levels of ability and were not typical of students at the lower level of ability or achievement. The above results were contrary to what might have been expected when techniques of motivation had been particularly emphasized. 59 Rachut reported that approximately one-fourth of the respondents in her study of the stability of the Johnson Hpmg'Economics Interest Inventory scores decreased or raised their scores less than three standard score points from the freshman to the senior level. Perhaps, then, the decrease in scores obtained in the present study was not too unusual.l The average gains on achievement and interest for those students in the upper third and in the lower third of each section were compared. It was expected that the less qualified students would be more successful as shown by gains on the Cooperative Egg; and the better qualified more challenged as indicated by the gains on the interest inven- tory when the experimental procedure was followed. The data summarized in Table 3 indicates that greater gains on the Cooperative 233$ were achieved by the lower third in the experimental section than by the lower group in the control section, a mean difference of 7.1 standard score points. In the upper third, the experimental section also made greater gains than the control, but this mean difference of 1.4 points was only slight. The upper third in the experimental section made greater gains than the control section on the Johnson’s lStella'Rachut, "Stability of Johnson Home Economics Interest Inventory Scores at Three Levels: Freshman, Senior, On-the-Job" (unpublished'Master's thesis, Iowa State College, 1958), p. 25. 60 en.n a- oo.mn H.s o.o~ w.ma when“ asses o.mnn hat o.wa Na n.m n.HH pawns sauce: «.0 h.¢ m.an ¢.a N.¢H w.NH pawn“ some: Amanda Aducoa mocoemmmwp nwpoaxm Hosudoo consummmwhl :Hhoaxm \HOMucfib HHmmh do pooh o>wumsomooo so mSHmUKowmso>fin mswmmowmso>¢r mfiowuomm Hmuflaawhmaxm was achuzoo aw pawns soBoH paw Upwnfl some: doo3uom poohmucH was udofio>owno< ma wcwmw owmhm>¢.mo nonwhmmaoo .n oHan 61 Interest Inventory with a mean difference score of 6.2 points. There was also a noticeable difference of 13.7 points between the lower third and the upper third of the experimental section as contrasted with 4.16 for the control section. A The "Foods and Nutrition Check List" provided addi— tional information on the degree to which experiences in the course affected interest. In both sections a greater degree of interest was indicated on the items pertaining to the actual preparation of foods (Table 4). Less interest was shown in the areas of nutrition, individual study of reference materials to solve problems in foods and nutri- tion, use of equipment, recognition of achievement, and management. The activities designed to permit students to explore beyond basic class experiences on their individual levels of interest and ability were rated low rather than being the most stimulating items. Differences between the groups indicated from the interest check list were not significant but development of interest was in a positive direction (Table 5). ‘A comparison of scores on the "Rating Sheet for Laboratory ‘Wbrk in Food Preparation" also revealed no significant differences for the two groups. Correlations The preceding comparisons of the experimental and control sections were based on a single variable at a time. Table 4. 62 Effect of Experiences on Increase of Interest (In Rank Order) Rank Item Position ‘Number 1 2. Item Preparing foods in ways that are different from the ways to which you have been accustomed. Preparing a single food in a variety of ways. 4.5 11. Using combinations of foods that make them more appealing in appearance and flavor. (Pork chops with fried apple rings, ham.with pineapple and yams). 4.5 17. Applying ideas, knowledge and abilities gained from the course in food pre- paration and meal service at home. 24. Using personal initiative or creative ability in preparing and serving attractive, tasty, nourishing food. 12. Using local food products in various ways. (Rice, yams). 22. Understanding and using basic prin- ciples in food preparation. (Starch cookery, emulsions, sugar cookery, protein cookery, etc.). 10. Using appropriate garnishes to make food more attractive in appearance. Comparing different methods of preparation and their resulting products. (Dry heat vs. moist heat for meats, quick mix method vs. conventional for cakes.) 63 Table 4 (Continued) Rank Position 11.5 11.5 Item Number 5. 15. Item Learning to like foods that are unusual or prepared in unusual ways 0 Observing demonstrations on food preparation techniques. 12 Preparing dishes typical of this area with its French and Spanish influence in food preparation-- gumbo, rice dressing, dishes for fast days. 14.5 14.5 16. Using knowledge of nutrition in improving personal eating habits to meet recommended nutritional re- quirements. Judging foods according to accepted standards in order to understand why certain results are obtained in the final product. 16.5 16.5 20. Observing the effect of different ingredients on the product obtained. (Tenderizer on meat, sugar on fruits, increase or decrease of fat and/or sugar on baked products, acid or alkaline reaction on color pigments in vegetables). Managing the use of time and energy in the laboratory in order to keep on schedule. 17 Comparing new food products with traditional ones. (Precooked rice, instant potatoes, bread or cake mixes). 64 Table 4 (Continued) Rank Position Number 18 Item 21. Experience Assuming personal responsibility in keeping the unit kitchen in order. 19 Preparing foods that are different from those to which you are accustomed (avocado, acorn squash, broccoli, brussel sprouts). 20 19. Organizing responsibilities within the group so that each person shares in all the activities. 21 23. Recognizing (or being recognized for) personal achievement in food preparation. 22 13. Using various types of small and large food preparation equipment (including automatic equipment). 24.5 24.5 25. 26. Using a variety of reference materials, books and magazines-- related to foods and nutrition. Using individual study to solve problems relating to nutrition and food study. 25 18. Discussing current nutritional problems and ways they might be overcome. 65 Table 4 (Continued) Rank Item Position Number Experience 26 14. Observing demonstrations on the use of ranges and other equipment. \ .Ho>ma “coo pom o>wm ofiu um oofimowmwcwwm mspmowpaw ©No.N mo :u: pdeMHQO am .Eopoopm mo momhwmp hm poms 66 xso3 mhoumhonmq pom moo.a omH.m mn.oo oa.m om.ms “swam waspmm “wag xoonu “monouaH «ma. om.HH m©.Nm Hm¢.w 0N.nm downapusz_pcm mpoom :u: cowpmw>on dowHMfi>oa phmwdmwm fimmz peop¢MHMI cmmz houomm amusoawhomxm, achufiflmw :xh03,%houmhonmfl Mom poonm magnum: sum :umsn.xoono “mmumuaHzr on“ no mfiOfiuomm 038 onu mo nowflhmmEoU .m manmfi 67 Certain abilities may be closely related while others are comparatively independent. 'When a close relationship exists between two variables, performance in one may give an indi- cation of the probable achievement in the other. To establish the degree of relationship between the abilities measured by the various instruments used in the study, coefficients of correlation (r) were computed for the control and experimental sections separately and together. A high degree of correlation (.736) significant at the one per cent level was found between the "before" and "after" scores of the Cooperative Test for the control section, and only a moderate relationship (.412) between the two for the experimental section. These are shown in Table 6. Correlations for both sections between the "after" scores for the.Cooperative ZEEE and the "Experience Survey" scores were significant at the five per cent level of confidence, with r equal to .569 for the control section and .497 for the experimental section. The correlation between the "after score" of the Cooperative Egg; and the Johnson Interest Inventory was fairly high (.583), significant at the one per cent level for the control section and negligible for the experimental section (.095). On the other hand, a significant relation- ship (.542) was evident for the experimental section between the "before scores" of the.Cooperative Test and the Table 6. 68 Coefficients of Correlation Between Factors Studied-— Control and Experimental Sections T1 T2 T3 T4 T5 T1 T2 T3 T4 T5 .After Score-- Cooperative Test Before Score-- Cooperative Test HenmonrNelson Experience Survey Johnson Interest Inventory (Before) -- .736b .412 -— .386 .542a .497a .513a .095 .089 .318 .157 .111 .388 .569a .494a .023 .084 .583b .351 .385 .077 8With 17 degrees of freedom to be significant at the five per cent level, r should be .456 and with 18 degrees, r should be .444. bTo be significant at the one per cent level, r should be .575 with 17 degrees of freedom and .561 with 18 degrees. Note: Correlations for the control section are on the right of the diagonal and for the experimental section, on the left. 69 HenmonéNelson scores, and a low one (.157) for the control section. "Before scores" of the Cooperative Test and the "Experience Survey" scores had a correlation significant at the five per cent level for both sections (.494 for control; .513 for experimental). Negligible correlations between the HenmonéNelson scores and the "Experience Survey" scores were evident for both sections. The correlation between.Henmon4Ne1son scores and "after scores" on the Cooperative Test was low. Except for the correlation between the "after scores" on the Cooperative Test and the Johnson Interest Inventory mentioned previously for the control section, a correlation between the Johnson Inventory and any of the other instru- ments was negligible or low. To ascertain the extent to which any of the instru- ments used had value for predicting success in a beginning foods and nutrition course, the scores on each instrument were combined for the two sections, and the data interpreted for a total sample of thirty-nine rather than the two separate samples of twenty and nineteen. Using the "after scores" for the Cooperative Egg; as a criterion for judging success in the course, correlations between these scores and other scores were computed. The data presented in Table 7 show that correlations significant at the one per cent level were obtained between the "before" and "after scores" of the Cooperative Test, 70 Coefficients of Correlation Table 7. Total Scores for Both Groups T1 T2 T3 T4 T5 After Score-- T1 -- .583b .352a .544b .395a Cooperative Test Before Score-- T2 -- -- .390a .517b .228 COOperative Test HenmonANelson T3 -- -- -- .072 .375a Experience T4 Survey -- -- -- -— .079 Johnson T5 -- -- —_ -- __ Interest Inventory 3A correlation of .308 indicates significance at the five per cent level. RA correlation of .398 or above indicates significance at the one per cent level. 71 between the "after scores" of the Cooperative Test and the experience survey, and between the "before score" of the Cooperative Test and the experience survey. Correlations significant at the five per cent level were found between the "after score" of the Cooperative Test and the Henmon— Nelson Tests, between the "after score" of the Cooperative Test and the Johnson.Home Economics Interest Inventory, between the "before score" of the Cooperative Test and the HenmonéNelSOn.Tests, and between the HenmonéNelson Tests and the Interest Inventory. Negligible correlations were evident between the HenmonaNelson Tests and the experience survey and between the experience survey and the Interest Inventory. The proportion of variance in one factor which is predictable from or attributable to the variation in another factor can be estimated by squaring the coefficient of correlation (r2).2 Also, through partial correlation the influence of factors other than the two being con- sidered may be ruled out.3 Thirty-four per cent of the correlation between the "before" and "after scores" of the Cooperative Test can be attributed to the interaction of these two factors (Table 8). The scores on the experience survey showed more influence . 2Quinn McNemar, Psychological Statistics, 2nd ed. rev1sed (New York: John Wiley andISons, Inc., 1955), p. 139. 3Ibid., p. 166. 72 Correlations Without Influence of OtherVFactors Table 8. Without Influence of: T1 T2 T3 T4 T5 r2 T1T2 .583 -- —- .517 .420 .551 .34 TITS .352 -- .166 -- .374 .239 .12 T1T4 .544 -- .349 .556 -- .560 .30 T1T5 .395 —- .330 .303 .420 -- .16 T2T3 .390 .243 —- -- .413 .337 .15 T2T4 .517 .293 -- .532 -- .514 .27 T3T5 .375 .277 .319 -- .372 -- .14 T1 “After Score"-~Cooperative Test T2 "Before Score"--Co0perative Test T3 HenmonéNelson T4 Experience Survey T5 Johnson Home Economics Interest Inventory r2 Proportion of variance in one factor attributable to the other factor 73 on the relationship than the HenmonANelson rating, which was next in order of influence, or the Johnson Interest Inventory. About thirty per cent of the relationship between the "after scores" on the Cooperative IEEE and the experience survey is common to both factors. The "before score" on the Cooperative Test was the factor most respon- sible for the correlation. The‘HenmonANelson and Johnson Interest Inventory scores appeared to have had little or no influence. The "before scores" on the Cooperative EEEE and the "Experience" ratings correlated high (.517-- significant at the one per cent level). These two factors are responsible for approximately twenty-seven per cent of the relationship. The correlation was influenced very little, if any, by either the Henmon4Nelson or Johnson Inventory scores. ‘With a close relationship between the "before scores" of the Cooperative TeSt and "Experience," and with the scores from each of these instruments closely related to the "after scores" of the Cooperative Test, the two seemed to be predictive of what the students might do in the course. There was a correlation of .395, significant at the five per cent level, between the Cooperative Egg; "after scores" and the Johnson HpmggEconomics Interest Inventory scores. About sixteen per cent of the relationship can be attributed to the two instruments. The HenmonaNelson scores had more influence on the correlation between the 74 two than the ”before scores” of the Cooperative EEEE or the "experience" scores. A correlation of .352, also significant at the five per cent level of confidence, was found between the "after scores" of the Cooperative Test and HenmonANelson scores. About twelve per cent of this relationship is due to these two instruments. The "before" Cooperative Test scores showed the most influence on this relationship with the Johnson Interest Inventory next in degree of influence. The‘Henmon4Nelson scores and the Johnson Interest Inventory scores showed a relationship of .375, with about fourteen per cent due to the two factors. The "after scores" on the Cooperative Test reflected the greatest influence on the correlation, with the "Experience Survey" showing very little influence. A correlation of .390 existed between the "before scores" of the Cooperative Test and the HenmonANelson scores. Fifteen per cent of the relationship can be attributed to the two factors. The Johnson Interest Inven- tory seemed to have the most influence on the correlation. The "Experience Survey" had little or no influence. The "before scores" of the Cooperative Test and the "Experience" scores showed higher correlation with the "after scores" of the Cooperative Test, and neither of these was influenced to any great degree by either the Henmon- Nelson or Johnson Interest Inventory scores. Significant correlation was evident between the "after scores" of the 75 Cooperative Test and HenmonANelson scores and Johnson Inven- tory scores, and each seemed to influence the correlation of the other with the "after" Cooperative Test scores. The interrelationship among the above tests would seem to indicate that interest and mental ability are important factors as well as achievement and experience in the total situation. .Also, the relationship between experience and intellectual ability or interest was negligible. The literature supported the premise that varying degrees of reliability existed on the value of either achievement or intelligence as a single predictive device for success in college, and rated them both high as indi- cators of success. It was mentioned that a combination of measures rather than a single one was more valid as a means for prediction. west found a definite relationship between the amount of high school homemaking and achievement in college clothing.4 Results from this study indicate that the amount of previous experience which included high school homemaking also has a definite relationship to success in foods and nutrition in college. Johnson stated, "It is not assumed that an interest inventory may be used to measure aptitude as well as 4West,_gp. cit., p. 32. 76 interest."5 She also stated, "Since relationship between vocational interest and intelligence is slight, neither can be predicted from the other."6 The present study showed opposite results with significant correlations between the Interest Inventory and intelligence and achievement scores. Demonstrations and Special Projects Students in the experimental section had the oppor- tunity to participate more actively in the teaching- learning situation through special demonstrations and individual projects. The demonstrations were planned to concur with specific laboratory lessons. A list of these according to the total rank positions of the students will be found in the Appendix, along with a copy of the score sheet by which the demonstrations were evaluated.7 The appearance, manner and speech of the demonstrator, her preparation for the presentation, the completeness and accuracy of the information, and the manner in which the activity was executed were factors considered in judging the demonstra- tion. The responsibility was enthusiastically and 5Johnson, pp. cit., p. 25. 51bid., p. 29. 7Appendix B. 77 conscientiously accepted by most of the students as indi- cated by the grade point averages shown in Table 9. Those students in the upper third of the class had a grade point average of 3.9 while those in the lower third had an average of 3.0. The special problems and the criteria by which they were judged are also included in the.Appendix.8 The upper third scored higher, an average of 1 grade point, than the lower third. However, the mean scores for both the upper and lower groups were not as high (3.3 and 2.3) on these special pr0blems as the mean scores on the demonstrations. s__.1:z Scores on the four instruments administered at the beginning of the study were analyzed to determine whether any differences existed between the control and experi- mental sections. On the basis of the evidence, the null hypothesis, that no difference existed, was accepted. .Additional personal and family information also indicated that both sections were very similar. Difference scores between Form Y and Form.X of the Cooperative $3.31; 322 5229?. _a_n_cl Nutrition showed greater gains for students in the experimental section than for those in the control section but these results were not significant. 3Appendix B. 78 Table 9. Comparison of Grade Point Averages for Demonstrations and Special Problems of Experimental Section Demonstration Special Problem Upper third 3.9 3.3 Middle third 2.5 3.1 Lower third 3.0 2.3 79 The Johnson Home Economics Interest Inventory difference scores from the pre-test to the post-test were not significant. The lower group in the experimental section was more successful than the lower group in the control section as determined by gains in achievement on the Cooperative Test i2 Foods and Nutrition. On the other hand, the students in the upper group of the experimental section were more challenged than were the upper group of the control section as indicated by difference scores on the Johnson Hpmg EcOnomics Interest Inventory. Significant correlations between the "after score" of the Copperative Test 12 Foods and Nutrition and each of the other three instruments used indicated their value for predicting achievement in a college foods and nutrition course. However, it was evident that the Johnson Home Economics Interest Inventory was not the appropriate device for the purpose of this study. .Approximately one grade point difference existed, between mean scores for the upper and lower groups of the experimental section on the demonstrations given and the special problems undertaken. CHAPTER.V SUMMARY AND CONCLUSIONS .A wide range of differences exists among college freshmen, especially in state institutions of higher learning where no selective admission policies are used. The major purpose of this study was to investigate the effectiveness of adjusting learning experiences to the individual differences of students in a beginning foods and nutrition course. A second objective was to determine which factor, or combination of factors, would be most useful in evaluating a student’s qualifications for purposes of placement in class sections, grouping within a class section or granting exemption from the course. The general hypothesis examined in the study was: 'More effective learning takes place when college courses in foods and nutrition are adjusted to the background experience and special interests and abilities of students than when the same experiences are provided for all students alike. The specific hypotheses examined were: 1. Students will learn more effectively if learning experiences are planned and selected in terms of 80 81 individual differences. 2. 'More satisfactory learning will result when individuals with similar abilities and experiences are grouped together. 3. Students with more ability and previous experi- ence will be more highly motivated if challenging activities are provided for them. 4. Other factors than previous high school home- making courses are parts of a composite which might predict success in a foods and nutrition course. Certain assumptions were basic to the study: 1. In a school with a small enrollment, the small number of students and limited personnel and facilities do not permit assignment of students to homogeneous class sections. 2. Students in a beginning college course often represent a wide range of ability and experience. 3. There are testing devices which may be used to indicate individual differences among students. 4. ‘Foods and nutrition courses at the college level are part of the total curriculum and the program is pre- determined by state and local school requirements and by the position of these courses in a sequence with other subjects. The data for the study were obtained from scores on four evaluation instruments administered prior to the course, The Cooperative TeSt iszoods and Nutrition, The 82 HenmonANelson_Tg§E§lpprental Abilit , Th3 Johnson H225 Economics Interest Inventory, and a survey of "Student Experiences in.Foods and Nutrition." The Johnson Interest Inventory was used a second time following the course, along with an alternate form of the Cooperative ESEE to determine gains in achievement and interest as the result of the experimental procedure. The sample was drawn from.freshman students in the beginning foods and nutrition classes at the University of Southwestern Louisiana. Students participating in the experimental and control sections were randomly selected, and those in the experimental section.were subdivided into smaller groups according to similarity of qualifications as ascertained by the four instruments used. Course content as presented in the lecture-discussion classes for both sections was similar or as nearly the same as possible. Laboratory activities for the experimental section were varied according to the different levels of ability of the groups. In the control section, students were randomly assigned to their groups and similar laboratory experiences were provided for all groups alike. ‘Members of the experi- mental section were responsible for class demonstrations, but the same demonstrations were presented by the teacher in the control section. Special topics of interest to the individual students involving limited research techniques were pursued for further study by participants in the experimental section. No comparable activity was included 83 for the control section. Results While there was some evidence in a positive direc- tion that the experimental procedure was effective in increasing learning of the less qualified and challenging those with a greater background of experience, the differ- ences between the sections, computed by means of the student's "t" test, were not significant. Therefore, it was necessary to reject the major hypothesis and the first three specific hypotheses as listed. . Coefficients of correlation were significant at the one per cent level between the "after scores" of the Cooperative EEEE and the "before scores" of the.Cooperative IEEE and between the "after scores" of the Cooperative IEEE and the experience survey. The correlation between the "after scores" of the Cooperative Test and each of the other two instruments was significant at the five per cent level. However, it was evident that the foods and nutrition sections of the Johnson Interest Inventory were not satis- factory for the purpose intended in this particular study. The interrelationship of the four factors studied, as determined by partial correlation would indicate that the Cooperative Iggp, the experience survey, and the HenmonANelson‘ngpg used together would be more predictive of individual success in a foods and nutrition course than 84 either test used separately or any combination of two of 4‘ them. Conclusions Certain conclusions regarding the materials and methods used andltheir value in the improvement of teaching college foods and nutrition courses were reached as the result of this study. The sample included all freshman students enrolled in the beginning foods and nutrition classes during 1960- 1961 who could be randomly assigned to the two sections. The two sections were as nearly equated as possible and statistical evidence showed no difference between the sec- tions. However, the sample was small and the procedure might have shown more definite results if used with larger numbers or repeated with a second or third sample. Findings might have been different if both groups could have been taught during the same semester to rule out the factor that one group was undergoing an adjustment to college activities during the experiment, while the other group had made this adjustment before the experiment. Homogeneous or heterogeneous grouping within a single class section has advantages and disadvantages. The distinction shown in the study between the two methods was not great enough to favor homogeneous grouping exclusively in situations similar to the experimental one. The instruments used for obtaining information about 85 the students showed significant positive correlation with the criterion by which success in the course was judged. No single instrument alone would be adequate to predict an individual’s probable accomplishment, but a combination of experience, intelligence, and achievement should all be considered. The findings were sufficient to confirm the value of the instruments for dividing large groups into sections, or grouping within a class section. There was not enough evidence, however, to conclude that any one student might have been exempt from the course. .A different instrument for measuring interest in foods and nutrition would be desirable inasmuch as the VJohnson Home Economics Interest Inventory did not measure interests in foods and nutrition specifically. Recommendations for'Further Study There is a definite need for further study in developing valid and reliable tests in foods and nutrition that could be used for pre- and post-testing purposes, for grouping, sectioning and advanced placement. These tests should include items involving application of facts and principles, rather than factual information alone. A research study on what is actually being done in advanced placement of students, the criteria used for such placement, and an evaluation of the practices used would be valuable to schools faced with the placement problem. 