1.
State what is meant by a foodborne pathogen. [1]
JD SCIENCE
Microbiology in the food and drink industry
Answer all questions. Show working. Answers are in a separate file on the Worksheets page — do not look at them until you have finished.
2.
State what is meant by a spoilage organism. [1]
3.
State what is meant by the danger zone. [1]
4.
State what is meant by water activity. [1]
5.
State what is meant by pH and food. [1]
6.
State what is meant by cross-contamination. [1]
7.
State what is meant by a colony count. [1]
8.
State what is meant by hygiene swabbing. [1]
9.
State what is meant by shelf-life. [1]
10.
State what is meant by pasteurisation. [1]
11.
Pat is asked about a foodborne pathogen in a Pearson Food Sciences paper.
(a) Describe a foodborne pathogen. [2]
(b) Explain why a foodborne pathogen is important in this topic. [3]
12.
Pat is asked about a spoilage organism in a Pearson Food Sciences paper.
(a) Describe a spoilage organism. [2]
(b) Explain why a spoilage organism is important in this topic. [3]
13.
Pat is asked about the danger zone in a Pearson Food Sciences paper.
(a) Describe the danger zone. [2]
(b) Explain why the danger zone is important in this topic. [3]
14.
Pat is asked about water activity in a Pearson Food Sciences paper.
(a) Describe water activity. [2]
(b) Explain why water activity is important in this topic. [3]
15.
Pat is asked about pH and food in a Pearson Food Sciences paper.
(a) Describe pH and food. [2]
(b) Explain why pH and food is important in this topic. [3]
16.
Pat is asked about cross-contamination in a Pearson Food Sciences paper.
(a) Describe cross-contamination. [2]
(b) Explain why cross-contamination is important in this topic. [3]
17.
45 colonies from 1 cm³ of a 10⁻³ dilution. cfu/cm³? [3]
18.
A 25 g sample in 225 cm³ diluent. First dilution factor? [3]
19.
Danger zone width from 5 to 63 °C [3]
20.
Fridge 4 °C vs room 20 °C. Difference? [3]
21.
Swabs: 2 of 20 fail. Percentage fail? [3]
22.
Generation time 20 min. Generations in 2 h? [3]
23.
Pat carries out a T-Level occupational task on food microbiology. This is a typical Pearson required-practical style question.
(a) Identify the independent variable and the dependent variable. [2]
(b) State one control variable and explain why it must be controlled. [2]
(c) Suggest one improvement or source of error and how it affects the result. [2]
24.
Pat carries out writing or following an SOP for food microbiology. This is a typical Pearson required-practical style question.
(a) Identify the independent variable and the dependent variable. [2]
(b) State one control variable and explain why it must be controlled. [2]
(c) Suggest one improvement or source of error and how it affects the result. [2]
25.
Pat carries out a COSHH / risk-assessment review for food microbiology. This is a