86 Consideration should be given to high school grades in all subjects and in home economics specifically as additional variables from.which achievement in foods and nutrition may be predicted. BIBLIOGRAPHY BIBLIOGRAPHY Books Buxton, Claude E. College Teaching-4A Psychologist’s View. New York: Harcourt Brace and Company,I956. Committee for the Improvement of Instruction in the.College of Arts and Science of the University of Missouri. Toward Better Teaching. Columbia: University of Mlssourl, I951. Cole, Luella. The Background for Colle e Teaching. New York: Farrar and R1nehart, Inc., I940. Committee for Evaluating College Programs in Home Economics, American Home Economics.Association.- Home Economics in Higherfi Education- ~Criteria for EvaIuating Undergra uate Programs. ‘Washington, D.C.: American Home Economics Association, 1949. Garrett, Henry E. Statistics in Psychology and Education, Fifth Edition. New Ybrk— Longmans, Green and Company, 1958. Justman, Joseph and Walter H. Mais. College Teaching: Its Practice and Potential. New‘YBrk: Harper and Brothers, 1956. McNemar, Quinn. Psychological Statistics, Second Edition. New York: JOhnflWiley and Sons, Inc., 1955. Mort, Paul R. and‘William.S. Vincent. Modern Educational Practice, First Edition. New York: McGraw€Hill Book Company, Inc., 1950. Periodicals Abramson, David A. "The Effectiveness of Grouping for Students of High.Ability," Educational Research Bulletin, XXXVIII (October I4, 1959), 1694182. 88 89 Arny, Clara Brown. "The 1949 Testing Program for College Students," Journal 2: Home Economics, XLI (January, 1949) , 1543—. Bakkie, Melva B. "Reconsidering College Teaching of Food and Nutrition," Journal pf Home Economics, L (December, 1958), 59. Berdie, Ralph F. HAptitude,.Achievement, Interest and Personality Tests: a Longitudinal Comparison," Journal of Applied Psychology, XXXIX.(February, W, 163-114. Bloye,.Amy I. and.Alma Long. "An Experiment in Teaching Food Preparation to College Freshmen," Journal of Home Economics, XXXIII (September, 19415, 470-475. Brown, Clara M. "An Experiment in Sectioning," Journal 2: Higher Education, I (May, 1930), 269-273. Cummins, Evelyn Wood. "Grouping: Homogeneous or Hetero- geneous," Educational Administration and Supervision, XLIV (January,1958), 19-26. Davis, 0. L., Jr. "Grouping for Instruction: Some Per- spectives," Educational'Forum, XXIV (January, 1960), 209-216. Della-Dora, Delmo. "What Research Says About Grouping," ‘Michigan Educational Journal, XXXVII (April, 1960), , . Easter, Ronald R. "Does High School Physics Raise College Physics Grade?" Journal 2: Home Economics, LXVI (December, 1954), 759-730. Eckert, Ruth E. "Improvement of College Teaching," Journal 2; Home Economics, XLVII (December, 1955), Edminston, R. W. and Betty Jane Rhoades. "Predicting Achievement," Journal of Educational Research, LII (January, 19597—I’7", 7-18". Eppright, Ercel. "College Teaching of Foods and Nutri- tion," Journal of Home Economics, XLVII (October, 1955), 595:5§BQ__ Henkel, Jean and Louise Baird Seronsy. "First Course in Clothing and Textiles," Journal 2; Home Economics, XLIII (March, 1951), 195-I97. 9O Husseman, Dorothy L. "Food and Nutrition Teaching in Ferment," Journal of Home Economics, XLIX.(February, 1957), 9355'“. _' '— Lathrop, Irvin T. "The Effect of High School Size and Course Pattern on.Achievement in College Home Economics," Journal of Home Economics, L (December, 1958) , 775-777 . '— Mayor, John R. ,"National Issues in Education Today," Journal of Home Economics, L (September, 1958), E—T‘os- 06.— MCClellan, C. R. "Quality of High School Chemistry Teaching," Louisiana Schools, XXXVII (March, 1960), 15. Ohlsen, Merle M. "Personalizing College Teaching," Journal 2E Higher Education, XX (November, 1949), 410-4I3. Raushenbush, Esther. "Individualizing the College Program," National Education.Association Journal, XXXVII (September, 1948), 355-333. Seidlin, Joseph. "High Standards: Sacred and Profane," Mathematics Magazine, XXIII (MarchaApril, 1950), 1:91-192 o Stickler, W. Hugh. "Improving College Instruction," Im rovin. College and University Teaching, II orva 1s: Oregon State.College, May,1954), 29'340 Tead, Ordway. "College Teaching in the First Two Years," Liberal Education, XLV (December, 1959), 548-558. Theses and Dissertations Brodak, Marie. "The Use of'FreshmanJWeek.Test Battery for Predictive Value of Final Academic Success of Home Economics Graduates at'West Virginia University." Unpublished Master's thesis, west Virginia Univer- sity, Morgantown, 1960. Clewell, Geraldine. "A Proposal for the Maintenance of Effective Instruction in Home Economics at the College Level." Unpublished Ph.D. dissertation, The Ohio State University, Columbus, 1952. 91 Cozine, June. "An Evaluation of the Foods and Nutrition ‘Work as Offered by the State Supported Colleges and Universities of Missouri." Unpublished Ph.D. dissertation, University of Chicago, Chicago, 1946. Davis, Mildred Jean. "Clothing Placement Tests for Entering Freshmen in the Division of Home Economics at west Virginia University, 1948-51 inclusive." Unpublished Master’s thesis, west Virginia University, Morgantown, 1952. Hackman, Ruth.Akin. "Current Practices, Problems, and Opinions as They Relate to the Articulation of High School and College Programs of Home Economics." Unpublished Ph.D. dissertation, University of Tennessee, Knoxville, 1961. Herod, Louise Neal. "Nutrition Placement Tests for Entering Freshmen, Division of Home Economics, West Virginia University, 1949-1952, Inclusive." Unpub- lished Master’s thesis,‘West Virginia'University, Morgantown, 1953. Hunter, W. A. "Effect of the Study of Chemistry in High School Upon Achievement in Beginning Chemistry in College." Unpublished Master’s thesis, Iowa State College, Ames, 1948. Johnson, Hildegarde. "Technique for Determining the Professional Interests of Home Economists." Unpublished Ph.D. dissertation, Iowa State College,.Ames, 1950. Kimbell, Fontella Thompson. "The Use of Selected Standar- dized Tests as Predictors of Academic Success at Oklahoma College for“Women." Unpublished Ph.D. dissertation, University of Oklahoma, Norman, 1959. Loudenback, Margaret Louise. "Relation of Certain Factors in the Background of College Students to Performance on Food Pretests." Unpublished Master‘s thesis, The Ohio State University, Columbus, 1954. Rachut, Stella. "Stability of Johnson Home Economics Interest Inventory Scores at Three Levels: Freshman, Senior, and On-the-Job," Unpublished Master’s thesis, Iowa State College, Ames, 1958. 92 Seronsy, Louise C. Baird. ”An.Experimental Study of the Freshman.Curriculum.in.Home Economics." Ph.D. dissertation, Purdue University, Lafayette, Indiana, 1947. Published as Studies in Higher Education 60, November, 1947, by D1v1s1on 3f EducationaI Reference, Purdue University. Shefchik, Sister Mary Bernarda. "Initial Level of Achieve- ment of a Group of College Students in Foods and Nutrition as Measured by Pretests." Unpublished Master's thesis, The Ohio State University, Columbus, 1956. Simons, Virginia. ”An Evaluation of the Cooperative Test in.Foods and'Nutrition." Unpublished Master’s thesis, Syracuse University, Syracuse, New York, 1954. Tomlinson, Lillie Barnette. "Factors Related to High and Low Scores on the Johnson Home Economics Interest Inventory." 'Unpublished Master’s thesis, Iowa State College, Ames, 1957. ‘West,.A1eta Brown. "The Influence of High School Home- making on Achievement in the Beginning Clothing Course at the University of Colorado." Unpublished Master's thesis, University of Colorado, Boulder, 1954. Wilson, Mary Keeling. “A Study of the Achievement of College Students in Beginning Courses in.Food Preparation and Serving and Related Factors." Ph.D. dissertation, Teachers College, Columbia University, New York, 1948. Published as Contri- butions to Education, Number 958 (New York: Bureau of—Publications, Teachers College, Columbia University, 1949). Other Sources Dockery, Floyd C. "Psychology for Beginners," Service Studies in Hi her Education, Bureau of Educat1onal Researchfifionographs,‘Number 15. Columbus, Ohio: The Ohio State University, 1932. Eurich, Alvin.C. and Leo F. Cain. "Prognosis," Encyclo- edia 2: Educational Research (lst ed.), pp. " 60. -I- 93 and John J. Scanlon. ”Articulation of Educa- tional Units," Encyclopedia 2: Educational Research (3rd edo), pp. 37-92. Fleming, Robert S. "Principles of Learning." Paper presented at Nutrition Education.Conference, .April 1-3, 1957, washington, D.C. Gleser, Goldine C. "Predictions," Enc clo edia 2f Educa- tional Research (3rd ed.), pp. IOSB-I046. Henmon, V. A. C. and M. J. Nelson. Henmon-Nelson Tests 2: Mental Ability. Boston: Houghton MiffIln.Company, Johnson, Hildegarde. The Johnson Home Economics Interest Inventory. Ames: The Iowa State College Press, 1955. Minutes of the Southern Regional Conferences of College Food and Nutrition Teachers, October 28-30, 1957, Stillwater, Oklahoma and November 28-29, 1962, Dallas, Texas. Notes from.Southern.Regional Conference of College Food and Nutrition Teachers, November 7, 1960. Reported by Ona Smith. Personal conference, Kathleen.Cutlar,‘Winter, 1960. "Report on the National College Home Economics Testing Program," Cooperative Test Division, Educational Testing Service, Princeton, New Jersey, 1950. Segner, Esther F. 33 31. Cooperative Test lg Foods and Nutrition, Forms X and Y. New'York: EducationaI Testing Service, 1948. Spafford, Ivol and Edna.Amidon. Studies on the Teaching of Home Economics in.Colle es and UfiiVEFSities, I955-56. ‘Wasfiington, D.C.: U.S. Department Of HeaItE, Education and‘Welfare, 1959. Super, Donald E. "Interests," Enc clo edia 2: Educational ResearCh (3rd ed.), PP- 723-733. Wiles, Kimball. "What Lies Ahead for American Secondary Schools." Paper presented at Southern.Regiona1 Home Economics Education Conference, Roanoke, Virginia, February 21, 1961. Wingo, G. Max. "Methods of Teaching," Enc clo edia 2: Educational Research (3rd ed.), pp. 848-86I. Appendix,A Instruments Used for Collecting Data EDUCATIONAL TESTINC- SERVICE COOPERATIVE TEST IN FOODS AND NUTRITION FORM x Sponsored jointly by the Cooperative Test Division and the Evaluation Committee of the American Home Economics Association Prepared by the SUBCOMMI'ITEE ON FOODS AND NUTRITION CLARA BROWN ARNY (ex-officio), ERCEL EPPRICHT, . ELIZABETH HEPWORTH FENIAK, HENRIETTA FLECK, DOROTHY SCHNELL, ESTHER F. SECNER (Chairman), and WILLA VAUGHN TINSLEY To the examiner: This test is designed to be taken with a separate answer sheet on which the student re- cords his responses. All answers are to be marked on this sheet, not written in the booklet. Each student should be provided with an answer sheet. Scoring directions are given on the Rights Key. General Directions: Do not turn this page until the examiner tells you to do so. This examination consists of two parts and requires 80 minutes of working time. The directions for each part are printed at the begin- ning of the part. Read them carefully and proceed at once to answer the questions. DO NOT SPEND TOO i MUCH TIME ON ANY ONE ITEM; ANSWER THE EASIER QUESTIONS FIRST; then return to the ‘ harder ones, if you have time. There is a time limit for each part. You may not have time to answer all the questions in the time limit. If you finish Part I before the time is up, go on to the next part. If you have I not finished Part I when the time is up, stop work on that part and proceed at once to Part II. If you finish Part II before the time is up, you may go back and work on either part. No questions may be asked after the examination has begun. You may answer questions even when you are not perfectly sure that your answers are correct, but you should avoid wild guessing, since wrong answers will result in a subtraction from the number of your correct answers. Time Limits Part Minutes I 40 II 40 Total 80 Reprinted by special permission of Educational Testing Service. Copyright, 1950, by Educational Testing Service. All rights reserved. Printed in U.S.A. COOPERATIVE TEST DIVISION Educational Testing Service Chicago, Ill. Princeton,9 1%.? . Los Angeles, Calif. 7U PART I (40 minutes) Directions: Each of the following incomplete statements or questions is followed by several possible answers. Select the answer that best completes the statement or answers the question. Then on your answer sheet blacken with your pencil the space between the dotted lines having the same number as your choice. 1. We are advised to use enriched flours. Enrich- mg flour means ‘ 1—1 milling it carefully so as not to remove minerals and vitamins. 1—2 increasing the amount of protein. 1—3 adding moisture to keep the bread from drying out. 1—4 adding vitamins and minerals in various ways. 1—5 treating flour chemically to keep out weevils. How many cups are there in a pound of butter? 2—1 One 2—2 Two 2—3 Three 2—4 Four 2—5 Five It has been experimentally proved that proper dosages of cod-liver oil (in addition to an otherwise adequate diet) over a prescribed period will prevent rickets in infants. To which of the following is this effect due? 3-1 Vitamin A 3—2 Thiamine 3—3 Ascorbic acid 3—4 Vitamin E 3—5 Vitamin D What is the specific nutritive element in lemon juice that makes it effective in preventing and curing scurvy? 4—1 Ascorbic acid 4—2 Riboflavin 4—3 Thiamine 4—4 Niacin 4—5 Vitamin D At the end of the meal each member of the Smith family folded his napkin carefully and put it in his napkin ring. Charles, who was a guest, did not have a ring; he should 5—1 ask if there is an extra one he might use. 5—2 fold his napkin neatly and place it as it was when he sat down to the table. 54 crumple his napkin so that it will not be used by someone else by mistake. 5—4 lay his napkin in loose folds beside his plate. Which of the following cooking methods would 'be most suitable to use for a good quality of sirloin steak? 6—1 Fricasseeing 6-2 Broiling 6—3 Braising 6—4 Stewing 7. 10. 11. 13. An important point to remember in buying citrus fruits for juice is that 7—1 juiciness is indicated by heaviness for Size. 7—2 brown spots on the skin afiect yield of juice. 7—3 small fruit is less juicy than large fruit. 7—4 a glossy skin indicates juiciness. 7—5 fruit should be picked before ripe for greatest juice yield. When custards do not thicken, which of the following is the probable cause? 8—1 Too little sugar 8—2 Too much sugar 8—3 No vanilla 8-4 A small amount of salt Important evidence of the relationship between weight and health is offered by the fact that 9—1 fat people often have good dispositions. 9—2 underweight people tire easily. 9—3 thin people are frequently unstable. 9—4 mortality figures are higher for over- weight and underweight people than for those of normal weight. Which of the following is a hard rennet cheese. with marbled interior due to penicillium mold? 10—1 N eufchatel 10—2 Cottage 10—3 Swiss 10—4 Roquefort 10—5 Camembert Which of the following is a hard cheese fre- quently grated and served on soup or macaroni! 11-1 Cottage 11—2 Parmesan 11—3 Neufchatel 11—4 Roquefort 11—5 Camembert Which of the following is a mild ripened cheese made from whole milk? 12—1 Cheddar 12-2 Cottage 12—3 Roquefort 12—4 Parmesan Which of the following is the most important point to consider in making a choice among several unfamiliar brands of foods in order to get the best value for your money? 13—1 The shape and size of container 13-2 The market price per unit of weight 13—3 The brand name 13—4 The kind of label used 13—5 Your grocer’s recommendation Goontothenextptfe' 14. When Jean dined with friends at the hotel, the 15. 16. 17. 18. 19. term “table d’héte” appeared on the menu. What did it mean? 14—1 A regular dinner at a set price 14—2 Cofiee served after the dinner 14—3 Cofiee served with the dessert course 14—4 Savory tidbits of meat, cheese, or relishes 14—5 A stated price for each food The incidence of nutritional goiter is highest 15—1 on the Atlantic seaboard. 15—2 in the Great Lakes region. 15—3 in the Southwest coast area. 15—4 in the Gulf coast area. 15—5 in the South Central states. Approximately how many calories are pro- duced when one gram of pure carbohydrate is burned in the body? 16—1 One 16—2 Two 16—3 Three 16—4 Four 16—5 Five Approximately how many calories are pro- duced when one gram of pure fat is burned in the body? 17—1 One 17 —2 Two 17—3 Six 17—4 Four 17—5 Nine Macaroni should be cooked in 18—1 a small amount of rapidly boiling water. 18—2 a large amount of rapidly boiling water. 18—3 a small amount of water kept at sim- mering temperature. a large amount'of water kept at sim- mering temperature. a large amount of rapidly boiling water in a covered container. 134 18—5 When June boiled green cabbage, it was a very unappetizing grayed color. This was probably because she had 19—1 cooked it too long. 19—2 cooked it uncovered. 19—3 failed to cook it long enough. 19—4 cooked it in too much water. Which of the following is a dessert made of whipped cream and fruit, and thickened with gelatin? 20—1 Pineapple Bavarian Cream 20—2 Raspberry sherbet 20—3 Orange blancmange 20—4 Lemon chiffon pudding 20—5 Prune whip 97 21. 23. 24. 25. 26. -3- Which of the following may be a cream soup? 21-1 Bouillon 21—2 Broth 21—3 Consommé 21-4 Chowder How many pounds are there in a kilogram? 22—1 One and one-half 22—2 Two 22—3 Two and two-tenths 22—4 Two and four-tenths 22—5 Three When the meat supply is limited, certain groups of people should be given first consideration in the use of what is available. Which of the fol- lowing would be most in need of the meat? 23—1 Men at ofiice work 23—2 Men at active outside work 23—3 Children of school age 23—4 The aged 23—5 \Vomen at. moderately active work To make a mixed vegetable salad one should 24—1 toss all ingredients lightly with two forks just before serving time. 24—2 toss all ingredients together an hour or two before serving time and place in the refrigerator. 24—3 mix thoroughly with a wooden spoon just before serving time. 24—4 mix thoroughly with a wooden fork an hour or two before serving time and place in the refrigerator. When salad dressings made with mineral oil are used, it is possible that the body may absorb less 25—1 carotene. 25—2 thiamine. 25—3 ascorbic acid. 25-4 niacin. 25—5 riboflavin. Not all of the nutritive elements contained in foods are available to the body. Which of the following furnishes the body with the most calcium? 26—1 Rhubarb 26—2 Spinach 26—3 Beet greens 26—4 Lettuce 26—5 Turnip greens Which combination of conditions would be best for storage of winter onions? 27—1 Dry, dark, in original package 27—2 Dry, dark, tightly covered 27-3 Cool, somewhat moist, dark 27—4 Room temperature, dry, well ventilated Go on to the next page. . ‘ 98 ~ ‘4- Items 28—31: Jane lives with her mother and father Items 32—34: 'Jane plans to make cocoa for a group in a small house with very inadequate storage space. of friends she has invited to a party. She will need The famin income is low. Jane has promised to do to make .3' times the amount of the following recipe. the marketing. The grocerv list contained the fol- ,1 »_ ,- * ‘ A cup water lowing foods: \ , . _ 4 teaspoons of powdered cocoa . 4 cups milk (“meal - ' 4 teaspoons sugar Flour ‘ a few grains of salt Meat for stew (,‘an of peas 1 32. How much cocoa will she need? 32-1 1 tablespoon 32—2 2 tablespoons 32—3 3 tablespoons . 32—4 4 tablespoons 28. Jane would get the most for her money in buy- 32—5 5 tablespoons ing cereal if she bought 28—1 puffed wheat. 28—2 corn flakes. 33. How much sugar will she need? 28—3 oatmeal. 33-1 1 tablespoon 28—4 shredded wheat. 33—2 2 tablespoons 28—5 cream of wheat. 33—3 3 tablespoons 33—4 1/1 cup 33—5 1A; cup . , ‘ ,' 7 29. \Yhich cut of beef would be best for stew? ' 34' ”H“ mm h milk “1“ she need. IHul 1 quart 2.9—1 l’rimc rib , :13 3 quarts 29—2 Loin 3 ‘ . quarts 29—3 Brisket ‘ iH—4 é quarts 2.9—4 Round J4—5 n quarts 2.9—5 Chuck rib Items 35—38: Which piece of silver is usually con- 30. Jane found the following information on a can sidered appropriate for eating each food listed of peas. \Vhich item is essential to meet the below? specifications of the Federal Food. Drug. and . i1 (.‘osmctic Act? 8 vor 1. Fork 30—1 The brand name 2. Bouillon spoon 30—2 The weight of the contents 3. Soup spoon 30—3 The place where the peas were grown 4. Teaspoon 30—4 A recipe telling how to use contents of 5. None can 35. Creamed green beans 31. Which Would be the best flour for her to pur- 36. Corn chowder chase? (The family buys bread.) 31—-1 Box of ready-mix biscuit flour 37 31——2 Five-pound bag of flour ' 31—3 241/2-pound bag of flour Ill—4 Several small boxes of various kinds of prepared flour mixes 38. Fresh Bing cherries Sliced oranges Go on to the next page- 99 ' i _5_. ~Items 39—42 are based. on the group of breakfasts 39. Which breakfast would he the most suitable for shown below. ' an, clmm'ntory-school child 1’ 39—1 A 39—2 B 39—3 C Breakfast A . 394 39—5 MU .Applesauce (,3/8 c.) Sugar (2 t.) Oatmeal (% c.) Light cream (14 e.) Whole W. toast (1 sl.) Butter (1 pat) Cofl’ee Br 1 fast B 40. Which breakfast. contains the fewest calories? Pineapple juice (1%; 0.) 40-1 A Sugar (2 t.) 40-2 B Wheatena (1/2 c.) 40—3 C Light cream (1/4 (3.) 40—4 D Cinnamon roll (1) 40—5 E Butter (1 pat) Breakfast 0 Whole W. toast (2 sl.) Butter (1 pat) Jelly (1 T.) 41 Which breakfast most nearlv su l' ’ . . - . . . . . pp tes the day 8 Milk (V2 PL) need for ascorbic acid for a normal adult? 41—1 A 41—2 B Breakfast D ' 41—3 ,0 - 41—4 D 41—5 E Sliced orange (1 med.) ~ Poached egg (1) Whole W. toast (2 sl.) Butter (2 pats) Milk (1/3 pt.) Breakfast 1?. 42. Which breakfast furnishes the most protein? Tomato juice (1/2 c.) Bacon (2 sl.) . Whole W. toast (2 sl.) 42—1 A Butter (2 pats) 42—2 B Sugar (1 t.) 42—3 C Cofiee 42—4 D Cream (1 t.) 42—5 E Go on to the next page. 45. 47. 49. If the temperature during cooking is increased, what will tend to be the result on tenderness of eggs? 43—1 There will be an increase. 43—2 There will be a decrease. 43—3 There will be little or no change. If the time spent in planning for jobs is decreased, what will tend to be the result on the time required in performance? 44—1 There will be an increase. 44—2 There will be a decrease. 44—3 There will be little or no change. If the sugar in the flour mixture is decreased, what will be the result on the tendency to become brown on baking? 45-1 There will be an increase. 45—2 There will be a decrease. 45-3 There will be little or no change. If the soda in a recipe is increased, what will be the result on redness of color of chocolate cake? 46—1 There will be an increase. 46—2 There will be a decrease. 46-3 There will be little or no change. If the metabolic rate is increased, what will be the result on body weight? 47—1 There will be an increase. 47-2 There will be a decrease. 47-3 There will be little or no change. If the alkalinity of water is increased, what will be the result on tendency of flavones to turn yellow or gray? 48-1 There will be an increase. 48—2 There will be a decrease. 48—3 There will be little or no change. If the density of mixture is increased, what will be the result on temperature at which mix- ture freezes? 49-1 There will be an increase. 49-2 There will be a decrease. 49—3 There will be little or no change. If the time exposed to light is increased, what will be the result on riboflavin content of milk? 50—1 There will be an increase. 50-2 There will be a decrease. 50—3 There will be little or no change. 100 51. 52. 55. ‘h _ 6 — If the temperature in cooking a roast is decreased, what tends to be the result on waste through evaporation and drippings? 51—1 There will be an increase. 51—2 There will be a decrease. 51—3 There will be little or no change. If the vitamin D is increased from suboptimum level, what will tend to be the result on calci- fication? 52—1 There will be an increase. 52—2 There will be a decrease. 52—3 There will be little or no change. If the altitude of locality is increased, what will be the result on temperature at which water boils? 53—1 There will be an increase. 53—2 There will be a decrease. 53—3 There will be little or no change. If the cooking time is increased, what will be the result on color of carrots? 54—1 There will be an increase. 54—2 There will be a decrease. - 54—3 There will be little or no change. If the degree of hydrogenation is decreased, what will be the result on fat content of vege- table shortening? 55—1 There will be an increase. 55—2 There will be a decrease. 55—3 There will be little or no change. Items 56—60: Listed below are five methods of home preservation of food. Which one is best described by each of the following statements? 56. 57. 58. 59. Methods of Processing Cold pack and water bath Hot pack and water bath Open kettle Oven Pressure cooker 999°”? Must be used in making strawberry jam Should always be used in canning pork Most commonly used when fruit is canned in tin When used with peaches produces a product with the liquid most free from sediment but which may not have good keeping qualities Is unsafe to use because sufliciently high tem- perature may not be maintained or jars m3." explode Goontothenextpage. Items 61—67: Below are listed characteristicspf unethical or unauthoritative statements regarding health and nutrition. 1. Contains exaggerated promise of sure cure or recovery 2. Authority cited is described only in gen- eral terms 3. Deliberately attempts to deceive by use of scientific terms which are unintelligible to the public Which of the above is illustrated in each of the following? 61. . “A few teaspoons of . . . . “. . . satisfies the metabolic needs “ ‘Diet for Glamour and Sex Appeal’ . . . by one of the nation’s leading nutritionists.” can snatch pellagra victims from the jaws of death.” of the moment; replenishes waning glycogen stores.” “Studies show that an overweight person in average health can reduce up to a pound a day With perfect safety, by using . . .” “.Suryeys the world ever show that constipa- tion 18.11118 commonest ill of modern humanity; . . Will cure it for you.” . “You can be absolutely sure that if you follow tins wonder diet faithfully, you are going to get a 1m.” ‘t‘hMany eminent specialists have recently agreed at . . .” 10]. 68. 69. _7_ V 'Items 68—69: Mary’s baking powder biscuits tasted quite good but were brown-speckled, and the tops went up at a slant instead of being flat. The spots might be prevented by 68—1 using less fat. 68—2 using more baking powder. 68—3 omitting sugar. 68—4 sifting dry ingredients more than once. 68—5 baking at a hotter oven temperature. The uneven shape of the baking powder bis- cuits was the result of 69-1 not enough sifting of dry ingredients. 69—2 too hot an oven. 69—3 too cool an oven. 69—4 poor technique in cutting and transfer- ring to pan. 69—5 removing from the oven before thor- oughly cooked. Go on to the next part. PART II (40 minutes) Directions: Each of the following incomplete statements 01‘ questions is followed by several possible answers. Select the answer that best completes the statement or answers the question. Then on your answer sheet blacken with your pencil the space between the dotted lines having the same number as your choice. 70. 71. 72. 73. 74. 75. 76. To obtain the greatest amount of vitamin C from cabbage. you should 70-1 boil it for no more than 10 minutes. 70—2 make it into kraut. 70—3 fry it. 70—4 serve it raw. “'hicli cmuhinatiou of characteristics would probably be best if you wanted to prepare a very attractive salad of orange sections? 71—1 Small size. smooth skin, with seeds 71—2 Medium size. smooth skin, with seeds 71—3 Large size. rough skin, seedless 71—4 Large size. rough skin, with seeds Vitamins are recognized as necessary in our daily diet. You should take vitamin concen- trates when 72-1 you get up feeling tired. 72—2 your gums are sore. 72—3 you are nervous. 72-4 you have a poor appetite. 72—5 you are ordered by your physician to take thenL Mary is acting as a waitress at a luncheon her mother is giving. When she serves the coffee, she should place it 73—1 at the right of the spoon. 73—2 at the tip of the knife. 73—3 at the left of the fork. 73—4 above the main plate. Anne used a tested muffin recipe and baked the mufl‘ins at 450 degrees F. for 12 minutes. The muffins were peaked, tunnelled and very brown. The tunnels were probably caused by 74-1 inaccurate measurement of baking powder. 74—2 insufficient mixing of ingredients. 74—3 over-mixing of ingredients. 74—4 too hot an oven temperature. 74—5 too low an oven temperature. Which combination of conditions would be best for storage of a meat roast purchased on Satur- day to be used for Sunday dinner? 75—1 Coldest part of refrigerator outside of freezing compartment in original pack- age 75~2 Inside freezing compartment in original package 75-3 Coldest part of refrigerator outside of freezing compartment, loosely covered with waxed paper 754 Inside freezing compartment, wrapped in waxed paper Approximately how many cups are there in a pound of granulated sugar? 76—1 One 76—2 Two 7 6—3 Three 76—4 Four 7 6—5 Five 77. 78. 79. 80. 81. “'hich of the following would be the most satisfactory nutritional substitute for fresh orange juice? 77-1 Apple juice 77—2 Carrot juice 77—3 Prune juice 77—4 Pineapple juice 77—5 (‘anned grapefruit juice When frozen peas are to be cooked by boiling, one should 78-1 thaw them before cooking. 78—2 cook them in very little water. 78—3 put them on to cook in water to cover. 78—4 put them on to cook 30 minutes before the meal is to be served. What is the chief contribution made to the diet by cereals and grain products? 79—1 Fiber 79—2 Low cost energy 79-3 Resistance to infection 79—4 Building and repairing 79—5 \Vholesome flavor The richest source of iron among animal foods as a group is 80-1 milk. 80—2 eggs. 80—3 muscle meat. 80—4 internal organs. 80—5 fish. \Vhich food will be particularly helpful to a person suffering from nutritional goiter? 81-1 Liver 81—2 Salmon 81—3 Trout 81—4 Lean pork 81—5 Lean beef When cooked the specified length of time, a lemon pie filling (thickened with corn starch) did not seem to be thick enough; cooking was therefore continued. Instead of thickening, how- ever, it grew thinner. This was the result of 82—1 hydrolysis. 82—2 osmosis. 82—3 electrolysis. 82—4 dehydration. 82—5 hydrogenation. To prepare a rib roast of beef to get a palatable product with minimum loss one should 83—1 sear it in a very hot oven until brown on all sides; then lower temperature to finish cooking. 83—2 roast it- in a hot oven for the entire cook- ing period. 83—3 roast it in a slow oven for the entire cooking period. . 83—4 sear it on top of stove and then roast it in a moderate oven. Goontothenextpage. 103 84. How many cups are there in a No. 2 can? 84—1 One and one-half 841-2 Two 84—3 Two and one-half 84—4 Three 84-5 Three and one-half 85. Spoilage due to-enzynie action during storage of frozen vegetables is probably caused by fail- ure to 85—1 blanch. 85-2 boil. 85—3 freeze immediately after picking. 85—4 sort product carefully. 85-5 wash thoroughly. 88. Anne used the following proportions for her first pie crust: 1A; cup fat, 1 cup flour, 1A» tsp. salt, water to moisten. The pastry was hard and tough. What was probably the reason for this? 86—1 Too little fat 86-2 Too much fat 86-3 Too little water 86—4 Too much water 86—5 Too little flour —_————.—————.———_—— Caution: Note that in items 87—96, the wording of the question is negative. Do not overlook the word not in the question. 87. Which one. of the following is not among the requirements of the 1938 Food, Drug, and Cos- metic Act? 87-1 That the contents of the package be cor- rectly labeled 87-2 That the weight of the contents be cor- rectly stated 8743 That the product be worth the price charged 87—4 That none of the ingredients be injurious 87—5 That no adulterants be present 88. A normal person may be able to prevent night blindness by eating certain foods. Which of these would be of no value for this purpose? 88—1 Liver 88—2 Butter 88-3 Eggs ~ 88-4 Cream of \Vheat 88—5 Spinach 89. Which of the following foods is high in nutri- tive value but does not supply vitamin C in significant amounts? 89—1 Raw cabbage 89-2 Grapefruit 89-3 Orange 89—4 Tomato 89—5 Banana 90. Adequate nutrition in pregnancy influences the mother’s health as well as the development of the baby. Which dietary need is not increased during the first four months of pregnancy? 90—1 Iron 90-2 Vitamins 90—3 Calories 90—4 Protein 90—5 Calcium 91. 93. 95. 96. —_ -9- Which of the following is not characteristic of a good cut of beef? 91—1 Purple stamp on the skin 91—2 Smooth, velvety appearance 91—3 Well marbled with creamy, flaky fat 91—4 Light pink color in the lean \Vhich of the practices below is not approved by the American Medical Association? 92—1 Enriching refined grain products 92-2 Irradiating milk 92—3 Adding vitamins to candy 92-4 Fortifying margarine The chocolate fudge that IIelen made for Val- entine boxes was creamy and smooth. Which of the following procedures did she avoid in making the fudge? 93—1 Used thermometer to check boiling temperature . 93—2 Added butter when removing from flame 93—3 Allowed it to cool undisturbed before beating 93-4 Slowly stirred it while it was cooling 93—5 Beat vigorously until mixture stitl‘eued and lost its high gloss A large amount of waste will increase the cost. per serving of vegetables. In which of the fol- lowing fresh vegetables (as they come from the garden) would there be least waste? 94—1 Cauliflower 94—2 Corn 94—3 Green peas 94-4 Lima beans 94-5 String beans Certain nutrients may be stored in the body when eaten in excess of the daily need. Which one listed below is not stored, and must there- fore be provided for optimum nutrition? 95—1 Calcium 95—2 Vitamin A 95—3 Ascorbic acid 95—4 Iron To secure maximum volume in angel food cake. which of the following should not be done? 96-1 Beat with a Dover beater 96-2 Sift flour several times 9643 Have eggs thoroughly chilled 96—4 Bake in an oven at about 400° 96—5 Add cream of tartar to egg whites- Items 97-102: Which type of leavening is used in each of the products listed below! 97. 100. 101. 102. 99°93!" Types of Leavening Air Steam Carbon dioxide produced by baking powder Carbon dioxide produced by yeast Meringue on a pie Cream puffs Shortcake Cloverleaf rolls Butter cake Sponge cake Go on to the next page. 104 .. 10 _ Items 103—108: Assuming that a limited amount is 106. Carbohydrates to be spent on food, select the kind of food that will 106-1 E give the best return for the money in furnishing the 106-2 Biglffer nutritive element des1gnated. 106—3 Grain products 106—4 Nuts 103. Calcium 106—5 Vegetables 103—1 Milk 103—2 Eggs 103-3 Fruits 103-4 Ve etable 1034 Mei. S 107. Protein and fat ' 107—1 English walnuts 104. Thiamine 107-2 American cheese 104—1 Dried navy beans £23 Euttier ‘ 104—2 Ready-prepared cereal 1074 C? 104—3 Macaroni eam 104—4 Corn meal 104—5 Potatoes 105. Food energy and vitamin A value 108' F°°d energy and protein 105—1 Beef fat 108—1 Bacon 105—2 Butter 108—2 Bread 105—3 Lard 108—3 Ice cream 105-4 Sugar 108—4 Apples 105—5 Honey 108-5 Carrots Items 109—118: Mrs. J. is entertaining four guests at dinner at 6:00 pm. She will do all the preparation and service herself. The menu is given below. She plans to begin actual preparation at 4 :30. Menu Broiled Liver Mashed Potatoes Buttered Frozen Green Peas Tomato and Lettuce Salad Refrigerator Rolls Butter Applesauce Gingersnaps Cofl'ee Select, from the list below, the time period that would be the best time to do each of the tasks listed at the right, and indicate the number of your choice. Time Periods 109. Wash lettuce and tomato and chill. 1' In morning 110. Arrange salad on plates. (3 tasks) 111. Mix dough for quick-method rolls. 2. In afternoon before 5 o’clock 112 Put rolls in oven (2 tasks) ' ' 113. Set table. 3' 1(326tg.:1e{:)5 :00 and 5 :30 114. Peel potatoes and start water heating. ' 115. Prepare and chill applesauce. 4. Between period (3) and period (5) . (2 tasks) 116. Start peas to cook. 117. Begin to broil meat.. 5. Last 10 minutes before meal is served (1 task) 118. Make gingersnaps. Go on to the next W Items 119—123: Dorothy was to run the house for her father and her 6-year-old sister while her mother was away for three weeks, and she was especially concerned about the meals. Mark answer space 1, for each of the suggestions which might help her, and mark answer space 2 for those which would not. 119. Plan meals for several days at a time. 120. Plan to serve only foods which they all liked especially well. 121. Do not buy any foods which could not be pre- pared in a short time each day. . Market only once or twice a Week. 122 123. Inspect the refrigerator when she came home each day to see what she needed to buy for the evening meal. Items 124—127: Jane is a‘college freshman. She is inviting 3 girls and 4 men to her home for supper following a Saturday skating party. She has planned the following menu: Swiss Steak Baked Potatoes String Beans Lettuce Wedges with Thousand Island Dressing Apple Pie Milk When Jane does the marketing, she wishes to pur- chase sensible amounts, even if some supplies may be left over, since they could be used later for family meals. 124. How much milk should be ordered, allowing 2 servings for each man and one for each girl? 124—1 One quart 124—2 One quart and one pint 124—3 Two quarts 124—4 Three quarts 125. How many pounds of steak should she buy? 125—1 One 125—2 One and one-half 125—3 Two ' ‘ 125—4 Two and one-half 125—6 Three 126. The grocer tells Jane that he has only No. 2 and No. 10 cans in the grade of beans she wants to buy. Which should she order? 126—1 One No. 2 can 126—2 Two N o. 2 cans 126—3 Three N o. 2 cans 126—4 Que No. 10 can 126—5 Two No. 10 cans 127. What quantity and variety of apples would be her best choice for the apple pie? 127-1 2 pounds of Delicious 127—2 3 pounds of Delicious 127-3 5 pounds of Delicious 127—4 2 pounds of Winesaps 127‘5 3 Pounds of Winesaps 105 __ 11 _ Items 128—133: Menu for a Buffet Luncheon Tuna Fish and Noodle Hot Dish Molded Salad Buttered Rolls Chocolate Cake Coflee [:33 F L01 LBJ t 4 J The arrow indicates the direction in which the guests are to move around the table. Indicate in which of the areas on the table shown in the diagram above you would place each of the following: 128. Decorative piece 128—1 128—2 128—3 128-4 128—5 129. Hot dish 129—1 A 129—2 B 129—3 C 129—4 D 129—5 F 'UHUW'P 130. Napkins and silver 130—1 130—2 130—3 130—4 130-5 131. Plates 131—1 131—2 131-3 131—4 131—5 132. Rolls 132-1 132-2 132—3 132-4 132—6 133. Salad 133—1 133—2 133-3 133—4 133—5 wmucw wuowb @HUO> WUOW> Goontothenextpage. 106 Items 134—138: A college girl ate the following foods for breakfast and lunch. Breakfast Cantaloupe (1A; melon) Wheat Flakes (1 c.) Whole Milk (1/2 c.) Coffee and Cream Lunch Bacon and Tomato Sandwich (one) (on whole wheat toast) Vanilla Milk Shake Plain Chocolate Bar When she selects her evening meal, which food listed (an average serving) will most nearly complete her recommended daily allowance for the nutritive element indicated? 134. Thiamine 137. 134—1 134—2 134—3 134—4 134—5 Milk Lean beef Lean pork Enriched bread No other source needed 135. Riboflavin 135—1 135—2 135—3 135-4 135—5 136.. Niacin 136—1 136—2 136—3 136—4 136—6 Milk Enriched bread Orange Raw cabbage No other source needed Enriched bread Peanut butter Milk Ground beef No other source needed 138. Ascorbic acid 137—1 Baked potato 137—2 Creamed carrots 137—3 Milk 137—4 Eggs 137—5 No other source needed Protein 138-1 Enriched bread 138—2 Macaroni and cheese 138-3 Dried beans 138-4 Fried potatoes 138—5 No other source needed Hyouflnishbeforethetinien up, you maygoback and work oneitherpart. L #7 EDUCATIONAL TESTING SERVICE COOPERATIVE TEST IN FOODS AND NUTRITION FORM Y Sponsored iointly by the Cooperative Test Service and the Evaluation Committee of the American Home Economics Association T ..V a? Prepared by the SUBCOMMITTEE ON FOODS AND NUTRITION CLARA BROWN ARNY (ex-officio), ERCEL EPPRIGHT, ELIZABETH HEPWORTH FENIAK, HENRIETTA FLECK, DOROTHY SCI-INELL, ESTHER F. SEGNER, (Chairman), and WILLA VAUGHN TINSLEY To the examiner: This test is designed to be taken with a separate answer sheet on which the student records his responses. All answers are to be marked on this sheet, not written in the booklet. Each student should be provided with an answer sheet. Scoring directions are given on the Rights Key. General Directions: Do not turn this page until the examiner tells you to do so. This examination consists OI two parts, and requires 80 minutes of working time. The directions for each part are printed at the begin- ning of. the part. Read them carefully, and proceed at once to answer the questions. DO NOT SPEND T 00 MUCH TIME ON ANY ONE ITEM. ANSWER THE EASIER QUESTIONS FIRST; then return to the harder ones if you have time. There is a time limit for each part. You may not have time to answer all the questions in the time limit. If you finish Part I before the time is up, go on to the next part. If you have not finished Part 1 when the time is up, stOp work on that part and proceed at once to Part II. If you finish Part II before the time is up, you may go back and work on either part. No questions may be asked after the examina- tion has begun. You may answer questions even when you are not perfectly sure that your answers are correct, bl” YOU should avoid wild guessing, since wrong answers will result in a subtraction from the number of your COI‘I’eCt answers. Time Limits Part Minutes I 40 I I 40 Total 80 Copyright, 1948, by the Educational Testing Service. All Rights Reserved. Printed in U. S. A. 15 Amsterdam Avenue, New York 23, N. Y. 107 108 PART I (40 minutes) Directions: For each of the following incomplete statements or questions several possible choices are provided. Select the choice that best completes the statement or answers the question. with your pencil the space between the dotted lines havmg the same number as that of your choice. Then on your answer sheet blacken In some cases. when several items refer to one set of choices. the same choice may be the correct answer to more than one item. I. 3. 6. Helen Smith, a college freshman, is overweight and is interested in reducing her weight. She should l-l go on a liquid diet. 1-2 go on a citrus fruit diet. 1—3 plan a diet which 15 adequate 1n all dietary essentials but low 1n calories. 1-4 follow the diet recommended by an artist's model. 1—5 avoid potatoes and milk in her diet. People 1n the goiter belt should eat salmon and other salt water fish because they provide 2-1 chlorine. 2—2 iodine. 2—3 sodium. 2—4 vitamins. It is difficult to obtain adequate calcium in the usual American diet unless the diet includes 3—1 milk. 3—2 bread. 3-3 potatoes. H meat. 3—5 butter. Which of the following is a soft cheese made from skim milk curd? 4—1 Edam 4.2 Cottage 4—3 Swiss H Neufchhtel 4.5 Camembert In preparing bread for eating, one should 5-1 butter a slice and eat it. 5-2 butter a slice and break it into smaller ieces before eating it. 5-3 reak a slice in half and butter each half separately. 5-4 break a slice into small portions and butter only one portion at a time. Surveys have shown that the American diet tends to be deficient in green and yellow vegev tables. This suggests that the diet is deficient 1n 6-1 cellulose and water. 6—2 sugars and starches. 6—3 minerals and vitamins. 6—4 complete proteins. 6-5 incomplete proteins. 10. 11. Which of the following cuts of meat has the largest amount of bone in a serving? 7—1 Flank steak 7—2 Loin pork chop 7—3 Spare ribs 7—4 Round steak 7—5 Boston butt Bob wants to increase his information about vitamin preparations. Which one of the fol- lowing will be the most reliable source of infor- mation? 8—1 Hygeia 8—2 Drugstore advertisement in the next-sniper 8—3 Good Housekeeping 8—4 Mail order catalogs 8-5 Physical Culture One-fourth cup contains 9—1 one tablespoon. 9—2 two tablespoons. 9—3 three tablespoons. 9—4 four tablespoons. 9—5 one-half tablespoon. In a macaroni and cheese dish, the cheese is most likely to be laugh if it is 10—1 melted in the white sauce. . 10—2 grated and mixed with the other ingrcdi ents when put in the casserole. , 10—3 grated and arranged with other ingredi- cuts in layers, with buttered crumbs on 10-4 sliced thin and placed on top of tilt macaroni when it is put in the oven Ellen and a friend were discussing the accuracy of certain buying tips they had heard. Which one of the following tips is inaccurate? ll—l Flavor is a determining factor in the price of cheese. 11—2 Ready-prepared cereals such as cor‘ flakes are more expensive on the basis 0! nutritive value than cereals which re quire cooking. 11—3 T he price of baking powder indicates its leavening power. 11—4 Delicatessen foods generally cost more than home- prepared foods. 11-5 The .cost .of a fancy container is included in the price of an article. Go on to the next page. lZ. Sally and Susan are twins. They live at home, eat the same food in approximately the same amounts, play together most of the time, and are the same height; however, Sally is about ten pounds underweight and Susan is normal in weight. Which of the following is the probable cause of the difference in weight? 12—1 Avitaminosis 12—2 Metabolic rate 12—3 Nitrogen balance 12—4 Specific dynamic action 12—5 Utilization of minerals Which combination of conditions would be best for storing frozen vegetables purchased on Friday to be used for Sunday dinner? 13—1 Cool, in original package 13—2 On coldest shelf of refrigerator, in origi- nal package Inside freezing compartment of refriger- ator. wrapped in waxed paper Inside freezing compartment in refriger- ator, in original package 1 3—3 1 3—4 Which one of the following supplements to the diets of infants is highly important in the pre- vention and cure of rickets? 14—1 Orange juice 14—2 Strained vegetables 14—3 Scraped broiled liver 14—4 Strained cereal 14—5 Cod-liver oil Which vegetable is served hot in a thickened sour sauce? 15—1 Sauteed potatoes 15—2 Potatoes au gratin 15—3 Glazed carrots 15—4 Harvard beets 15—5 Buttered beets Which grapes make the best jelly? 16—1 Concords 16—2 M alagas 16—3 Seedless 16—4 Tokays The most important reason for blanching vege- tables before freezing is to prevent 17—1 loss of vitamin content. 17—2 loss of mineral content. 17-3 enzyme action during storage. 17—4 too rapid freezing. Approximately 'how many cups are there in a pound of fat? 18-1 One 18—2 Two 18—3 Three 18—4 Four 18-5 Five " ' 109 19. 20. 21. 22. 23. 24. 25. _3_ Which of the following is responsible for the darkening of apples after peeling? 19—1 Acids 19—2 Enzymes 19—3 Minerals 19—4 Pigments 19-5 Sulfur How many calories are produced when one gram of protein is burned in the body? 20—1 Nine 20—2 Two 20—3 Three 20—4 Four 20—5 Five In order to get the most food value for the money, a family on an extremely low income should buy a very limited amount of 21—1 whole grain products. 21-2 dried milk. 21-3 lean meat. 21—4 cabbage. 21—5 fortified margarine. Which one of the following is a disease that may be transmitted from cows to human beings through unpasteurized milk? 22-1 Eczema 22-2 Undulant fever 22—3 Chicken pox 22—4 Rheumatic fever 22—5 Poliomyelitis Vitamins differ in their stability. Which one is most easily lost from foods through storage, preparation, and exposure to air? 23—1 Vitamin A 23—2 Thiamine 23-3 Ascorbic acid 23—4 Vitamin D 23—5 Niacin Which of the following foods should be thor- oughly cooked before it is frozen? 24—1 Apricots 24—2 Broccoli 24—3 Peas 24—4 Rhubarb 24—5 Squash Which of the following is a hard rennet cheese originally produced in Holland? 25—1 N eufchdtel 25—2 Parmesan 25-3 Edam 25-4 Roquefort 25-5 Limburg Go on to the next page. ltems 26—28: Sarah wants to make a plain butter cake, using one-half the recipe given below. 2% cups flour 1 cup milk 1% cups sugar 3 eggs l cup fat 2 tsp. baking powder Glass cup Metal cup She has the following measures: 1. 2. 3. 26. 27. 28. a glass measuring cup with a lip (pictured above) a metal measuring cup with a flat top, holding just one cup (pictured above) two measuring spoons: a teaspoon (tsp.) and a tablespoon (tbsp.) To get the correct amount of flour, she should fill the 26—1 26—2 26—3 26—4 26—5 glass cup and level off with knife. metal cup and level off with knife. metal cup and add 6 level tbsp. of flour. metal cup and level off with knife; then add 4 level tbsp. of flour. glass cup, level oFf with knife, and empty into bowl; then fill cup } full. To get an accurate portion of milk in the easiest way, she should measure j cup of it by using the 27—1 27—2 27—3 27—4 27—5 teaspoon and tablespoon. glass cup. metal cup. glass cup and tablespoon. metal cup and tablespoon. To get the correct amount of fat most quickly, if the fat has just been taken from the refriger- ator, she should 28—1 28—2 28—3 28—4 28—5 fill the metal cup to the § line with cold water, and add fat to fill to the brim. fill the glass cup to the i line with cold water, and add fat to fill to the brim. fill the glass cup to the & line with cold water, and add fat until water reaches the l-cup line, with fat held under water. pack fat in the glass cup until it reaches the } line. fill the metal cup ,} full of cold water, and add fat to fill to the brim. 110 -4- Items 29—31: Dorothy is planning the following menu for luncheon: 29. 30. 31. 32. 33. 34. 35. Cheese Soufiié Celery Sticks Plain Muffins Fruit Cup Milk If the soufilé is set in a pan of water, the pr0per oven temperature for the soufilé is 29—1 275°F. 29—2 350°F. 29—3 425°F. 29—4 450°F. 29—5 500°F. The proper oven temperature for the muffins is 30—1 325°F. 30—2 375°F. 30—3 425°F. 30—4 450°F. 30—5 475°F. Dorothy realizes that she will have to change her menu because of a conflict in oven tempera- tures. Which of the following will be the wisest substitution for the cheese souFfié? 31—1 Baked egg in bacon ring 31—2 Cheese fondue 31—3 Macaroni and cheese 31-4 Scrambled egg If an individual's calorie intake is increased beyond his needs, what will be the result on body weight? 32-1 There will be an increase. 32—2 There will be a decrease. 32-3 There will be little or no change. If the amount of green vegetables eaten is in- creased, what will be the result on body \\'(flglll.' 33—1 There will be an increase. 33—2 There will be a decrease. 33—3 There will be little or no change. If the amount of cooking time is increased. What will be the probable result on the ascorbic con- tent of cabbage? 34—1 There will be an increase. 34—2 There will be a decrease. 34—3 There will be little or no change. If the temperature during cooking is increased; what will be the result on the tenderness 0l cheese? 35—1 There will be an increase. 35—2 There will be a decrease. 35—3 There will be little or no change. Go on to the next page- 36. 37. 38. 39. 41. 42. 43. If the amount of fat in pastry is increased, what will be the result on tenderness? 36—1 There will be an increase. 36—2 There will be a decrease. 36—3 There will be little or no change. If rancidity is increased, what will be the result on A and D vitamin value? 37—1 There will be an increase. 37—2 There will be a decrease. 37—3 There will be little or no change. If the density of sirup is increased, what will be the result on the temperature at which the sirup boils? 38—1 There will be an increase. 38—2 There will be a decrease. 38-3 There will be little or no change. If the acidity of the cooking medium is in- creased, what will be the result on the brightness of chlorophyll? 39—1 There will be an increase. 39—2 There will be a decrease. 39—3 There will be little or no change. If the amount of sour milk is increased, what will be the result on the amount of soda needed in the recipe? 40—1 There will be an increase. 40—2 There will be a decrease. 40—3 There will be little or no change. If the amount of protein and fat 1n the menu is increased, what will be the result on the satiety value of the meal? 41— 1 There will be an increase. 41-2 There will be a decrease. 41—3 There will be little or no change. If the acidity of the cooking medium is in- creased, what will be the result on the redness of anthocyanins? 42—1 There will be an increase. 42-2 There will be a decrease. 42—3 There will be little or no change. If the thiamine content of a diet inadequate 1n this vitamin is increased, what will be the result on the utilization of carbohydrates? 43—1 There will be an increase. 43-2 There will be a decrease. 43—3 There will be little or no change. ' -..].ll 44. 4S. -5- If the pressure in a pressure cooker 13 increased, what will be the result on the temperature at which water boils? 44—1 There will be an increase. 44—2 There will be a decrease. 44—3 There will be little or no change. If a low or medium family 1ncome is increased, what will be the result on the percentage of income spent for food? 45-1 There will be an increase. 45—2 There will be a decrease. 45-3 There will be little or no change. Items 46—50: Below are listed characteristics of un- ethical or unauthoritative statements regarding health and nutrition. 3. 4. Promotes unfounded fear of dire results of failure to obtain product advertised Suggests that loss of attractiveness is due to lack of constituents of product advertised Prescribes for all kinds of human ills without regard to individual needs Contains exaggerated promise of sure cure or recovery. Which of the above is illustrated in each of the following? 46. 47. 49. so. ”If you suffer from headaches, lack of pep, dull eyes, sallow skin, or weakness, try. “You owe it to your unborn child to fortify your system against the strains that are heaped upon it at this time. See your druggist at once for . . . vitamin tonic." “Your morale will zoom like a pursuit plane as you watch surplus pounds vanish." “Is your charm for men slipping? Others have taken . . . to make them look years younger.” “Mary did not realize that it was her fault when John started paying attention to other women, but her doctor told her to start using. .for body odors.” Go on to the next page. 112 Items 51-57: Difi'erent cuts of meat vary greatly in price. What would be the lowest income level at which one could afford to buy most frequently each cut listed below? Income Levels 65. 1. Liberal or high cost 2. Moderate cost 3. Minimum or low cost 51. Sirloin steak - 52. Short ribs of beef 53. Rib roast 66. 54. Crown roast of lamb 55. Rump roast 56. Chuck roast 57. Pork liver 67. Items 58—64: Listed below are five methods of home preservation of food. . Methods of Processing 1. Cold pack and water bath 2. Hot pack and water bath 3. Open kettle 63- 4. Oven 5. Pressure cooker Which method is best described by each of the following statements? 58. Is unsafe to use because jars may explode if sufficiently high temperature is maintained 59. Must be used in making orange marmalade 69’ 60. Should be used in canning chicken 61. Requires the sterilization of the container before it is filled 62. Should be used when vegetables are to be canned in tin 70. 63. Is likely to over-process fruit 64. 18 most frequently used in canning cherries, peaches, and plums -6- Items 65-70: Assuming that a limited amount is to be spent on food, select the kind of food that will give the best return for the money in furnishing the nutritive element designated. Phosphorus and iron 65—1 Soy beans 65—2 Buttermilk 65—3 American cheese 65—4 White fish 65—5 Citrus fruits Phosphorus and protein 66—1 Yellow vegetables 66—2 Tomatoes 66—3 Grapefruit 66—4 Dry legumes 66—5 Sweet potatoes Calcium and phosphorus 67-1 Meat 67—2 Skim milk 67—3 Eggs 67—4 Root vegetables 67—5 Green and leafy vegetables Food energy 68—1 Root vegetables 68—2 Leafy vegetables 68—3 Citrus fruits 68—4 Other fruits 68—5 Milk Vitamin A value 69—1 Potatoes 69—2 Milk 69-3 Cereals 69—4 Meat 69—5 Beet greens Riboflavin 70—1 M ilk 70—2 Beef liver 70—3 Fruits 70—4 Vegetables 70—5 Grain products Go on to the next part. 113 PART II (40 minutes) Directions: Continue as in the preceding part. 71. Rickets is usually evidenced by 77. 71—1 bleeding gums. 71—2 loss of appetite. 71—3 melancholia. 71—4 poorly formed bones. 71-5 dry, scaly skin. 72. Which food must be well cooked because of the danger of trichinosis? 72—1 Chicken 72-2 Wild duck 72-3 Fish 72—4 Mutton 72—5 Fresh pork sausage 73. Eleanor planned to have fresh strawberries dur- ing their best season for Sunday dinner, but found the cost higher than that of canned peaches. What factor was' probably most im- 79- portant in making fresh fruit more expensive than canned fruit? 73—1 Advertising cost 73—2 Cost of container 73—3 Inedible refuse of fresh fruit 73-4 Perishability 73—5 Processing cost 74. One tablespoon contains 74—1 one teaspoon. 74—2 two teaspoons. 74—3 three teaspoons. 74-4 four teaspoons. 74—5 five teaspoons. 75. Vitamin K is sometimes given before surgery or childbirth to assist in the normal 75—1 relaxation of muscular tension. 75—2 regulation of body temperature. 75—3 heart beat. 75—4 clotting of blood. 7 5—5 production of new cells. 76. In making a mixed green salad, one should 76—1 mix the salad dressing lightly with the chilled vegetables in a bowl. 82- 76—2 mix the dressing with the salad early and place it in the refrigerator. 76—3 stir the salad thoroughly so that the in- gredients are well mixed. 76—4 combine the salad ingredients when they are at room temperature and then chill. 78. 81. How many tablespoons of flour should be used per cup of liquid in making a medium white sauce? 77—1 One 77—2 Two 77-3 Three 77—4 Four Which one of the following factors afiecting the total energy requirement of an adult is the most variable? 78—1 Sex 78—2 Size of individual 78—3 Shape of body 78—4 Muscular activity 78—5 Climate Which combination of conditions would be best for storing canned fruit for winter use? 79—1 Cool, dry, dark 79—2 Room temperature, somewhat moist, dark 79—3 Room temperature, dry, dark 79—4 Cool, somewhat moist, dark When Edith dined out with friends at the hotel, the term a la carte appeared on the menu. What did it mean? 80—1 A regular dinner at a set price 80—2 Coffee served after the dinner 80—3 Coffee served with the dessert course 80—4 Savory tidbits of meat, cheese, or relishes 80—5 A stated price for each food Although margarines are made mostly of oils, they are made into solid form by the process of 81—1 crystallization. 81—2 emulsification: 81-3 irradiation. 81—4 hydrogenation. 81—5 saponification. Although milk is known as the most nearly per- fect food, it is, nevertheless, low in its content of 82—1 complete protein. 82—2 high quality fat. 82—3 phosphorus. 82—4 calcium. 82-5 iron. Go on to the next page. 83. 87. Margaret’s dentist recommended foods rich in ascorbic acid. Which one of the following foods would yield the highest amount of as- corbic acid? 83—1 One half of a fresh cantaloupe 83—2 One serving of baked lima beans 83—3 Two scrambled eggs 83—4 A boiled potato 83—5 A glass of milk Which of the following procedures is helpful in retaining the shape of fruits during the cooking process? 84—1 Add sugar at the beginning of the cook- ing period. 84-2 Add sugar at the end of the cooking period. 84—3 Cook rapidly. 84-4 Cook in a large amount of water. Which one of these, foods does not support normal growth and health when used as the only source of protein? 85-1 Dried skim milk 85-2 Navy beans 85-3 Cheese 85-4 Powdered eggs 85-5 Whole milk Frances is buying a two- to three-pound chicken to fry for Sunday dinner. Which of these characteristics will be the most certain indica- tion that the fowl is a young bird? 86-1 Smooth skin, yellow rather than bluish 86—2 Pliable breastbone 86—3 Pin feathers 86—4 Plump breast 86-5 Well-deveIOped thighs If a housewife is selecting a can of peas to be used for cream of pea soup, which one of the following items of information on the label will be most helpful to her in making the best selection? 87—1 Canned in Blrdville, Va. 87-2 Running Brook Brand 87-3 Seasoned with salt and spice 87—4 Size 3 87-5 Substandard How many grams are there in a pound? 88-1 350 88-2 424 88—3 454 88-4 500 88—5 524 89. 91. 92. 93. -8- Even though the diet is adequate in calcium, the body 15 incapable of normal use of calcium unless it also has an adequate SUpply of 89—1 iron. 89-2 iodine. 89—3 copper. 89—4 vitamins C and D. 89—5 vitamin A and thiamine. Which combination of conditions would be best for winter storage of root vegetables such as carrots and beets? 90—1 Room temperature, dry, dark 90-2 Cool, somewhat moist, well-ventilated container 90-3 Cool, dry, dark 90-4 Room temperature, somewhat moist. tightly covered container 90—5 Somewhat moist, dark, tightly covered container There is a popular misconception about the meaning of the term acidosis. It usually refers to 91—1 acid condition of the stomach. 91-2 surplus of acid-forming substances after food is burned in the cells. 91—3 acid reaction of the secretion of the salivary glands. 914 acid condition of the urine. Boiled cabbage cut in wedges should be started to cook 92—1 two hours before serving time. 92-2 an hour before serving time. 92—3 a half-hour before serving time. 92—4 about 15 minutes before serving time. A pound of sifted flour contains 93-1 one cup. 93-2 two cups. 93-3 three cups. 93-4 four cups. 93—5 five cups. How many cups are there in a No. 2} can? 94-1 One-half 94—2 One and one-half 94-3 Two and one-half 94-4 Three and one-half 94—5 Four and one-half Go on to the next page. 95. Martha tried to make a Devil's Food cake by using her favorite three-egg golden cake recipe and adding two squares of melted chocolate. The cake was an uninteresting light brown color rather than the rich reddish brown she expected. Why did this happen? 95—1 She used baking powder as a leavening. 95—2 She used too little chocolate. 95—3 She mixed the baking powder with the flour. 95—4 She did not use soda. 95—5 She stirred the batter too long. Caution: Note that in items 96—100, the wording of the question is negative. not in the question. 96. 97. 98. 100. Do not overlook the word Which of these foods is not appropriate for freezing according to present methods used in the United States? 96—1 Beans 96—2 Carrots 96—3 Peaches 96—4 Raspberries 96—5 Tomatoes If biscuits are to beflaky, the fat used in making them must not be 97—1 solid. 97-2 melted. 97-3 cut in with knives. 97—4 rubbed in with the fingers. Which of the following foods should not appear on a tray for a person for whom the doctor has prescribed a light diet? 98—1 Custards 98—2 Cream soups 98—3 Celery stuffed with cheese 98-4 White rice 98-5 Eggs cooked without fat The milling process removes certain nutrients from grain products, but some of these are re- stored through enrichment. Which nutrient is not restored by this process? 99—1 Iron 99—2 Protein 99-3 Thiamine 99-4 Riboflavin 99—5 Niacin It is not in harmony with the purpose of the Federal Food, Drug, and Cosmetic Act to require that a package contain a product 100—1 of the kind that it purports to contain. 100—2 of the quantity that it purports to contain. 100—3 free from deterioration. 100—4 of the highest quality of its kind. 100—5 free from unwholesome additions. ——————-—-—— 115 -9- ltems 101—104: Which piece of silver is usually con- s1dered appropriate for eating each food listed below? 101. 102. 103. 104. 1. Fork 2. Bouillon spoon 3. SOUp spoon 4. Teaspoon 5. None Buttered peas Scalloped corn Consommé served in a cup Sliced bananas served in a sauce dish Items 105-110: For each statement below, select from the list given the term to which the statement applies. Terms used in Cooking 1. Boil 2. Braise 3. Roast 4. Sauté 5. Simmer 105. To cook in any quantity of liquid below the 106. 107. 108. 109. 110. boiling point To cook in dry heat in the oven To brown quickly in a small amount of fat, with frequent turning To brown in a small amount of fat and then cook slowly in covered utensil in juices from meat or in added liquid Best way to cook pork chops Best way to cook eggs for salad Go on to the next page. . 116 ' ‘0‘ Items 111—116: Mr. and Mrs. Jones and the1r daughter Mary are entertaining Mr. and Mrs. Brown —E-] J and their son Bob at dinner, which is to be served at 6:30. The covers are placed as shown in the diagram below. Mary will serve the main course on plates X C Y brought in from the kitchen. Her mother will pour the coffee at the table, and Mary will serve it to the people at the table. 114. When Mary serves the dinner plate, she should stand at 114—1 X and place with her right hand. 114—2 X and place with her left hand. 114—3 Y and place with her right hand. 114—4 Y and place with her left hand. A El fl H [E] 115. When Mary serves the coffee, she should stand at 115-1 X and place with her right hand. 111. When should the Browns plan to arrive? 115_2 X and place with her left hand. Ill—l 5:45 115—3 Y and place with her right hand. 111—2 6:00 ‘ 115—4 Y and place with her left hand. 111-3 6:15 ‘ 111—4 6:25 111—5 6:30 112. If Mrs. Jones is to sit at place A, where should Mr. Jones sit? I E 112-1 Place B 1_ 112-2 Place C 112—3 Place D 1 3 112-4 Place E 112-5 Place F i Y X i. 113. Where should Mrs. Brown sit? 2 4 113—1 Place B 116. 1 13—2 Place C 11 3—3 Place D 1 13—4 Place E 1 13—5 Place F __________ Which one of the diagrams above shows the placing of the napkin that is considered pref- erable by most authorities? Go on to the next page. -11- ._ .' .117 Items 117-122: After Alice had studied meal planning, she asked her mother if she might plan and prepare dinners at home. Her mother said she could, but pointed out that careful planning would be necessary because Alice got home only an hour before the time that the family usually ate dinner. Below are listed four menus that Alice planned, followed by a series of questions about the menus. Menu 1 Rib Roast of Beef Scalloped Potatoes Buttered Cabbage Bread Butter Fruit Cup Coffee or Milk Menu 3 Creamed Chipped Beef on Toast Frozen Peas Cauliflower Mixed Green Salad Bread Butter Chocolate Nut Pudding Coffee or Milk 117. Which meal provides the most calories? 118. Which menu includes the most expensive source of protein? . 119. Which meal provides the best variety of food values, colors, flavors, and textures? 120. 121. 122. Menu 2 Baked Macaroni and Cheese Boiled Potatoes Banana and Nut Salad Biscuits Butter Apple Jelly Cottage Pudding Coffee or Milk Menu 4 Clear Tomato Soup Cabbage Salad Carrot Strips Celery Bread Butter Baked Apple Coffee or Milk In which meal is the color most monotonous? Which menu would be improved most if sliced cold meat and potato salad were substituted for the salad listed? Which meal contains the most foods of similar textures? Items 123-128: Which type of leavening produces the major effect when used in each of the products mentioned below? Types of Leavening Air 99‘5"? Steam 123. Meringues 124. Muffins 125. Plain cup cakes 126. Angel food cake 127. Raised doughnuts 128. Popovers Carbon dioxide from baking powder Carbon dioxide from yeast Go on to the next page. 118 ‘ 12 - i Items 129—140: The following luncheon is to be served to six persons at 12:30 by Mrs. Jones. who does all of her own work. She has a gas stove with an Oven and a pressure sauce pan. Menu Baked Macaroni and Cheese Buttered Beans (frozen) Lettuce and Tomato Salad Baking Powder Biscuits Butter Fruit Cup Hot Tea Select, from the list below, the time period that would be the best for doing each of the tasks listed at the right. Time Periods 129. Pour ice water and place butter on table. I. Beg; 168135;) CIOCk 130. Put macaroni on to cook in boiling water. 2' Between 11 and 12 O’CIOCk 131. Place biscuits in oven to bake. (3 tasks) 3. Between 12 and 12:20 o'clock 132. Clean salad ingredients. (4 tasks) , . 4. Last 10 minutes before serving 133. Prepare macarom and cheese for baking. (2 taSks) 134. Cook beans. 135. Prepare fruit cup and return it to refrigerator to chill. 136. Mix and shape biscuits. 137. I’m water on to boil for lea. 138. Set table. 139. Arrange salads, add dressing, and place on table. 140. Put macaroni and cheese dish in oven to bake. If you finish before the time is up, you may go back and work on either part. THE J1! camou- Nelson TESTS OF MENTAL ABILITY '-§-:'x'§:§:$:§:-'= $25.33*“? .-:e-.-..~:-.-: «ha-seem. M. J. Nelson, Ph. D. Tom A. Lamke, Ph.D. - Paul C. Kelso, Ed. D. IOWA STATE TEACHERS COLLEGE CEDAR FALLS, IOWA COLLEGE LEVEL . REUSABLE BOOKLET . REVISED EDITION Note: Copies Of the edition of the test actually ysed_were not avallable but thls more recent edition whlch ls $1m11ar 1s 1ncluded. HOUGHTON MIFFLIN COMPANY - BOSTON NEW YORK . ATLANTA . GENEVA, ILL. . DALLAS . PALO ALTO Copyright ©, 1961, Houghton Mifilin Company Copyright, 1951, M. J. Nelson and Paul C. Kelso Copyright, 1931, V. A. C. Henmon and M. J. Nelson Copyrlght renewed, 1959, Sidney A. Henmon and M. J. Nelson 119 80. 81. 82. 83. 84. 85. 86. 87. 89. 90. 91. 92. 93. 94. 95. 96. 97. 98. 99. 100. 120 4, 6, 7, 3, 2, 8, 9. Square the fourth number and subtract the third unless the fourth is odd and the fifth even; in that event square the fourth and subtract the second; in either case add 1 unless the first number is a multiple of 3 in which case add 2. Indicate the answer which is numbered the same as the result. 16, 4, 1, 6, 24, 6, 3, 8, 32, . . . ,, . . _ ,. What two numbers should come next? (1)8and13 (2)8and4 (3)8and5 (4)29and34 (5)8and2 1440, 240, . . . ., 12, 4. What number should appear in the blank? (1)16 (2)24 (3)20 (4)48 (5) 72 If 3 is 6% of a number, what is the number? (1)30 (2)90 (3)50 (4)15 (5)31 A neophyte is a: (1) worm (2) rock formation (3) planet (4) beginner (5) soldier Furtive means about the some as: (l) distant (2) stealthy (3) wicked (4) removed (5) advanced 1, 5, 2,3,15,12,13, , .. . The next number would be: (1)14 (2)10 (3)60 (4)65 (5)45 lntimidate is to frighten as entreat is to: (I) beseech (2) mollify (3) introduce (4) give (5) seek Pulchritude means: (1) well-dressed (2) new (3) overly large (4) physical beauty ( 5) out of season To covenant is to: (l) imitate (2) contract (3) discover (4) negotiate (5) fulfill A sodality is a: (l) fellowship (2) sex offense (3) hard substance (4) fight (5) drink 2% is to 4 as 45 is to: (1)4/20 (2) 180 (3)360 (4)36 (5)72 What is the average rate per hour of a vehicle that travels 403.2 miles in 3 hours and 12 minutes? (1) 132.3 (2) 134.4 (3) 47.1 (4) 126 (5)1012 3, l9, 2, 6, 9, 31, 17. If the square root of the second number is greater than the cube root of the fifth, square the third and subtract the first; if not, square the first and subtract the third un- less the first is add, in which case square the fourth and subtract the sixth. Indicate the answer which is numbered the same as the resulting difference. 360, 72, . . . ., 6, 3. What number should appear in the blank? (1)18 (2)9 (3)36 (4)12 (5)15 A recrudescent disease is: (1) fatal (2) non-recurring (3) active again (4) not curable (5) caused by filth 33, 28, . . . , 21, 19, . . . .. What two numbers should appear in the blanks? (1)23 and 17 (2)26 and 14 (3)24 and 18 (4)25 and 16 (5) :23 and 15 A rapacious person is: (1) hasty (2) boisterous (3) delighted (4) greedy (5) pleasing An obsequious person is: (1) popular (2) servilc (3) wealthy (4) open-minded (5) witty 6, 3, 4, 16, 8, 5, 6, 24, 12, . . . ., . . . What two numbers should come next? (1) 93nd 10 (2) 15 and 16 (3) 9and36 (4) 13and 52 (5) 6and7 Sexagesimal pertains to: (1) sex (2) the number 60 (3) the number 16 (4) elderly people (5) yachting Page 5 The End. Look back over your work. 1.2]. DIRECTIONS TO STUDENTS Do not turn this page until directed to do so. No marks of any kind are to be made on this test booklet. Answers are to be marked on a separate answer sheet, where there is also room for any rough figuring you may need to do. Failure to observe the following rules may lower your score: ' If you were given a special pencil to use in recording your responses on the answer sheet, that pencil must be used. ° If you are using the IBM answer sheet which requires you to mark your answers by filling in spaces between dotted lines, be sure to make each mark heavy and black. Mark only one answer for each question. If you change your answer, you must erase the first mark completely. Then mark your corrected choice. ° If you are using the self-marking answer sheet, you will indicate your answers by marking an X in a small box numbered the same as the answer of your choice. Mark only one answer for each question. Use some pressure in making your X so it will be sure to register. If you wish to change an answer on these answer sheets, do not erase your first answer but simply draw a circle around it. Then mark your corrected choice. ' Attempt to answer each question. Do not spend too much time on any one question; if a given question puzzles you, go on to the next one, which may be easier. You may guess at the right answer if you think you know it, but if you have no idea what the right answer is, avoid wild guessing and omit the question. ° As you work on the test, keep your place on the answer sheet. Make certain that the answer you are marking is numbered the same as the item you are answering. The three practice exercises below are given so that you may see how to do the test. Practice 1. Oak is a kind of: (1) wood (2) stone (3) metal (4) glass (5) liquid Which word tells what oak is? Yes, wood is the answer. This answer has been correctly marked for you on the answer sheet. Practice 2. 1, 2, 3, 4, 5, . . . ., . . . . What two numbers should come next? (1)1and2 (2)9andl (3)10and7 (4)22and20 (5)6and7 On your answer sheet, mark the answer you think is correct. You should have marked response number 5 for practice question 2, since the answer (5) is correct. Practice 3. Scales are to fish as wool is to: (1) cotton (2) sheep (3) birds (4) silk (5) lakes What is the number of the best answer? Mark the response space numbered the same as the answer you think is correct. You should have marked number 2 for practice question 3, since scales are to fish as wool is to sheep. You will have 40 minutes to work on this test. Do not begin work until you are told to do so. HOUGHTON MIFFLIN COMPANY BOSTON Eb: Bibcrsibc Dress camhrihgc Printed in U.S.A. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 1.22 Facility means: (1) firmness (2) surface (3) duplicity (4) expression ( 5) ease Ambiguous is about the opposite of: (l) definite (2) small ( 3) genuine ( 4) enigmatic ( 5) perpetual 3, 14, 5, 12, 8, 2. If Christmas and New Year invariably fall on the same day of the week, square the first number and subtract half the second; if not, square the third number and sub- tract twice the fourth. lndicate the answer numbered the same as the difference. The difference between two numbers is X. Their sum is 1. What are the two numbers? (1) % and 2/3 (2) IA and 5% (3)1/2 and% (4) 2/8 and 3/3 (5) 3%, and% Superlative means: (1) superior (2) unlimited (3) the lowest (4) sensitive (5) unlike 3, 9, 12, 36, 39, 117, . . . ,, . . .. What two numbers should come next? (1) 120 and 360 (2) 120 and 234 (3) 234and 236 (4)351 and 354 (5)121 and 363 A debonair person is: (l) wealthy (2) old (3) hungry (4) courteous (5) disillusioned A lucid question is: (1) debatable (2) clear ( 3) lengthy (4) difficult (5) important By how much must 12 be increased to stand in the same ratio to 21 as 30 does N. 35? (1)6 (2)9 (3)3 (4)14 (5)5 John had $120. He spent part of his money and now has only $15. What per cent of his money did he spend? (1) 921/2 (2) 893/10 (3) 912/5 (4) 85 (5) 87% Viniculture is to vines as aviculture is to: (1) trees (2) bees (3) birds (4) farming (5) fish To embellish is to: (l) deface (2) beautify (3) destroy (4) blind (5) publish A discerning person is: (1) intrepid (2) immune (3) discriminating (4) radical (5) fearful To disdain is to: (1) pity (2) check (3) despise (4) discard (5) challenge Hypocrisy is a form of: (1) gambling (2) worship (3) sham (4) government (5) surgery If the square root of forty-nine less the square root of two is a number less than the square of three, indicate the first answer; if it is more, indicate the fifth answer. A decibel measures: (1) electric curren (2) temperature (3) walking distance (4) volume of sound (5) readability ' Heinous is to odious as commendable is to: (1) secret ( 2) affable (3) perplexing (4) laudable ( 5) act A precocious child is: (1) sickly (2) fretful ( 3) angelic (4) advanced (5) awkward 3, 6, 8, 24, 27, 108, . . . .. What number should appear in the blank? (1)432 (2)112 (3)324 (4)132 (5)216 Page 4 Go on to the next page. i 10. 11. 12. 13. 14. 15. 16. 17. 19. ' 20. 123 . A person of integrity is: (l) upright (2) neutral (3) prejudiced (4) ungainly (5) profound To delude is to: (1) mislead ( 2) carry away ( 3) bring ( 4) seek ( 5) demand If a silver kopek is worth 40¢, how many kopeks can one buy for $216? (1)540 (2)360 (3)864 (4)5400 (5)3600 6 .12, . . . ., 27, 36, 46. What number should appear in the blank? (1)18 (2)19 (3)24 (4)15 (5)14 Acute means: (1) permeable (2) mighty (3) morose (4) inadequate (5) keen To diverge is to: (1) come together (2) amuse (3) branch off (4) plant (5) agree 19, 16, 14, 11, 9, 6, . . . ., . . . .. What two numbers should come next? (1)3 andO (2)3 and 1 (3) 4and l (4)8 and 11 (5) 5 and2 Conservative is the opposite of: (l) vigilant (2) liberal (3) reserved (4) inherent ( 5) discriminative A stripling is a: (1) voter ( 2) highlander ( 3) tribesman (4) youth (5) vassal An ingenious person is: (l) vehement (2) stately (3) noble (4) sinless (5) inventive A synopsis is a: (l) nerve part (2) disease (3) refutation (4) condensation (5) preface Vigilant is the opposite of: (1) negligent (2) tactful (3) pungent ( 4) typical ( 5) rampant 1, 2, 4, 8, 16, 32, . . . ., . . . .. What two numbers should come next? (1)36 and 40 (2)58 and 59 (3) 33 and 34 (4)48 and 64 (5)64 and 128 Revoke is to cancel as elude is to: (1) refer (2) embark ( 3) await (4) evade ( 5) exalt An azure sky is: (1) clouded (2) threatening (3) reddish (4) starry (5) blue Arabian is to horse as Bengal is to: (l) tiger (2) sheep ( 3) Arabia (4) vegetable (5) Africa The sum of two numbers is 5; their product is 0. What are the two numbers? (U25 and 25 (2)2 and3 (3)0 and5 (4)5 and 10 (5)5 and 53$ If the square of six less the square of four is an odd number divisible by 5, indicate the third an- swer; if not, indicate the fifth answer. If the sum of the squares of the successive odd numbers from 1 to 5 inclusive is less than seven times six, indicate the second answer; if more, indicate the third answer. Meticulous is to slovenly as turbulent is to: (1) noisy (2) awesome (3) desirable ( 4) peaceful (5) vacillating Page 1 Go on to the next page. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 124 What per cent of $400 is 4% of $500? (1) 15939? (2) 5?% (3) 10C? (4) 2147? (5) 3C? If three plus five is greater than seven and less than nine, indicate the fifth answer unless six is greater than five, in which case indicate the first answer. Base is to noble as lewd is to: (1) noisy (2) think (3) coarse (4) chaste (5) sensitive 1529, 1478, 1427, 1376, 1325, . . . What number should come next? (1)1274 (2)1275 (3)1254 (4) 1225 (5)1224 56 are how many thirds? (1) 3 (2) 333 (3) 21% (4) 25% (5) 116 Diamond is to iewel as gold is to: (1) ring (2) silver (3) element (4) mine (5) plentiful Resuscitate is to revivify as copy is to: (l) imitate (2) originate (3) model (4) prepare (5) serve A bauble is a: (1) mistake (2) model (3) cup (4) trinket (5) shawl A seismograph records: (1) music (2) blood pressure (3) writing (4) speed (.5) quakes 11, 7, 10, 12, 24, 20, 23, 25, . The next number should be: (1)21 (2)50 (3)28 (4)27 (5) 5 One who is deft is: (1) careful (2) dumb (3) skillful (4) hard of hearing (:5) destructive Dissonance is a term most often used in: (1) art (2) music (.3) law (4) medicine (5) sociology A trite saying is: (1) commonplace (2) brilliant (3) short (4) unusual (5) witty To recapitulate is to: (1) take (2) offend (3) solve (4) surrender (.5) summarize Excruciating means about the same as: (1) returning (2) leaving (3) assembling (4) exhibiting (.5) torturing 20, 18, 24, 8, 6, 12, 4, , . What two numbers should come next? (1) 2and 8 (2) 6and 12 (3) 2and 4 (4) 8and 16 (5) 2and6 Anger is to violence as love is to: (1) caress (2) hate (3) temper (4) hope (5) happiness 88, 76, 74, 62, 60, 4'8, . . , .. What number should appear in the blank? (1)36 (2)50 (3)52 (4)98 (5)46 Defray is to expense as discharge is to: (1) cancel (2) obligation (3) salary (4) weapons (5)3111‘face 7, 4, 8, 5, 10, 7, _ . . , . . What two numbers should come next? (1)4 and 8 (2) 11 and 8 (3) 13 and 10 (4)12andS (5)14 and 11 Page 3 Go on to the next page. 'aIIIIIllllIlIIIlIIIIIIIIIIIIIE:________________________________________:::J-lll 21. 125 To blight is to: (1) shine (2) disappear (3) ruin (4) compress (5) ignore 22. House residence President United White of called States the of the the the is If these words were 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. arranged to make a good sentence, what would be the first letter of the second word in the sentence? (1) H (2)1) (3)0 (4) r (5) t 93, 82, . . . ., 63, 55, 48. What number should appear in the blank? (1)71 (2)70 (3)74 (4)75 (5)72 An eccentric person is: (1) dishonest (2) thrifty ( 3) skeptical ( 4) peculiar (5) £00115}, Oblivion is a state of: (I) worry (2) fear (3) poverty (4) forgetfulness (.5) thanksgiving Reimburse is to embezzle as regurgitate is to: (1) steal (2) swallow (3) specify (4) count (5) revivify Premeditation involves: (1) sleeping (2) curing (3) planning (4) looking back (5) hesitation To metamorphose is to: (l) leap (2) see (3) occupy (4) liken (5) change If eight is less than nine but more than six, indicate the fifth answer; if less than nine and less than six, indicate the fourth answer. 9, 18, 15, 30, 27, . . . ., . . . _. What two numbers should come next? (1)24 and 21 (2) 64 and 61 (3)54 and 108 (4) 54 and 51 (5) 36 and 33 9, 1°. 5. 6, 3, 4, . . . ., . . . .. What two numbers should come next? (1)3 and 4 (2) land 2 (3)2 and 3 (4) 8and9 (5) 5and2 Ponderous means: (1) concise (2) impotent (3) unconscious (4) weighty (5) mischievous 3: l3. 6. 36, l2, . . . , . ,. What two numbers should come next? (1) 72 and9 (2) 72 and 26 (3) 72 and 36 (4) 72 and 24 (5) 72and 432 13: l9. . . . ., 34, 43, r . . .. What two numbers should appear in the blanks? (l) 25 and 52 (2) 28 and 49 (3 ) 24 and 33 (4 ) 26 and 53 (5) 25 and 53 A bulwark is a: (l) marker (2) fortification (3) monument (4) scaffold (5) guidepost 1' 4' 9v '6: 25. 36. . . . ., 4 . What two numbers should come next? (1)48 and 61 (2) 49 and 64 (3)39 and 54 (4)41 and 46 (5) 49 and 65 A supercilious person is: _ (1) mOHStl‘OUS (2) illicit (3) humble (4) miscrly (5) arrogant Sodden means: (1) upturned (2) grassy (3) worthless (4) leaden (5) soaked To be apathetic is to be: (1) enthused (2) informed (3) ignorant (4) indifferent (5) sincere Page 2 Reverse Test Booklet. Co to page 3. 1.26 HOUGHTON MIFFLIN COMPANY JOHNSON HOME ECONOMICS INTEREST INVENTORY By HILDEGARDE JOHNSON Form M5 for Machine Scoring Copyright © 1955 by THE IOWA STATE COLLEGE PRESS Press Building, Ames, Iowa, U. S. A. ALL RIGHTS RESERVED Printed in U.S.A. 127 128 Johnson Home Economics Interest Inventory By HILDEGARDE JOHNSON Associate Professor of Home Economics Education Iowa State College PROFESSOR HESTER CHADDERDON, Consultant Iowa State College INSTRUCTIONS: This inventory will help you to know whether or not your inter- ests are similar to those of women employed in a number of occupations in the field of home economics. It is not a test since there are no right or wrong answers. Any answer is right if it expresses your honest reaction. 1. To start, insert an IBM Response Sheet in the Inventory with one column extending beyond the Inventory. See that the lines on page 3 of the Inventory and on the extreme right column of the IBM Sheet match. After responding to the first 30 items, turn the page of the Inventory and pull the IBM Sheet out far enough to match the page 4 column with page 4 of the Inventory. Each time you turn a page of the Inventory, pull the answer sheet out farther. Use the électrographic pencil provided with the Inventory. Record responses only on the IBM Sheet. Find the number on the IBM Sheet which corresponds to the number of the item in the Inventory. For each item there are five “response spaces” on the IBM Sheet, and these “response spaces” are lettered or numbered. Select one response for each item and fill in the “response space” for the response with a solid black pencil mark. Do not leave stray marks on the Response Sheet. Record your first reaction to each item. If you make a mistake and mark the wrong space, erase the mark completely before marking the correct space. ' Consider each item by itself, forgetting about your responses to other items. You do not have to be consistent. Be frank and honest. Avoid indicating an interest in an item just because you think you ought to. There are no right or wrong answers. In cases where you cannot base your response on experience, indicate what you think your response would be. Respond to every item. Fill in just one “response space” for each item, the one that is closest to the way you feel. There are three sections of the Inventory: A, B and C, each with separate direc- tions for responding to items. These directions appear on the page opposite the beginning of each section. 129 l. 30 INSTRUCTIONS FOR PART A (Items 1-153) The following statements are activities and responsibilities of women employed in home economics positions. After reading the statement carefully, ask yourself this question — “Would I like to engage in this activity or assume this responsibility?” If you have never had any experience with the activity, respond according to whether or not you think you would like it. Blacken the space on the IBM Sheet according to the following code: In space “LM” if you like very much doing or think you would like very much doing the activity described in that item. In space “L” if you like doing or think you would like doing it. In space “I” if you are neutral in your reaction or do not know whether you would like to do the activity listed. Use this space as little as possible. In space “D” if you dislike doing or think you would dislike doing the activity. In space “GD” if you greatly dislike doing or think you would greatly dislike doing the activity. Summary of code: LM Like very much L Like I Indifferent, or do not know . D Dislike CD Greatly dislike Sample response: 0. Do hair cutting, hair dressing, give shampoos, manicures, and facials. LMLIDG Oiéiéééléé The sample item above has been marked to indicate dislike. Now proceed to the next page and mark according to the directions above. The code to responses is printed on each left page. Refer to it frequently. Code to responses: LM i Mark responses In column for page 3. Match the lines. 1. Arrange displays in windows .......................................................... ‘ . . .. ............... 2. Help commercial firms to put their product before the public ............................................. 3. Prepare or supervise the preparation of exhibits .............. g ............................................ 4. Help children to develop good food habits ................................................................ 5. Arrange for such details of a demonstration as connecting appliances and the printing of programs ......... 6. Write newspaper articles ............................................................................... 7. Help to fit each employee into the right job .............................................................. 8. Study continually the changing habits, customs, and needs of people in various sections of the country in order to know my audience ........................................................................... 9. Create ideas or things .................................................................................. 10. Select large and expensive pieces of equipment as well as small items ..................................... ll. Conduct fashion shows. arranging for the music, lighting, and programs as well as selecting models and ensembles ................................................................................ 12. Keep records .......................................................................................... 13. Participate in committees which are planning for product improvement or advertising programs. Represent the woman's point of view ............................................................................ 14. Use arithmetic, work with figures ....................................................................... 15. Supervise salespeople .................................................................................. 16. Identify and distinguish between various textiles ......................................................... 17. Be responsible for the maintenance of high standards of cleanliness ................................. ' ..... 18. Give talks to community groups of adults ................................................................ 19. Conduct sales training classes ........................................................................... 20. Give radio talks ....................................................................................... 21. Demonstrate homemaking techniques to rural homemakers, frequently with improvised equipment ........... 22. Teach adolescents ..................................................................................... 23. Hire, train, and maintain a working force ............................................................... 24. Select fabrics and design costumes that will enhance the appearance of various types of women ............. - 25. Find the reasons for profit and loss in my department or business ........................................ 26. Be responsible for financial management; including budget making, the maintenance of a system which controls waste, and the analyzing of profit and loss statements ......................................... 27. Write articles for professional magazines ................................................................ 28. Attend fashionable restaurants, style shows, the opera and other places where well dressed people gather, to study popularity of fashions ........................................................................ 29. Give talks before mothers’ clubs, civic. and professional groups ........................................... 30. Be able to help children at a period in their lives which is probably most influential in determining future attitudes ooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo 1.32 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. Mark responses in column for page 4. Match the lines. Help a patient to plan for his special diet. considering his income, time and equipment. . Talk to salesmen about the value and uses of a product or how to promote sales of equipment ............................................................... Analyze records of the rent, delivery charges, advertising, and display charges for your department ................................................................ Make the plans for the improvement of the home economics department in a school. . . . Create original dress designs by draping fabric on a dressmaker form .............. ; Direct preparations for teas, dinners, receptions, banquets, and other social events ...... Eat with different groups of rural people each day at their community meetings ........ Think up new tricks to make a product sell ........................................... Help individuals with problems of home management ................................ Choose ensembles of gowns. hats. bags. shoes. and gloves for store dummies ............ fl. Help individuals of all classes with their personal dietary problems ..................... Help communities plan a school lunch program ..................................... Estimate food allowances necessary for the maintenance of good health for people other than my family ............................................................. Make rapid plans for the serving of a group of people you had not expected ............ Talk to individual consumers about how to use their equipment efficiently .............. PAGE 4 J 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. Write reports for special diet allowances to relief organizations ....................... Help others to take responsibility for leadership in a group activity ................... l Assist advertisers in the preparation of advertising or publicity copy ................... Train lay people in rural communities so that they can give lectures and demonstrations Plan meals for hospital patients using only the foods allowed in the diet list prescribed by the physician ....................................................... J Develop sound ways of using the products of specific producers ....................... Work largely with people who have less than high school education .................... Spend days shopping for material of a certain color or texture for a dress I am designing ................................................................... Keep advertisers happy without lowering my professional standards .................. Participate in community programs for the improvement of home life ............... L Accept children when they are “bad” as well as when they are “good" ........ . ......... Arrange for photographs to illustrate written material ............................... Build a radio program keeping in mind what people want and what they need ......... Take technical information and put it into the language of the woman in the home ..... Help young children take part in the mealtime, rest hour, and housekeeping at nursery school ................................................................ 134 ..___——_.— I. 35 Marl: responses in solemn for page 5. Match 9h. lines. 61. Develop new recipes in a test kitchen ......................... . ’ 62. Keep records of children's day-to-day behavior ................ . 63. Write an article for publication on the spur of the moment. . . . . .‘ 64. Develop sales resistance to protect my department or business. . . 65. Make practical tests of new equipment ......................... .. 66. Talk to parents individually about the guidance of their children . i 67. Select merchandise for a department in a store ................ '. 68. Help young children to develop new skills and abilities ......... . 69. Make out orders for food supplies and equipment .............. . 70. Read and correct proof of newspaper articles .................. . 71. Compute the cost of materials used in a gown ................. . I 72. Help young children understand other children ................ . 73. Keep the sales staff informed about fashion ................... . 74. Plan ways to use the resources of the community in teaching. . . . 75. Teach patients how to prepare their special diets at home ....... , PAGE 5 76. Deal with customers who are hard to please ................... . I 77. Be the first to wear the very latest fashions .................... 78. Prepare posters and other illustrative material ................. 79. See the results of guidance of children ......................... 80. Instruct employees in personal hygiene and sanitation .......... 81. Visit competitors, know what they are doing .................... I“ 82. Give information to salespeople about the things they are selling ‘ 83. Promote good will between customers and the company ......... 84. Plan menus which will attract customers 85. Anticipate the demands of the public for a product or service. . . . 86. Teach people on relief how to keep in good health ............... l I 87. Help parents understand pre-school children .................... 88. Start with any Job I can get with a good fashion company ........ 89. Manage the food service so that a profit is made .................. i 90. Help individuals to select furnishings for their homes. . . . . . . . . . . .2 a.” VOID MPH-d an. mm 3.. 136 137 Mark responses in column for page 6. Match the lines. Write feature articles for a woman's magazir 91. 92. Teach a homemaker how to use a new vacuum cleaner ........................ . 93. Supervise preparation and serving of food . . 94. Watch young children as they learn to do new things ............................ . 95. Sketch costumes ......................... . 96. Help individuals plan household budgets. . . . 97. Laugh with children at their jokes. ._._ ...... . 98. Interpret the consumer's wants to the company .............................. . 99. Standardize recipes to control quality, yield, and cost .......................... . 100. Help people to make their food money go as far as possible ....................... .I 101. Help to coordinate the activities of the schoo?’ and community ........................ . 102. Give homemaking advice to women in their homes ................................. . 103. Observe what customers buy and what they do not buy ............................. _ 104. Interview patients about food preferences. . .- 105. Plan and give demonstrations to large groups 106. Answer homemakers‘ questions by phone. . . 107. Serve on school or community committees. . . 108. Conduct a question-and-answer department in a newspaper ........................... 109. Combine fabrics of interesting textures and colors ............................. 110. Supervise cleaning of kitchen equipment. . . .‘ 111. Prepare bulletins, pamphlets, or booklets. . . .l 112. Make chemical analyses of foods ........... 113. Discuss nutrition problems with profes- sional groups .......................... 114. Plan work schedules and work procedures for employees .......................... 115. Read manuscripts and decide which ones to publish ............................. .. 116. Plan furnishings and decorations for rooms. . 117. Cater to an “ever-unpredictable” public ..... 118. Describe the same product in many different phrases ............................... 119. Prevent waste in my department, kitchen. or business ............................ 120. Work with fabrics that are exquisite in design and texture eeeeeeeeeeeeeeeeeeee A9. -I' -l ........ I I-I e 138 Mark responses in column for page 7. Match the lines 121. 139 122. 123. 124. 125. 126. 127. 128. 129. 130. 131. 132. 133. 134. 135. Study shop windows for I new ideas ........... . Direct a playground for children ............ . Deal with ideas....... . . Borrow frequently for personal use ......- . Teach student nurses. . . Train 4-H girls for con- 2 tests at fairs....... . . . Make a department budge Prepare dinner for guest at home ............. Design clothes ......... . Visit the homes of girls I am teaching. . . . . . .. Conduct group discussion Test products in a test kitchen ............. . Be considered an author - ity in my field. . Keep records of cost of food ................ . Experiment with the effect of colors ........ . PAGE 7 136. 137. 138. 139. 140. Buy on the wholesale market ............. .I Think up new ideas continually .......... Keep within a depart- mental budget ......... Teach small children to play games ........... Prepare food for photographing ....... 141. 142. 143. 144. 145. 146. 147. 148. 149. 150. Prepare bulletins on style trends .............. Plan menus for use in institutions .......... Try new recipes ....... Handle emergencies . Teach homemakers ..... Anticipate style trends. . Wait on tables Design new fabrics Turn ever the IBM Answer Sheet. Insert it between sh. Ian nan- --.t .L- -- --- -- - - 14(Ite1115151,152,153. CD Code to responses: L31 IJ I t, or do not know D CI) ircatly dislike INSTIII'CTIONS FOR PART B (Items 131221 ) The following descriptions are concerned with place of work, your personal life, I and the people with whom you may work and associate. After reading the item care- : fully. ask yourself the question. “Would this characteristic of a job help to make me satisfied or dissatisfied?” Code to responses: 1‘11) Highly desirable characteristic of a job D Desirable characteristic of a job NI Not important characteristic of a job U L'mlesirable characteristic of a job IIU Highly undesirable characteristic of a job Code to responses: IIU ' ighly undesirable 151. Comi 152. Rear: 153. Thin! 154. Work c101 155. Work 156. Work 157. Work 158. Work 159. Work 160. Deal 1 161. Work 162. Work 163. Work: 164. Job ill 165. “'ka 171. Work I . I a Mark rosponsflifi column for page 8. Match the lines. 151. Compile material for leaflets, cookbooks, canning books, and recipe sets ................................. . 152. Rearrange and redecorate rooms ..................................................................... . 153. Think up new things for small children to do ............................................... .......... PART B. Read instructions on opposite page before going ahead. 154. Work which would make it possible for me to specialize in one phase of home economics, such as clothing, or foods, or art ........................................................................... . 155. Work requiring long hours frequently under pressure to meet a deadline ................................. 156. Work in a chemistry laboratory or in a laboratory in which there are experimental animals ............... 157. Work in which I must not let the irritating behavior of small children bother me ........................ . 158. Work in which I begin as a saleswoman, then advance to a better job .................................. . 159. Work in which I would be expected to do things in the community in addition to my regular job .......... 160. Deal with employee problems which require much patience and forbearance ............... ' .............. . 161. Work in which I am responsible for creative ideas but someone else carries out the details of these ideas. . . 162. Work providing nine months of postgraduate training at a salary which covers maintenance ............. . 163. Work in which I can help the homemaker to make her home convenient and attractive ................... . 164. Job in which competition is keen between my co-workers and me ........................ ' ................ 165. Work in which I must make many decisions without having the help of more experienced people ........... PAGE 8 166. Work in which I must keep up to date on trends such as styles and prices ............................... 167. Work in which many people show appreciation for the help I give them .................................. 168. Work in which I am responsible for large quantity food preparation ..................................... 169. Work that gets me down to a child's level so that I see things the way he does ............................ 170. Work in which there is a constant demand on my creative energies .................................... ; 171. Work in which attendance at national meetings is an aid to advancement ................................ 172. Work that involves helping people learn to get along well with others .................................... 173. Work in which it is possible to experiment with new methods or materials ................................ 174. Work that gives me an opportunity to help people to improve their family life ........................... . 175. Work with people who enjoy food almost to the extent of “living to eat" ................................ 4 176. Work largely by myself or conferring with one person at a time .......................................... 177. Work which provides on-the-job training throughout my professional career .............................. 178. A job in which I manage my own department ........................................................... 179. A job which involves close contacts with people who are suffering .................................. , ...... 180. Work in which I must sell myself and my ideas ......................................................... 142 Mark responses in column for page 9. Match the lines. 181. Work in which I can sponsor clubs for young people ............................ . 182. Work that would bring me in contact with community groups ................... . 183. Work in which maintenance of customer good will is essential ..................... 184. Work in which it is possible to see definite change in people ........................ 185. Work in which it is necessary to be on my feet most of the time .................. . 186. Work with methodical and systematic people .................................... 187. Work with carelessly dressed people .............................................. 188. Work with rural people ......................................................... . 189. Work with people of different racial groups ...................................... 190. Work in which there is a great variety of activities .............................. 191. Work that is for twelve months with only a two-week vacation .................... 192. Work which demands imagination and resourcefulness ............................ 193. Work in which women can be smartly dressed on the job .......................... 194. Work which involves association with both adults and children ..................... 195. Work which contributes to the discovery of something new ........................ PAGE 9 196. Work in which I have contact with top executives .................................. 197. Work in which my name and activities are publicized by the press .................. 198. Work that will allow me to express my own individuality .......................... 199. Work in which I can help underprivileged people .................................. 200. Work which allows association with others in the fashion field ....................... 4. 201. Work in which I can take pride in the neatness of my reports ....................... 202. Work that necessitates rapid production ........................................... 203. Work that is filled with glamour and excitement .................................. 204. Work in which I can help people who are ill ...................................... 205. Work in which I can do some selling ............................................... . 206. Work that can be done in an informal, home-like atmosphere ...................... 207. Work that uses a strong background in science ................................... 208. Work in which I can wear a uniform .............................................. 209. Work in which my creative ideas are absorbed by the company ..................... 210. Work that is with all classes of people .......................................... 144 Items 211-221 Code to responses: HD INSTRUCTIONS FOR PART C (Items 222-300) The following job characteristics. activities, subjects in the school curriculum or jolts are grouped so that you may consider several items at once and rank them in the order of your degree of interest in them. In some groups there are three items, in some four and in some five. Read over a group of items, select the item which is your first choice and fill in the first space opposite it. Then select your remaining choices in order of your interest in them. Sample response: lst 2nd 3rd 4th 5th 572. Tell a story. lSecond choice) .................. I 5715. Listen to a story. tFirst choicel ................ I 574. Write a story. (Third choice) ................ I 575. Illustrate a story. (Fifth choice) ............... I 576. Dramatize a story. (Fourth choice) ............ I Even if you do not like any of the items in a group, you will dislike some less than the others. Put them in the order of your interest in them. 145 Marl! responses in column for page IO. Match the lines. . 211. Work that requires continued education for advancement ...... ‘ 212. Work with people who are very responsive to what I wear. . . . . 213. Work that includes all phases of home economics ............ . 214. Work in which there are opportunities for community service. . 215. Be constantly aware of customer reaction ................... . 216. Work in which I can influence children ..................... - ' 217. Work that I can do with my hands ......................... . 218. Work in which facility with words is required. . . . . . . . . . ...... . . 219. Work that is with people rather than things ................. . 220. Work in which I must dramatize situations .................. . 221. Work that requires accuracy ............................... . A. PART C. Read instructions on opposite page before going ahead. Indicate your lst 2nd and 3rd choices 222. Work in which definite results can be seen each day .......... . 223. Work in which definite results can be seen after several months of work .......................................... 224. Work in which results are hard to see because changes in people are involved ....................................... B. Indicate your ist, 2nd, 3rd and 4th choices 225. Work with pre-school children .............................. PAGE IO 226. Work with grade school children ............................ 1 227. Work with adolescents ...................................... 228. Work with adults .......................................... c. Indicate your lst. 2nd 3rd and 4th choices 229. Read scientific literature ................................... 230. Read about historic costume ................................ 231. Read about problems and methods of child guidance .......... ' 232. Read about the psychology of advertising .................... Indicate your lst. 2nd, 3rd and 4th choices 233. Work that is largely with adolescent boys .................... 234. Work that is largely with men ............................... 235. Work that is largely with adolescent girls .................... 236. Work that is largely with women ............................ 5 :. Indicate your lst, 2nd, 3rd and 4th choices 237. Work under the direction of an experienced person ............ 238. Work independently, carrying out my own ideas .............. 239. Work in which there is opportunity to develop executive ability. 240. Work in which I am responsible for directing the work of other; 146 Sample response: lst 2nd 3rd 4th 51h 572. Tell a story. (Second choice) .................. I 573. Listen to a story. (First choice) ................ I 574. Write a story. (Third choice) ................ I 575. Illustrate a story. (Fifth choice) ............... I 576. Dramatize a story. (Fourth choice) ............ I F. Indicate your lst. 2nd, 3rd, 4th and 5th choices 241. Live in a village (population less than 500) . - 147 242. Live in a small town (500 - 2,500) .......... - 243. Live in a large town (2,500 - 100,000). . . . . . . ’: 244. Live in a city (100.000 - 750.000) ........... - 245. Live in a very large city (750.000 and over) . - fiiiiicate your lst. 2nd. 3rd, 4th and Sth choices 246. Work which requireslittle or no traveling. . - f 247. Travel to cities occasionally for meetings. .. . 248. Travel for a month or two out of each year to cities or large towns .................. . 249. Travel most of the time, staying in hotels in cities ............................... . 250. Day travel in rural areas, returning almost every night to my headquarters .......... . H. Indicate your lst. 2nd, 3rd, 4th and 5th choices 251. Study how to operate home equipment ...... 252. Study market conditions ................... 253. Study the theory and mechanics of refrigeration ............................ 254. Study the wants of the buying public ........ 255. Study the psychology of personality ......... PAGE II I. (Jobs) Indicate your lst. 2nd. 3rd. 4th and 5th choices 256. Food service director in a school ........... .% 257. Competitive shopper ..................... . 258. Playground supervisor .................... . 259. Demonstrator of the use of meat products. . . 260. County home demonstration agent ......... . J. (Jobs) Indicate your 151, 2nd, 3rd, 4th and 5th choices 261. Tearoom proprietor ....................... . 262. Public health nutritionist ................. . 263. Radio home economist .................... . 264. Home consultant for an electric company... 265. Dress designer ............................ K. (Jobs) Indicate your lst. 2nd, 3rd, 4th and 5th choices 266. Interior decorator ......................... . 267. Dietitian . ; ............................... 268. Editor of a woman’s page .................. 269. Buyer .................................... 270. Teacher .................................. ““1. $1. 1.48 Sample response: lst 2nd 3rd 4th 5th 572. Tell a story. (Second choice) .................. I 573. Listen to a story. (First choice) ................ I 574-. Write a story. (Third choice) ................ I 575. Illustrate a story. (Fifth choice) ............... I 576. Dramatize a story. (Fourth choice) ............ I Mark responses in column for pago I2. Match tho If", L. (In School) Indicate your lst. 2nd, 3rd, 4th and 5th choice 271. Study bookkeeping .. . - 272. Study chemistry . . . . . . - 273. Study English compositic 274. Study economics ..... - 275. Study dramatics ...... . M. (In School) Indicate your lst. 2nd, 3rd, 4th and 5th choice 276. Study psychology . . . . . . - 277. Study public speaking. . 278. Study journalism ..... . 279. Study mathematics . 280. Study physics ........ . N. _(In Schooli Indicate your lst. 2nd. 3rd. 4th and 5th choice 281. Study history .......... 282. Study art ............. 283. Study sociology ........ 284. Study biology .......... 285. Study literature ....... PAGE I) O. (Iobsi Indicate your lst. 2nd, 3rd, 4th and 5th choice 286. Scientific research work. 287. Dressmaker .......... . 288. Caterer .............. . 289. Private secretary ..... . 290. Saleswoman ......... . P. Hobs) Indicate your lst. 2nd. 3rd, 4th and 5th choice 291. Statistician .......... . 292. YWCA secretary ...... . 293. Manager of a women’s style shop .......... . 294. Illustrator ............ 295. Vocational counselor . .. Q. (labs) Indicate your lst. 2nd, 3rd, 4th and 5th choice 296. Purchasing agent ...... 297. Sales manager ........ 298 Laboratory technician .. 299. Hostess ................ 300. Dean of women in high school or college ...... 150 151 152 STUDENT EXPERIENCES IN FOODS AND NUTRITION The purpose of this check list is to obtain informa— tion about your experiences which have been related to the study of foods. ‘we are interested to learn where these have been carried on and your reasons for considering the activity. Personal Information Name .Address rural urban Number in family brothers sisters Your position in the family: youngest middle oldest other Father's occupation Does your mother work outside the home? Yes____ No If yes, what occupation? Grade in school completed by mother by father Experiences 1. In your high school homemaking .A. In what grades have you had homemaking in school? (lo-50 points) 8 9 10 ll 12 B. Did you do home experiences in foods and nutrition? (O-l) No Yes If yes, what were they? (List) 153 154 C. Certain experiences may have been emphasized in the foods and nutrition area of study during your high school homemaking courses. In the columns I, II, III, or IV, check each item according to your particular situation. (0—3, each item) EXTENT OF EMTHASIS ACTIVITIES " I II III Iv None Little Some Much Meal planning and preparation............ Selection and buying 0f fOOdSOOOCOOOOOOOOOOO Knowing and using nutritive value of fOOdSOOOOCOOOOOOOOCOOOO Preserving foods....... Preparing meats........ Preparing vegetables... Preparing salads and desserts............... Preparing baked prOduCtSOOOOCOOOOOOO... Using new food prOdUCtsooooaoaooaaoaoo Using new methods of preparation......... Setting the table and serving fOOdooooooooooo Planning and preparing foods for special occaSionSOOOOOOOOOOOOOO Measuring of ingredients 155 ACTIVITIES EXTENT OF EMPHASIS I II III None Little Some IV Much Understanding and using recipes.......... Selecting, caring for and using large and small kitchen equip- mentQOOOOOOOOOCOOOCOOOO Others (List) 2. In your 4-H Club A. How many years have you been a member of a 4-H club? (0-30 pts.) None 1-3 4-6 More than 6 Did you have 4-H projects in foods and nutrition? (0-1) NO Yes If yes, what were they? (List) 156 3. .As a part of your home responsibilities Home economics teachers as well as parents have encouraged the acceptance of responsibilities within the home as a part of the carry over of school learning to the home situation. In columns I, II, III, check each item according to your particular situation. (0-2, each item) TYPES OF ___ EXTENT OF PARTICIPATION ACTIVITIES I II III Never Occasionally Frequently 'Meal planning and preparation............ Selecting and buying fOOdSOOOOOOCOOCOOCOOOOO Knowing and using nutrition value of foods.................. Preserving foods....... Preparing meats........ Preparing vegetables... Preparing salads and desserts............... Preparing baked products............... Preparing new food prOdUCtSaooooooooaoaooo Using new methods of preparation............ Setting the table and serving food........... 157 TYPES OF EXTENT OF_§ARTICIPATION ACTIVITIES I II III Never Occasionally Frequently Planning and preparing foods for special occasions.............. Selecting, caring for, and using of kitchen equipment...... Others (List) 4. Other experiences related to foods and nutrition. Some experiences related to foods and nutrition may have been carried on by you during the high school training period. List any activities which have not been included in the previous questions. For example, working in school lunch room, having a job as a waitress in a restaurant, etc. Reason for.Activities in Foods Your activities as indicated in this checklist have been influenced by certain reasons. Some of these reasons are listed below. Check the statements which best describe the reasons for your activities in foods and nutrition. 1. It is my responsibility as my share of family activities. 2. I got credit in school for it. 3. I got awards in 44H for it. 4. I have to do it because my mother works. 158 I like to try new recipes and new products. I like to experiment with foods. I like to make foods look attractive. My mother (or the cook) won’t let me work in the kitchen. I am too busy with other activities. Others (List) and‘Nutrition. FOODS AND NUTRITION INTEREST CHECKLIST The following experiences have been included in the Home Economics 111 course, Principles of Food Preparation Please indicate in the proper column, the degree to which your interest in food and nutrition was affected by each experience. Direction: Use the following key to express your evalua- tion of the contribution of each of the experiences on your interest in Foods and Nutrition If the experience: Circle - increased your interest greatly - increased your interest slightly - decreased your interest slightly 1 2 3 - neither increased nor decreased your interest 4 5 .- decreased your interest greatly EXPERIENCES DEGREE OF INTEREST Preparing a single food in a variety of ways.......... Preparing foods in ways that are different from the ways to which you have been accustomed.................... Preparing dishes typical of this area with its French and Spanish influence in food preparation (gumbo, rice dressing, dishes for fast daYS)......OOCOOOOOO0.0.0.0... 159 160 EXPERIENCES DEGREE OF INTEREST 10. Preparing foods that are different from those to which you are accustomed (avocado, acorn squash, broccoli, brussel sprouts).............. Learning to like foods that are unusual or prepared in unusual waYS................-o Judging foods according to accepted standards in order to understand why certain results are obtained in the final product................. Comparing different methods of preparation and their resulting products. (Dry heat vs. moist heat for meats, quick mix method vs. conventional for cakes........ Observing the effect of different ingredients on the product obtained. (tenderizer on meat, sugar on fruits, increase or decrease of fat and/or sugar on baked products, acid or alkaline reaction on color pigments in vegetables)D.C.-0.00.00.00.00. Comparing new food products with traditional ones. (Precooked rice, instant potatoes, bread or cake mixeS)......OOOOOOOOOOOCOOOOOO. Using appropriate garnishes to make food more attractive in appearance................. 161 EXPERIENCES DEGREE OF INTEREST 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Using combinations of foods that make them more appealing in appearance and flavor. (Pork chops with fried apple rings, ham.with pineapple and yarn-S)0..........OOOOOOOOOOOOOC Using local food products in various ways. (Rice, yarn-S)ooooooooooooooooooooooooo Using various types of small and large food preparation equipment. (Including automatic equipment).......... Observing demonstrations on the use of ranges and other equipment..................... Observing demonstrations on food preparation techniques... Using knowledge of nutrition in improving personal eating habits to meet recommended nutritional requirements...... Applying ideas, knowledge and abilities gained from the course in food prepara- tion and meal service at home-0......0.000000000000000. Discussing current nutri- tional problems and ways they might be overcome........ Organizing responsibilities within the group so that each person shares in all the actiVitieSOOOOO......COOOOOOOO Managing the use of time and energy in the laboratory in order to keep on schedule..... 162 EXPERIENCES DEGREE OF INTEREST 21. 22. 23. 24a 25. 26. Assuming personal responsi- bility in keeping the unit kitchen in order.............. 1 2 3 4 5 Understanding and using basic principles in food preparation. (Starch cookery, emulsions, sugar cookery, protein cookery, etC.)00............OOOOOOOOOCO 1- 2 3 4 5 Recognizing (or being recognized for) personal achievement in food preparation................... 1 2 3 4 5 Using personal initiative or creative ability in preparing and serving attractive, tasty, nourishing food............... 1 2 3 4 5 Using a variety of reference materials, books and magazines-~related to foods and nutrition................. 1 2 3 4 5 Using individual study to solve problems relating to nutrition and food study...... 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N HN.Hhm m.nN 50.500H 0.05 H0.mmN 0.0H Nm 5m H N M wix «x x «w up shop atom a pr0 man opoom opoom opoom opoom poohppm N N 3am 3am mopoom Ca Epomv popmm can C. Epomv opomon nowpoom Hoppcooirpmon. o>wpmpoaooo .oa oHpmH 168 p0.0 p0.0 05.0p 00 00N0.0NN 0000.0SHN H000.N00 NZ 0p.0a 00.05 H0.H0 coo: 00.p500 N.000 00.H0b55 5.000 00.000HN H.000 HmpOH 00.0N0 0.0N 50.0m0p N.55 50.000 N.0p mm 00 ON 0N.00 0.0 50.000H N.55 0N.N00p 0.00 50 N0 0H 55.00H 0.0a HN.000N 0.00 H0.000p p.05 Nu H0 0H 00.500H S.H0 00.055N 5.05 0N.0H0 b.0p 00 00 up 0S.H0h 0.5N 00.050p 0.05 00.00H 0.0a Hm 0N 0H 00.a0 0.0 0N.NN50 0.00 0N.005N 0.05 0b 05 up 0 0 0N.b05 0.NN 0N.b05 0.NN H0 a5 5H 0h.a0h 0.0N 5N.00HN 0.05 50.000 N.0p N0 00 0a 00.n0p b.0p 00.055N 5.05 05.5SNH 0.00 00 05 NH a0.505 H.0N 00.50hp 5.N5 0N.h05 0.NN 50 H5 Ha H0.0NN H.0H 00.0000 0.00 50.0HOH N.05 50 00 0a 50.000 N.0H 5N.000N N.0m 00.00HH 0.50 an S5 0 00.50N 0.0a HN.000N 0.00 00.005H 0.00 N0 00 0 50.50 N.0 00.000H 5.05 0N.00Hp 0.50 00 05 S 50.0p0 0.0a 00.50ha 5.N5 0H.000 0.5N 5m 55 0 00. 0. 0bwh0hp 5.N5 H5.tha H.N5 50 00 m 05.00 0.0 pN.h5H0 p.00 5N.00HN 0.05 05 an 5 00.005 S.HN 00.000H 0.55 00.0N0 0.0N 00 N5 0 00.00 0.0 00.050H 0.05 05.00HH 0.50 an 05 N p5.00p 0.NH 00.055N 5.05 0N.NO0H 0.00 00 N0 H x V Max NX N N% % Epom Epoh N000 mp0 opoom opoom opoom @9000 n N N Bow 350 pooh p.90 wopoow Ax Epomv pcpmm paw AM.Epomv opommp cowpoom Hopnoaflpoaxorrpmofi o>wpmpoaooo .HH mHDME 0H.h0 0N.om Gm 169 00.5 00.HOHH 00.50HH zoo: 05NON 00 000HHme ShoNN 5000050N 000HN HopoH 000H 55+ 0SHONOH 0SNH 5N0hHmH NONH 0H 5 N+ 50HSNOH NmHH 000NNOH 00HH 0H 0HHN 05a 000000H 55HH 00HOH5H 00HH SH 505 NN+ mNNHO0H 00NH 00H000H 00NH 0H 000H 00: H5055HH HhoH 0HO0HNH 50HH 0H 00N SH+ 0HO0HOH 05HH H5050NH 0NHH 5H 000H 00+ 000h5NH SHHH 0000SHH 500H 0H 50 0+ HON050H 00HH H005NOH HmHH NH 055HH >0H+ 000005H 0HNH H000NNH 00HH HH 5N0 0H+ 0000S5H 0HNH 50N005H 00HH 0H 00 0 + 0H0055H 50NH 50N005H 00HH 0 000 00: 000500H 50HH 0000N5H 50HH 0 00H 0H+ 5055HNH NOHH HN000HH 000H 5 H00 0H: 000000H 00HH HNSOH5H 00HH 0 00H 5H+ HN000NH 00HH 0N000NH mNHH m 00N 0H: 0000HOH b5HH 000NO0H 00HH 5 HNH HH+ 0000HNH 00HH 505NOHH NO0H 0 0005 00s 50000NH 000H 000500H 50HH N 5 N+ 5NN500H 00HH 000000H 00HH H «30 3.3 mm 80 ocoom m... 93 88m a. MHQ popmw chamom. poonnnm mopoom popmm 0cm opomopiiaowpoom HoppcooirmpOpco>cH poopoch downson .NH oHomH pn.o5 _ oo.on mn.on am 170 o.o- mm.onpp mp.ompp coo: m5hH0 N0HI m0H00mMN HHONN H000000N 050NN HmpoB mNN mHI 500000H 00HH 05NON5H 00HH 0N 00N 0H+ 505NOHH NO0H 0hbhmHH 000H 0H o o ooooomp ospp ooooomp ospp op p p. ooooomp ompp mmomomp mmpp op 0N00 mm: 00500HH 000H mNNO0NH 00HH 0H 0500 00: mN0m0NH mNHH 5N0005H mHNH mH poom pm- sooommp «opp omomomp nopp op H00 0H: 0N0m0NH mNHH 000000H 55HH 0H 00H 0H1 005m5NH 0HHH H5050NH 0NHH NH omw op- pommpmp popp ooooemp oppp pp omm op- omooopp soop oopmmmp oppp op H00 H0+ 500000H 00HH 0000HOH 05HH 0 oom op+ oeoonnp ompp ooooomp oepp o oeop no- peosomp ompp somnonp «opp o opeo om. poopomp pspp somonmp mppp o o m. peoommp pmpp «Noosmp oppp m mNON 05+ 000000H 00HH HN050NH HHHH 5 p p- pookomp ooop oooopmp oopp m p p- pomoopp poop «osmopp moop m poem os+ oooommp oqmp poeopep popp p «ppm Aaroo mm Amo whoom ~< AcH poopopfiH Gomc000 .0H oHpmH 171 H0.0N 00.00 00 00.N0 0S.50 doc: 000NOH NO0H 00HO0H 0HOH HmpOH 00N 0H 0N 5000 0S 0H 0HO0H 50H 0H 0S50 5S 0H 0NS SN 0H 000H 55 SH 0NO0H 0NH SH HO0N H0 0H 0SSO 0S 0H HNONH HHH 0H 00N 0H 0H 0NN5 00 5H 00NHH 00H 5H 000S S0 0H 0000 00 0H 5050H NOH NH 0SSO 0S NH HNSO H0 HH 000NH 5HH HH 0HO0H 50H 0H 00NHH 00H 0H H500H 0NH 0 055HH SOH 0 HNO0H 00H 0 00H0 00 0 H500 HS S 00H0 00 S 0500 00 0 00NN S5 0 000S 50 0 00H0 00 0 0N00 00 5 HONOH HOH 5 0HNO 00 0 5005H NNH 0 HOS5 00 N 0000 50 N 0000 00 H 0005 0S H NHx opoom 350 .0 pouwppm NMN opoom 350 % pouflmfim Hopdofimpommmi maOHpoom npopirwopoow So>pnm oofiowpoaxm .5H oHomH Hoppcoo 00.0H 0S.0 0m 172 00.00 HN.00 dam: 0SS 00000 05S HmpoB H05N 05 0N 000H 05 0H 05N0 S0 0H 050H 05 0H 050H 05 0H H50 0N SH 00NN S5 SH 50S 0N 0H 555H 00 0H 0005 00 0H 00HH 50 0H 00NH 00 5H 000H S0 5H 0N0 0N 0H 000H 00 0H H50 0N NH H00 H0 NH H05N 05 HH 0N0 0N HH HO0N H0 0H 00HH 50 OH 050H 05 0 000N 00 0 50SH N5 0 50SH N5 0 000H S0 S 500N 05 S 005 0N 0 500N 05 0 00HH 50 0 050H 05 0 000H 05 5 050H 05 5 000 00 0 5NOH N0 0 000H 05 N 0N0 0N N HO0H H5 H 000H S0 H NMM. opowm 350 M poohppm NHx opoom Bow 5 poWfloDm Hmpcmampmmxm HOMpcoo mcowpoom Spopiimopoow domH621noEdom .0H oHme 173 pomp Hmch 0am mpOpoom HHm do fiOHpoom HmpdoEHpoaxo mo w¢0HpHmoa xcmm .0H oHme pp m5 m m.Sp m.m om om m.op o5 om m.S m.o mp op m om m.o 5 m.m mp op m.op mm Np op m.op op Sp m.op mm op om op op op p m p p p m mp m.~p m5 5 m.mp mp mp 5p mp mm S m.Sp op o mp m.o p5 pp o m.op m «p 5p o5 5p m.mp m.m Sp pp 5 mm Sp m m 5 op m mm m mp m.m m o m m.om m.o o S p o m.o p5 m m.op mp 5p S op om mp mp om m m m o5 mp m 5p op m S 5m mp N m.o S 5 m.op mm op 5p mp m m m.mp mm op m.op m.o mp m m om m m.S 0 pp p copppoom Aoimo mooppmmo poomooo Anozm noooxm 5 poonnsm Baum Hmcpm Hmpob 174 00.HH H05.0 00 00.N0 0N.00 £002 0SSON 000 00NNN N00 HopOH 0HHN 05 ON 50S 0N 0H 00NH 00 0H 0NON 05 0H 00HH 50 0H 000H S0 SH 000H S0 SH 00H 0H 0H 0NON 05 0H 00NH 00 0H H50 0N 0H H00 H0 5H 0S0 0N 5H 505 NN 0H 000H 00 0H 555H 00 NH 000H S0 NH 0NNH 00 HH 0NON 05 HH 000H 55 OH 000H 55 OH 50S 0N 0 5NOH N0 0 500N 05 0 000H 00 0 HNOH 00 S 50S 0N S 000N 00 0 00NH 00 0 0NS SN 0 0NS SN 0 00N 0H 5 000H S0 5 000H 00 0 HO0H H5 0 0NN 0H N 005 ON N 0N0 0N H 55H NH H 1030 pop a poonmsm Sn pop 5 poompnm Hmufimfiwhmmxm i HOHHHHOO mfiowpomm npoprrmopoom :pmHononu poopode fiOHpprDz_Ufim 00000: .SH 0HQMB 00H.0 0H.0 Om 175 mm.om «.NS 0552 opmSo Somp oomoop mSmp pmpop om55 Sm om mmm5 mo op pomm pm op p5mo oS mp ooo5 oS mp mmmm mS Sp pmmm pm Sp pNSm pm mp mmmm mS mp oo5o om mp mpom 5m mp poem pm 5p pmS5 om 5p ooom om mp mSSm 0S mp 5~m5 mm mp mmm5 mm mp 50mm mm pp pomm pm pp. oo5m om op 50pm NS op omom SS o pmmm pm o omom SS 0 omom SS 0 oo55 Sm S 5oSm mm S ooo5 oS 0 50pm «S m ooom mm m 50pm NS m mS5m 5S 5 oo5m om 5 omm5 mm m ommm mS m oo55 So m pmS5 om m pmmm pm p 50pm «S p wpx pop .5 5.8.30.0. me pop .5 poonosm Hmpcofimpomxm Hoppdoo maoHpoom spopri:dowp0pmaopm 0000_GH xp03.Sp0pmpopMH p00 poonm wcwpom: no mopoom .0H oHomB 176 Table 19. List of demonstrations and grades according to rank position Sfibject Rank Number Position Demonstration Title Grade 15 l Gelatin .A 8 2 Cream Puffs .A 9 3 Pastry A 10 4 Gelatin A l 5 Biscuits A 18 6 Use of Sponge Cakes in Desserts B 4 7 Pastry A 5 8 Roasting and Use of Meat C Thermometer 12 9.5 Egg Cookery B 7 9.5 Deep Frying of Foods B 20 11 Egg Cookery B 14 12.5 Coffee Ring D 19 12.5 Deep Frying of Foods B ll 14 Kneading and Shaping Rolls A 13 15 Coffee Ring B 3 16.5 Use of Sponge Cakes in Desserts B 2 16.5 Cream.Puffs B 6 18 Cutting Poultry B 17 19.5 Coffee Makers and Their Use B 16 19.5 Roasting and Use of Meat C Thermometer High 3.9 Middle 2.5 Low 3.0 177 DEMONSTRATION SCORE CARD E VG G F P COMMENTS The Demonstrator Appearance--neat, clean, attractive, suitably dressed Manner-~well poised, at ease, self-assured, courteous, interested in subject Speech--clear diction; voice-- correct volume, pleasant, varied emphasis; correct grammar Preparation for Demonstration Room--temperature, lighting, chairs arranged so that demonstration can be seen and heard by all Equipment and Supplies-- suitable, practical, con- veniently arranged for use Illustrative Material—- suitable Presentation Introduction--audience moti- vated, purposes clearly stated Information-~accurate, com- plete, suitable to audience, practical Manner of presentation-~steps clear, accurate, and in consecutive order, coordina- tion of talk and action Technique—-standards set and maintained, skillful, neatness of working surface, relative position to audience as they would use it Finished Product--completed on time, displayed, judged Questions--invited at right time, repeated before answering Summary Steps reviewed, variations suggested E = Excellent VG = Very Good P = Poor G = Good F = Fair 178 Table 20. List of special projects and grades according to rank position Subject Rank Number Position Project Title Grade 15 1 Cakes C 8 2 One Dish Meals B 9 3 Family Recipes, Revised, A+ with History 10 4 Main Dishes, Evaluation B and Revision 1 5 Recipe Collection, Tested B and Evaluated l8 6 Menus and Menu Planning A+ 4 7 Rice A+ 5 8 Barbecues A 12 9.5 Meal Planning B 7 9.5 Meats .A 20 11 Pies and Pastry A 14 12.5 Foreign Foods D 19 12.5 Frozen Desserts B ll 14 Gelatin C 13 15 Cakes A 3 16.5 Main Dishes D 2 16.5 Creole and Cajun.Cookery B 6 18 Cookies C 17 19.5 Home Freezing of Foods C 16 19.5 Salads C 10. 179 CRITERIA FOR JUDGING INDIVIDUAL PROJECTS Is it within the ability of the student? Is it of interest to the student? Is it related to foods typical of the home or community? Does it involve thinking, analyzing, experimentation, testing, practical experience? Does it show initiative, creativity, resourcefulness? Does it show a thorough acquaintance with the subject? Does it show application of basic principles? Have a variety of reliable, up-to-date resources been used? Is it well organized and presented in a logical and acceptable manner (including good English usage, grammar, spelling, etc.)? Is there evidence of adequate effort (extensive reading and research) in preparing and presenting the material? .Appendix C Course Syllabus Course Syllabus Home Economics 111 Principles of Food Preparation University of Southwestern.Louisiana 1960-61 INTRODUCTION Home Economics 111, Principles of Food Preparation, is a one-semester course in beginning foods which is re- quired for all freshmen home economics majors. There are no chemistry or nutrition prerequisites to the course; therefore, it must be taught on a more elementary level than if these courses preceded it. Simplification is necessary, and yet at the same time, some concepts of nutri- tion and chemistry are introduced in order that students may see the importance of these in application to food preparation. Also, because many of the students have had previous high school experience in foods and nutrition, it is necessary to provide instruction at a level which is challenging to their abilities and interests and, at the same time, give consideration to the needs of those students who have had no prior home economics training. A one-hour period for lecture and discussion and two laboratory periods of two hours each are scheduled weekly. The beginning course is followed by one in nutrition and another in meal management, both of which are included in the basic curriculum for all majors in home economics. Other offerings in foods and nutrition which may be elected or are required in specific professional curricula are: 182 183 advanced nutrition, diet and disease, food preservation, experimental cookery, advanced foods and gourmet cookery. The subject matter content and experiences of the course as it was taught in this study were planned primarily around basic facts and principles of food preparation and their application in relation to family meal situations. The method of presentation.was not the "meal basis" as the term is usually used, but easily prepared items were fre— quently used as supplements to the main products to show possibilities in meal service. For example, while the meats were being prepared, accompanying quick cooking vegetables, instant rice, a salad and brown-and-serve rolls were prepared to be served with the meats following the evaluation of the products by the class. Standards of quality for each type of food were used for evaluation of items prepared in the laboratory. 'When products did not measure up to standards, reasons for defi- ciencies were discussed in order to broaden the students' understanding of the principles involved. A wide variety of foods and methods of preparation was used to increase experiences of students in the area. 'While essentially the course was one in food prepara- tion, restricting it only to that phase without including food selection, nutrition, and management would have been impossible. .All of these aspects were emphasized as they pertained to the preparation of each type of food. The experimental approach was recognized as valuable 184 when students have had chemistry prior to the course. With- out this prerequisite, experimental activities were kept to a minimum.and modified in terms of the student’s ability. For the study which was made to determine the effectiveness of adjusting experiences to individual levels of interest, ability and past experience, one of the two sections of the course taught during the 1960-1961 school year was designated as the control section and the other as the experimental section. The lecture and discussion periods for both sections were kept as closely the same as possible in regard to course content presented. Assign- ments for the control section were the same for all groups whereas, in the experimental section, there were oppor- tunities for additional study within the ability range of the individual student. In the experimental section, laboratory experiences were planned so that simple activities were assigned to those students with less training and ability while different and more complicated tasks were engaged in by the more advanced students. ‘With some lessons, however, it was not possible to include experiences that differed too greatly. In fact, for the purposes of some particular lessons, it was necessary to keep the activities of the different groups closely similar. The laboratory experiences for the control section were the same, or very similar, for all groups. In some instances, the same activities as those in the experimental 185 section were carried out by groups in the control section, but without regard to ability, interest and past experi- ence, since students were randomly assigned to groups. In the laboratory plans which follow, the groups in the experimental section are listed in order, from those with least ability (Group 1) to those with greatest ability (Group 5), as indicated by the devices used for determining their placement within the class. Students in the experimental section assumed respon- sibility for class demonstrations, while the teacher was responsible for those in the control section. The text was Justin, Rust and Vail’s Foods.1 Food Preparation Recipes by Niles was the basic source of recipes used in the laboratory although this was supplemented from time to time.2 Objectives 2£_Course 1. To gain some knowledge and awareness of basic nutri— tional information as it is involved in the selection, preparation and service of foods for the family. 2. To gain knowledge and understanding of basic facts and information and to develop some ability to apply these in the selection, preparation, and service of foods. 0 1Margaret M. Justin, Lucile Osborn Rust and Gladys E. Vail, Foods, 4th ed. (Boston: Houghton Mifflin.Co., 1956). 2Kathryn Bele Niles Food Pre ' ° , parat10n.Rec12es (New York: John'Wiley and Sons, Inc., 1955)} 186 To develop some ability in the management of time, energy and materials in food preparation. To increase interest in food preparation and nutrition as they apply in family living. INTRODUCTION TO NUTRITION Lecture and Discussion: Both Sections my; Outline I. Definitions of A. Nutrition--providing adequately for the growth, maintenance and repair of the body B. Food--substances which furnish energy for the body, build and repair body tissues, and regulate body processes II. Main aspects of nutrition A. Intake of dietary essentials B. Relative need for dietary essentials C. Body's ability to use them III. General factors influencing nutrition A. Body type B. Physical and postural defects C. Fatigue D. Social and mental factors E. Habits F. Availability of food G. Tradition and custom H. Economic status 187 188 1. Knowledge of food needs J. Personal likes and dislikes IV. Indications of good nutrition V. Basic food groups and daily requirements A. Milk group 1. Children--3 to 4 cups 2. Teenagers--4 or more cups 3. Adults--2 or more cups 4. Pregnant women--4 or more cups 5. Nursing mothers--6 or more cups B. Meat group--2 or more servings C. Vegetable-fruit group--4 or more servings including 1. A dark green or deep yellow vegetable 2. A citrus fruit or other fruit or vegetable important for vitamin.C 3. Other fruits and vegetables, including potatoes D. Bread-cereals group--4 or more servings--whole grain, enriched or restored VI. Functions of food in the body A. Furnish energy 1. Carbohydrates-~4 calories per gram 2. Fats--9 calories per gram 3. Protein--4 calories per gram B. Build and repair C. 189 1. Proteins 2. Minerals Regulate and protect 1. Minerals 2. Vitamins 3. Cellulose 4. 'Water 5 . Protein VII. Nutrients-~their functions and food sources A. IC'JUOW Carbohydrates Proteins Fats Minerals Vitamins Both sections read from current periodicals and reported in class on prevalent problems in nutrition. Major Points 2f Emphasis l. The nutritional status of an individual is determined by the intake and utilization of certain dietary essentials in adequate amounts. 2. The nutrients in the various food stuffs furnish energy, build and repair body tissues and regulate body processes. 3. .A single nutrient may have more than one function in the body. 190 4. Many of the nutrients are interdependent upon each other in carrying on their functions: for example, vitamin D and calcium. FRUITS Lecture and Discussion: Both Sections Brief Outline I. Importance in diet A. Amount needed daily B. Nutrients in fruits C. Variety in flavor, color, texture in meals II. Selection III. Preparation A. Conservation of nutrients with raw and cooked fruits B. Prevention of discoloration C. Cooking 1. Reasons 2. Desired form or texture--in water vs. sugar syrup 3. Maximum.water absorption by dried fruits ‘Major Points 2: Emphasis l. .Ascorbic acid content will be decreased through oxida- tion when certain fruits are stored for a long period of time, or when peeled, cut and exposed to the air for 191 192 a time. Heat also is destructive to this vitamin. Water soluble vitamins and minerals will be lost through soaking or cooking in excess amounts of liquid unless these liquids are used in the diet. Tannins and flavone pigment in some fruits will oxidize and cause the cut fruit to darken when exposed to the air. .Acid fruit juice sprinkled on these fruits prevents this oxidation. Cooking fruits in a sugar syrup strengthens the cell structure and causes the fruit to retain its shape, whereas, cooking in water gives a sauce consistency. Soaking in hot water for a short time or cooking over a slow fire aids in maximum absorption of water by dried fruits. LABORATORY--FRUITS Experimental Section Each student sectioned 1 orange and % grapefruit. Group 1. Group 2. In addition to the above, the group prepared: a. Apple sauce-- cooked with water and sugar added after cooking b. Stewed apples-- cooked in sugar syrup 0. Prunes Same as Group 1 except: a. Higher propor- tion sugar used with stewed apples 193 Control Section Each student sectioned 1 orange and % grapefruit. Each group (of 4 students within a unit kitchen) prepared the same fruits as Group 1 in the experimental section. 194 b. Oranges combined with cocoanut and served as ambrosia. Group 3. Same as Group 1 except: a. Glazed apple rings using cinnamon candies for color and flavor and corn syrup in heavy sugar syrup to pre- vent crystallization (instead of stewed apples) Group 4. Same as Group 1 except: a. Baked apples instead of stewed apples b. Broiled grapefruit Group 5. Same as Group 1 plus a fruit plate arrangement using oranges, prunes and other fruits. Demonstration: Demonstration: 1. Peeling and sectioning Same as for experi- orange mental section 195 2. Peeling and slicing orange 3. Sectioning grapefruit 4. Peeling and coring apples 5. Coring apples for baking and for apple rings Demonstration was given by teacher since students had not had time to prepare for a demonstration. ADDITIONAL EXPERIENCES OF ADVANCED STUDENTS IN EXPERIMENTAL SECTION Different way of serving (ambrosia) using additional ingredient and different type of servfiig utensil Glazed apple rings: more care in preparing apple rings and cooking to retain shape syrup involved use of agent to prevent crystallization of Syrup Baked apples: required faster work and technique of coring in order to have completely cooked within time Broiled grapefruit: additional process different way of serving Fruit plate: idea for serving that may be different creative ability in arranging 196 SALADS AND SALAD DRESSINGS Lecture and Discussion: Both Sections Brief Outline 1. Salads A. Importance of salads in diet 1. Nutritional value varies with ingredients 2. Contribution to variety in meals--color, flavor, texture B. Types of salads in relation to place in meal-- appetizer, main dish, accompaniment, dessert salad C. Preparation 1. Salad greens--washing and chilling 2. Combination of ingredients 3. Size and shape of components 4. Marinating bland ingredients 5. Arrangement and garnish D. Characteristics of standard products II. Salad Dressings A. Types 1. French 2. Mayonnaise 197 ..- w‘. 1"..h lump ‘1‘. 0. fl". 2’ 13 198 3. Cooked B. Temporary vs. permanent emulsions C. Factors influencing formation of emulsions l. Emulsifying agent 2. Temperature of ingredients 3. Rapid beating 4. .Amount of oil added at intervals 5 . Separation and how to correct it Major Points gprmphasis l. The bland flavor of some ingredients (meat, fish, potatoes) is improved by marinating in.French dressing. Loss of ascorbic acid through oxidation can be pre- vented by preparing fruits for salad just before serving or sprinkling them.with an acid fruit juice. An increase in temperature of a liquid lowers its surface tension; therefore, ingredients of mayonnaise at room temperature will form an emulsion more easily than those at refrigerator temperature. The presence of an emulsifying agent decreases the surface tension of the oil so that the other liquids surround the oil droplets more easily in the formation of an emulsion. Rapid agitation disperses the oil in finer droplets, thus aiding in the formation of a more stable emulsion. LABORATORY I--FRUIT SALADS AND MAYONNAISE Experimental Section Control Section Each group made mayonnaise. Each group made mayon- naise. Group 1. Carrot-Pineapple- Group 1. Carrot- Raisin Salad Pineapple- Group 2. Citrus and Avocado Raisin Salad Salad Group 2. Grapefruit and Group 3. Fresh Pineapple Stuffed Prune Spears, Melon Balls, Salad Blue Plums Group 3. Ambrosia Salad Group 4. Fruit Souffle Salad (sliced oranges, (Using commercial bananas, cocoa- gelatin dessert pro- nut) duct) Group 4. ‘Waldorf Salad Group 5. Twenty-Four Hour (apples, celery, Salad dates, nuts) Group 5. Mixed Fruit Salad (apples, oranges, bananas, grapes) 199 1. ADDITIONAL EXPERIENCES OF ADVANCED STUDENTS IN EXPERIMENTAL SECTION Additional techniques in preparing melon balls and fresh pineapple spears, Souffle salad involved more complex recipe, more care- ful time management in order to chill gelatin and allow time for salad to set. Twenty-Four Hour Salad required that a cooked dressing be made. This also required better time management, assuming that more advanced group would work more quickly and could take advantage of previous learnings relating to protein cookery. 200 LABORATORY II--VEGETABLE AND MEAT SALADS Experimental Section Control Section 1. Vegetable Salad Bowl The same salads were 2. Relish Tray—-radishes, made in the control group, as -o celery and carrot in the experimental group. . curls, cauliflower, Experience with a variety of i pickles, green salads was felt to be an = pepper rings important objective for this A” 3. Stuffed Tomatoes lesson. ‘While different types with Shrimp Salad of salads were made, experi- 4. Potato Salad ‘ ences for the different groups 5. Tuna-Macaroni within the class were closely Salad similar. Demonstration (by teacher) in both groups: carrot and celery curls, radish roses, salad plate luncheon. 201 ADDITIONAL EXPERIENCES OF ADVANCED STUDENTS IN EXPERIMENTAL SECTION Salads assigned to more advanced groups included more different ingredients and more preparation procedures to be accomplished within the allotted time. Differ- ences between groups were not too great, however. Experience with varieties of salads was felt to be an important objective in this lesson. 202 VEGETABLES Lecture and Discussion: Both Sections Brief Outline I. Importance in diet A. Amount needed daily B. Nutrients in vegetables C. Variety in color, flavor, texture, method of preparation and service in meals II. Classification according to A. Keeping quality B. Color C . Flavor D. Carbohydrate content III. Selection IV. Preparation A. Conservation of nutrients B. Preservation of color C. Retention of optimum flavor V. Characteristics of standard products Major Points 2f Emphasis 1. The retention of nutrients in vegetables may be influenced by: 203 F. 204 Amount of water used Length of cooking time Starting and cooking temperature of the water pH value of the cooking liquid Size of food particles Method of cooking Color retention in vegetables is influenced by the pH value of the cooking medium, the solubility of the pigment, and the presence of certain minerals. A. Flavors pounds. Chlorophyll changes to an olive drab color in an acid medium while the presence of an alkali intensifies it. Flavones remain colorless in an acid medium, but become yellow in the presence of alkalies. Carotinoids are very little affected by the pH value of the cooking water. Anthocyanins are red in the presence of an acid but become blue in alkaline water. They are quite soluble in water. Iron salts react with flavones to form dark colored compounds. of vegetables differ; some are unstable com- It is desirable to retain some flavors and to modify others. LABORATORY I-—VEGETABLES Experimental Section Buttered Brussel Sprouts Stuffed Baked Potatoes Mashed Sweet Potatoes Deluxe Peas and Scallions Buttered Asparagus Glazed Butterscotch Yams Buttered Spinach with Egg Garnish Corn Pudding Broccoli with Mustard Sauce ScallOped Potatoes 205 Control Section The same vegetables were prepared by the con- trol group. Here again, as with the salads, experiences were closely similar, and variety, both in types of vegetables and methods of preparation, were considered important. LABORATORY II--VEGETABLES Experimental Section 1. Cauliflower with Grated Cheese Buttered Carrots 2. Baked Bean Casserole Buttered Turnips 3. Seven Minute Cabbage Baked Acorn Squash 4. Harvard Beets Stuffed Baked Summer Squash 5. Green Beans Sauteed Egg Plant Demonstration of use of pressure cooker by students. Control Section The same vegetables were prepared by the con- trol group. (See preceding note.) Demonstration of use of pressure cooker by teacher. 206 ADDITIONAL EXPERIENCES OF ADVANCED STUDENTS IN EXPERIMENTAL SECTION 1. Experiences closely similar but more advanced groups given activities involving more preparation procedures, in some instances drawing on previous high school training: for example, making white sauce for corn pudding and scalloped potatoes. 2. Experiences requiring more time given to more advanced I groups assuming that they would work more quickly. 3. “With the control group, individual groups assigned the same activities as the advanced groups in experimental section had difficulty in completing work within the given time and needed special help with some of the procedures involved. 207 CEREAL AND STARCH COOKERY Lecture and Discussion: Both Sections Brief Outline I. Importance in diet A. .Amount needed daily B. C. Nutrients in cereals Enrichment of refined cereals II. Selection A. B. Different types of grains Different forms in which marketed--uncooked, partially cooked, ready to eat Different forms due to milling-«whole or cracked, granular, flaked III. Preparation A. B. Purpose Prevention of lumping, separation of starch granules Effects of acid, excess sugar, dextrinization on thickening power Comparison of thickening power of various cereal products IV. Characteristics of standard products 208 209 Major Points pf Emphasis l. 6. Slight and reversible swelling of starch granules occurs in cold water. Heating in water causes enormous swelling with increased viscosity; the granules become translucent and more soluble (Gelatinization). For maximum swelling to take place, maximum surface of the granules must be maintained. Separation of starch granules may be achieved by mixing with cold liquid, creamed or melted fat, or sugar. The amount of water different types of cereals absorb varies with the time required for cooking, fineness of division and the absorptive power of the starch. The stiffness of a starch gel depends on: A. The concentration of the starch B. The kind of starch C. The size of the starch molecule and factors that reduce the size of the starch molecule-- hydrolysis with acid, dry heat, sugar concentration The flavor of starch mixtures is improved with cooking for a short period beyond the point of maximum swelling. LABORATORY--CEREAL AND STARCH COOKERY Experimental Section Control Section In each kitchen a All groups prepared a cereal or cereal product flake or granular or whole and a white sauce were grain cereal or macaroni. prepared. These were used A medium white sauce in separate dishes or was made in each group and combined in a single one. combined with grated cheese or chopped hard cooked 1. Salmon Rice Croquettes eggs. The cheese sauce was 2. Tuna Noodle Casserole combined with macaroni or 3. Chicken Tetrazzini was served on toast. The 4. Pittsburg Potatoes creamed eggs were served (modified creamed on toast. potatoes) Shrimp Creole 5. Vegetable Casserole East Indian Rice 210 ADDITIONAL EXPERIENCES OF ADVANCED STUDENTS IN EXPERIMENTAL SECTION 1. Variety of dishes prepared using cereal or cream sauce 2. .Additional responsibilities in more complicated dishes-- chopping vegetables, number of ingredients used 211 QUICK BREADS Lecture and Discussion: Both Sections Brief Outline I. Ingredients and their functions A. Types of flour B. Leavening agents--how they are incorporated or produced C. Liquids D. Fats E. Eggs F. Sugar II. Classification--ratio of liquid to flour A. Batters--pour and drop B. Doughs--soft and stiff III. Preparation A. Methods of mixing B. Gluten development 1. Manipulation 2. Effect of shortening and sugar 3. Influence on standard products IV. Characteristics of standard product 212 213 Major Points pf Emphasis 1. Gluten strands which give elasticity to a flour mixture are developed from the proteins of flour when combined with water. The type and amount of protein differ with various flours; therefore, manipulation and proportion of ingredients will vary with the kind of flour used. The kind, pr0portion and temperature of ingredients, the method of combining and manipulation influence gluten development. Increasing the amount of water increases the strength of gluten to a certain point and then strength decreases with increasing water. The expansion of air, steam and C02 which have been incorporated and/or generated in the mixture causes flour mixtures to become porous. The retention of the gas is dependent upon the elas- ticity and cohesiveness of the flour mixture. Fat has a tenderizing effect upon gluten by being absorbed on the surface of the flour particles and preventing the development of a cohesive network. Sugar also has a tenderizing effect upon gluten. Eggs provide protein for structural framework and affect the general appearance, richness, grain, texture and flavor of baked products. LABORATORY I - -QUICK BREADS Experimental Section Control Section 1. Plain Muffins-~standard In each kitchen Plain Muf- recipe fins and the Rich Muffin Rich.Muffin Variation Variation were made. (increase in sugar and fat) Orange Muffins ‘Raisin Bran.Muffins Corn Muffins Date Muffins Griddle Cakes Blueberry Muffins 'Waffles Pecan Muffins 214 ADDITIONAL EXPERIENCES OF ADVANCED STUDENTS IN EXPERIMENTAL SECTION Additional ingredients or techniques involved Experience with variety of items from a basic procedure Experience with waffle baker Opportunity to see effect of bran and corn meal on gluten deve10pment 215 LABORATORY II--QUICK BREADS Experimental Section 1. Biscuits--basic recipe 2. Cheese Biscuits 3. Shortcake 4. Biscuits-in-a-Ring 5. Quick.Pizza Demonstration on making biscuits by students 216 Control Section In each kitchen Plain Biscuits and Butter- milk Biscuits were made. Demonstration on making biscuits by teacher ADDITIONAL EXPERIENCES OF ADVANCED STUDENTS IN EXPERIMENTAL SECTION 1. Additional ingredients and techniques used 2. Experimented with various food items-~main dish, tea accompaniment, dessert from basic biscuit dough 217 YEAST BREADS Lecture and Discussion: Both Sections Brief Outline I. Conditions necessary for production of C02 by yeast A. Food--glucose B. ‘Warmth--effect of low, optimum, and high temperatures C. Moisture D. Oxygen II. Enzymatic action in production of C02 by yeast A. Diastase in flour hydrolizes starch to maltose B. Maltase and sucrase hydrolize maltose and sucrose to simple sugars C. Zymase in yeast breaks down simple sugars to CO2 and alcohol III. Ingredients A. Hard wheat flour for maximum amount of gluten B. Liquid--milk must be scalded to destroy proteases which act on gluten C. Sugar--food for yeast D. Fat--small quantities so as not to interfere with gluten formation 218 219 E. Salt-~too much retards growth of yeast IV. Preparation A. Methods of mixing 1. Straight dough 2. Sponge B. Kneading C. Shaping D. Baking V. Characteristics of standard product Major Points pf Emphasis 1. .A lukewarm temperature is necessary for optimum acti- vity of yeast. Cold retards its action and high temperatures destroy it. 2. Milk is scalded in making yeast bread to destroy the enzymes (proteases) which would hydrolize the gluten. (Also major points of emphasis listed under Quick Breads) LABORATORY I--YEAST BREADS Experimental Section Control Section 1. Standard Yeast L0af—- Groups in this sec- all-purpose flour 2 tion made the same variables 2. Standard--cake flour in the yeast loaves as were 3. Standard--substituting made in the experimental 100% whole wheat flour section. 4. Standard--substituting 50% whole wheat flour 5. High Milk Protein Bread The techniques were-the same in all groups of both sections with only a slight difference in certain ingredi- ents used. This type of laboratory experience was valuable to show the effect on gluten development and the subsequent volume from the different flours and dry milk solids. 220 LABORATORY II--YEAST ROLLS AND VARIATIONS Experimental Section Control Section Each group made yeast roll Each group made yeast dough dough and shaped dinner rolls and shaped dinner rolls as into: in the experimental section. 1. Cloverleaf rolls 2. fan tans 3. crescents 4. Parker House In addition each group (other than Group One) also did the following: Group 2. Cinnamon Twists Group 3. Butterscotch Pecan Rolls Group 4. Orange Pin 'Wheels Group 5. Swedish Tea Ring Demonstration: Kneading and Same demonstrations given shaping rolls and tea ring-- by teacher 2 groups of students 221 SHORTENED CAKES Lecture and Discussion: Both Groups Brief Outline I. II. III. Classification of cakes A. Sponge cakes B. Shortened cakes--lean and rich Factors affecting character of cakes A. Ingredients--qua1ity and proportion B. Accurate measurement C. Temperature for mixing and baking Combining ingredients--thorough blending, especially of fat A. Conventional method B. Quick mix method C. Muffin method Baking A. Pans--preparation and size B. Temperature C. Tests for doneness Standards of quality 222 223 Major Points pf Emphasis Major Points listed under Quick Breads were further emphasized and illustrated in this lesson. LABORATORY--SHORTENED CAKES Experimental Section Control Section In each group a cake was In each group a cake was made by the conventional made by the conventional method and one by the quick method and one by the quick mix method. mix method. However, each was a plain cake in every 1. Quick.Method--Plain group with some groups Conventiona1--Spice using a 2-egg formula and 2. Quick Method--Plain others a 4-egg formula for Conventional--Applesauce the conventional cake. 3. Quick.Method--Devil’s Food Conventional-~2-Egg Cake 4 . Quick Method-«White Conventional--Gold (using egg yolks) 5. Quick.Method--Banana Nut Conventional--4-Egg Cake 224 ADDITIONAL EXPERIENCES OF ADVANCED STUDENTS IN EXPERIMENTAL SECTION Variety in cakes Different ingredients used More techniques required in more advanced groups: A. Melting chocolate B. Grating orange rind C. Mashing banana D. Chopping nuts Use of soda with chocolate 225 GEIAT IN Lecture and Discussion: Both Sections Brief Outline I. Source and nutritive value II. Preparation A. B. C. D. Hydration in cold liquid Dispersion in hot liquid Addition of fruits, vegetables and other similar ingredients when mixture thickens Whip at same stage III. Factors affecting gelation A. Concentration Amount of acid Amount of sugar Time allowed for setting Temperature Enzymatic action from bromelin in fresh pineapple IV. Classification A. B. Plain jellies Fruit or vegetable jellies 226 227 C. Whips D. Sponges--egg white added E. Bavarian creams--whipped cream or milk or custard Major Points pf Emphasis 1. Heating collagen in the presence of moisture hydrolizes it to gelatin. The degree of stiffness of a gelatin product increases as the concentration of gelatin increases. As acidity is increased, firmness decreases. A moderate amount of sugar increases stiffness, but a large amount retards gelation. Standing overnight will produce a firmer gel than for just a few hours. Low temperatures increase the formation of a gel. Those gels which set at a lower temperature melt more readily at a higher temperature than do those which set at a higher temperature. Bromelin, a proteolytic enzyme in fresh pineapple, digests gelatin and prevents formation of gel structure. In a gelatin foam, the increase of air dilutes flavor. LABORATORY--GELATIN Experimental Section Control Section 1. Lemon Gelatin (from plain Each group made lemon or gelatin and commercial orange gelatin, allowing mix) one half to gel and 2. 'Whipped Gelatin whipping the other half 3. Sponge Gelatin (whipped when it had become thick egg white added) but not gelled. 4. Orange Bavarian (whipped cream added) 5. Spanish Cream Demonstration: Hydration of Same demonstration by gelatin before dispersion, teacher whipping gelatin (students) 228 ADDITIONAL EXPERIENCES OF ADVANCED STUDENTS IN EXPERIMENTAL SECTION “Whipping egg whites ) ) making use of previous 'Whipping cream ) learnings-~principles ) ) for obtaining foam Custard Principles of protein cookery in custard 229 SUGAR COOKERY (CRYSTALLIZATION) Lecture and Discussion: Both Sections Brief Outline I. Types A. B. of sugars and their characteristics Sucrose-disaccharide--cane or beet sugar Glucose and fructose-—monosaccharides or simple sugars Hydrolysis of sucrose to glucose Varying degrees of sweetness Moisture absorbing properties II. Classes of candies A. B. Creamy--crystalline structure Amorphous--non crystalline--contain substances in large amounts which interfere with crystallization--corn syrup, acid, cream, gelatin III. Preparation of crystalline type candies A. B. Securing complete solution of sugar crystals Cooking to desired concentration--use of thermometer Cooling to proper degree of supersaturation Agitation to produce recrystallization 230 231 Major Points pf Emphasis l. The boiling point of a sugar solution increases as the concentration increases. "Seeding" of sugar solutions by undissolved crystals in the solution or on sides of the pan causes forma- tion of large crystals in the finished product. Supersaturation of a solution is necessary before crystallization takes place. Agitation of a supersaturated solution at higher temperatures produces larger crystals than at lower temperatures. Acids in the presence of moist heat will hydrolyze sucrose. Agitation produces smaller crystals than those formed spontaneously in an unstirred solution. U'I «P LN N I“ o LABORATORY--SUGAR COOKERY Experimental Section Fudge Divinity Pralines Peanut Brittle Date Loaf 232 Control Section Each group made fudge or divinity. ADDITIONAL EXPERIENCES OF ADVANCED STUDENTS IN EXPERIMENTAL SECTION Processes similar Pralines required fast work to drop before crystalli- zation complete Peanut brittle--working quickly as soda added and before cooling took place Date loaf-~dates interfere somewhat with crystalliza- tion--technique of rolling in damp towel and cutting 233 FROZEN DESSERTS Lecture and Discussion: Both Sections Brief Outline I. Classification A. Those stirred during freezing process--ice, frappe, sherbet, ice cream B. Those frozen without stirring--mousses II. Factors affecting character of product A. Nature of ingredients 1. Finer texture when more solids used to delay and inhibit crystallization 2. As sugar content increases, freezing point lowered B. Rate of crystal formation 1. Frozen slowly if stirred 2. Frozen rapidly if not stirred III. The freezing process A. Absorption of heat by melting ice B. Temperature lowered by salt Major Points pf Emphasis 1. The addition of salt lowers the freezing point. 234 235 The addition of solids decreases the rate of crystalli- zation and produces smaller crystals. A larger proportion of solids is necessary when the product is not stirred While freezing. Agitation results in the formation of smaller crystals than those produced in an unstirred solution. U'l -I-\ LN N I" o LABORATORY--FROZEN DESSERTS Experimental Section Lemon Ice Pineapple Sherbert Philadelphia Ice Cream French Ice Cream Chocolate Ice Cream 236 Control Section The same frozen desserts were made by the group in the control section as were made in the experimental section. There was only slight difference in the procedure followed. It was important to show the differences in the various types of frozen desserts as the amount of solids incorporated differed. MILK.AND EGG COOKERY Lecture and Discussion: Both Sections Brief Outline I. Importance of milk and eggs in diet A. .Amounts needed daily B. Nutrients in milk, milk products and eggs C. Safe and sanitary production II. Processed milks A. Pasteurized B. Homogenized C. Evaporated D. Condensed E. Dried F. Cultured G. Others III. Reactions in milk due to: A. Heating B. Rennin C. Lactic acid bacteria IV. Reactions in eggs due to: A. Aging and storage B. Freezing C. Heating—coagulation 237 VI. 238 V. Functions of eggs in cooking A. Thickening B. Leavening C. Emulsifying D. Binding E. Coating F. Clarifying G. Color and flavor Preparation of milk and egg products A. Hot chocolate or cocoa B. Eggs-~poached, scrambled, omelets, in shell (soft and hard cooked), and other methods C. Custards--soft (or stirred) and baked Major Points 2: Emphasis l. Most proteins are coagulated by heat at a temperature below the boiling point of water. Acid and/or rennin coagulate milk protein (casein). Time, temperature and presence of other ingredients (sugar in custards, for example) affect coagulation. Heating for long periods of time and at higher temperatures causes a toughening and shrinking of protein. Protein forms a network to enclose liquid, as in custards, thus having a thickening effect. LABORATORY I--MILK.AND EGG COOKERY Experimental Section Demonstrations were given by students in preparing: poached egg scrambled egg steamed fried egg souffle Each group then prepared and served a simple break- fast using eggs cooked in a different way from those to which they were usually accustomed. Hot cocoa was also a part of the breakfast. 239 Control Section The same methods of pre- paring eggs were demon- strated by the teacher. This section also prepared a breakfast including eggs and hot chocolate. ADDITIONAL EXPERIENCES OF ADVANCED STUDENTS IN EXPERIMENTAL SECTION Student demonstrations More experienced groups chose omelets and souffles that were more difficult to prepare, whereas in control section groups selected scrambled eggs, poached and fried eggs. 240 LABORATORY II--MILK AND EGG COOKERY Experimental Section Soft Custard Baked Custard Chiffon Custard (a meringue folded into cooled custard) Lemon Upside-Down Pudding Floating Island Chocolate Bread Pudding Cocoanut Custard Pie Pumpkin Pie 241 Control Section Each group prepared soft custard and baked custard. U'l-I-‘Ltllvlr-I ADDITIONAL EXPERIENCES OF ADVANCED STUDENTS IN EXPERIMENTAL SECTION Variety of dishes from basic processes Application as in pies Additional techniques-~meringue, melting chocolate Larger number of ingredients to work with Use of previous learnings in making pastry 242 FATS, OIL, AND PASTRY Lecture and Discussion: Both Sections Brief Outline I. Importance of fats and oils in diet A. B. C. Caloric value--9 calories per gram Saturated vs. unsaturated fats Association with fat soluble vitamins-- A, D, E, K. II. Processing of fats A. B. C. D. E. Rendering lard Churning butter Hydrogenation Use of antioxidants to prevent rancidity Use of emulsifiers to make a more plastic fat III. Comparative shortening power of fats and oils A. B. C. Lard and oil Hydrogenated fats Butter IV. Function of fat in pastry--to separate particles of flour and prevent gluten development V. Methods of preparation of pastry A. Standard--cold water-~tender, flaky product 243 B. Hot water-~tender, crumbly product C. Stir-and-roll, using liquid fat--tender product but not so flaky VI. Factors affecting pastry A. Amount and temperature of liquid--on1y enough to moisten--excess increases amount of gluten developed; cold liquid absorbed less readily B. Manipulation--as little as possible--excess increases development of gluten C. Size of fat particles-~larger, more flaky; smaller, more tender D. Flour-~all-purpose preferable (Starch, protein and gelatin cookery reviewed for cream and chiffon pie preparation) Major Points pf Emphasis (In addition to principles already given relating to flour mixtures, starch, protein and gelatin cookery) l. Fats very in shortening power due to their chemical composition and presence of other substances. 2. The chemical structure of fats determines the tempera- ture at which they melt, solidify, or smoke. 3. The fat content varies in different fats. 4. Fat has a tenderizing effect in pastry by coating flour particles and preventing gluten development. 244 LABORATORY I--PASTRY AND FRUIT PIES Experimental Section l. Pastry--l/4 c. hydrogenated fat to l c. flour 2. Pastry--l/3 c. hydrogenated fat to l c. flour 3. Pastry--l/3 c. lard to l c. flour 4. Hot water pastry--l/4 c. hydrogenated fat to 1 c. flour 5. Stir-and~Roll pastry-- 1/4 0. oil to l c. flour In each group a sample of pastry was baked for purposes of comparison. Remaining pastry was used for individual fruit pies using a prepared filling mix. Demonstration: (by students) mixing, rolling, shaping pie crusts 245 Control Section Each group prepared pastry by the standard method using 1/4 c. hydrogenated fat to l c. flour. .A sample was baked for scoring and the remaining pastry used for individual fruit pies using a prepared filling mix. Demonstration: (by teacher) same as for experimental LABORATORY II--CREAM.AND CHIFFON PIES Experimental Section All groups made pastry using 1/3 c. hydrogenated fat to l c. flour. Individual pies were made as follows: 1. Banana.Cream.Pie 2. Chocolate Cream Pie 3. Butterscotch Cream Pie 4. Lemon Meringue Pie 5. Lemon Chiffon Pie 246 Control Section All groups made pastry using 1/3 c. hydro- genated fat to l c. flour. Individual cream pies were made, the same as in the Experimental Section. ADDITIONAL EXPERIENCES OF ADVANCED STUDENTS IN EXPERIMENTAL SECTION 1. Manipulation more difficult with increased amount of fat 2. Different methods used with those having previous experience 3. Comparison in types of fat and effect on product 4. Comparison in methods Actually little, if any, difference with cream pies. Chiffon pie involved some additional and different processes—-gelatin, folding in egg whites. 247 ..-..p L...‘ SPONGE CAKES Lecture and Discussion: Both Sections Brief Outline I. Classes of sponge cakes A. ‘White or angel food B. Yellow or true sponge II. Differences between sponge and shortened cakes A. Air and some steam responsible for leavening sponge cakes; soda or baking powder in shortened cakes B. No fat in sponge cakes--tenderness dependent upon extent of whipping eggs, mixing procedure, correct proportions of ingredients and proper baking III. Factors affecting foam structure of egg whites A. Character and age of eggs Temperature Salt Acid-~cream of tartar or lemon juice Fat-~from egg yolk or otherwise . Type beater C3 '11 F1 U 0 0 o . Shape of bowl 248 IV. V. 249 Combining ingredients A. Beating egg whites until stiff but not dry B. Folding motion used in combining flour and sugar, or egg yolk-sugar-flour mixture with beaten egg whites Baking A. Pan--ungreased and unlined B. Temperature C. Cooling before removing from pan VI. Characteristics A. Symmetrical in shape . Delicately browned B C. Tender crust, but not sticky D. Texture tender, moist E . Fine uniform grain Major Points pf Emphasis 1. Thin whites and older eggs give larger volume than thick whites. Thick whites and fresher eggs give more stable foam. Eggs at room temperature produce greater volume and finer grain than refrigerated eggs. Salt causes a slight stiffening of the egg white protein but decreases stability of foam. Acid (cream of tartar) aids in producing a more stable foam, prevents shrinkage and acts as a bleaching agent. 250 Fat from the yolk or other sources prevents foam formation. Whipping egg whites until dry reduces elasticity desirable for leavening. LABORATORY--SPONGE CAKES Experimental Section . Sponge Cake Angel Food Syrup Sponge Jelly Roll U1 4‘ U N I“ o . Chiffon Cake (included here rather than with shortened cakes because of its similarity to sponge cakes in prepara- tion and for comparison of texture and tenderness with sponge) Demonstration by students: (at class period following this lesson) Desserts from sponge cakes-- Baked.Alaska, Filled Angel Food Cake, Refrigerator Dessert 251 Control Section Three groups made sponge and two groups made angel food. Same demonstration by teacher ADDITIONAL EXPERIENCES OF ADVANCED STUDENTS IN EXPERIMENTAL SECTION 1. Different processes 2. More procedures involved A. Syrup for syrup sponge B. Rolling jelly roll 252 MEATS , FISH , POULTRY (Two lectures) Lecture and Discussion: Both Sections Brief'Outline I. Importance in diet A. B. Nutrients in meat, fish, poultry Amount needed daily II. Comparison of meat from various animals and different ages of a single animal as to: A. CD 0 O D. E. Color Tenderness Flavor Juiciness Usual cuts from a specific animal III. Factors affecting toughness or tenderness of cuts of meat as purchased Position on the animal-~cuts Types and amount of connective tissue Intermingling of fat-marbling Ripening Age and sex of animal 253 IV. Government grades A. U.S. Prime-~only 1% of all cattle B. U.S. Choice C. U.S. Good D. U.S. Utility V. Government inspection for interstate trade-~signifies that meat produced and prepared for market under safe, sanitary conditions VI. Preparation A. Dry heat methods--for tender cuts B. Moist heat methods--for tougher cuts-- collagen changed to gelatin C. Temperature-~greater shrinkage as temperature increases--3OOo F generally recommended as best D. Thorough cooking of pork necessary to destroy pathogenic organisms E. Tenderizing procedures 1. Pounding 2. Use of proteolytic enzyme preparation 3. Use of acid-~only slightly effective, if at all 4. Use of phosphates--in bouillon 5. Pressure cooking (Howap Buy Meat, a filmstrip in 3 parts produced by Swift and Company, was used at one lecture period.) 254 255 Major Points pf Emphasis l. Pounding or other mechanical means of dividing the protein structure aids in making meat more tender. 2. Acid has little, if any, effect in tenderizing. 3. Proteolytic enzymes aid in making meat more tender by partially hydrolyzing the protein structure. 4. Collagen is changed to gelatin upon the application of moist heat for an extended period of time. 5. As the temperature is increased, shrinkage is also increased in protein cookery. 6. Meat cooked in a pressure cooker will be more tender but less juicy than with the ordinary braising method. h D! N 1" O LABORATORY I-éMEAT--MDIST HEAT COOKERY Experimental Section Braised Steak--water Braised Steak--tomatoes Braised Steak--pounded Braised Steak--pressure cooker Braised Steak-- tenderizer 256 Control Section Braised steak with the same variables as those in the Experimental Section were prepared by the groups in this Section. There was no difference between activities for the two sections because of the particular objective of the lesson: to ascertain the effect of various treatment on the tenderness of meat. LABORATORY II-éMEAT AND POULTRY--DRY HEAT METHODS Experimental Group Control Group 1. Pan-Broiled Veal Round The same meats were pre- Steak pared but without the Brown-and-Serve Rolls accompanying foods. 2. Broiled Ham Slice with Broiled Sweet Potatoes and Broiled Pineapple 3. Breaded Pork Chops with Sauteed Apple Rings 4. Fried Chicken Rice and Cream Gravy 5. Broiled T-Bone Steak Garnished with Vegetables Demonstrations: by students Demonstration: by teacher 1. Roast and use of meat Same as for other group thermometer 2. Cutting a chicken 257 LABORATORY III-~SEAFOOD Experimental Section Broiled Flounder Slaw Fried Fish Tartar Sauce Deviled Crabs Salmon Souffle/ Garlic Bread Stuffed Shrimp 258 Control Section This section also prepared the seafood dishes listed for the experimental sec- tion. This lesson was included to meet the needs and interests of the Students in the specific area where approximately eighty per cent of the population is Catholic and seafood dishes are important for'Friday and Lenten meals. ADDITIONAL EXPERIENCES OF ADVANCED STUDENTS IN EXPERIMENTAL SECTION Experiences for all groups in both sections were closely similar. 259 N ERS "'ill'riiluijtiifitllflwmifliiifliml“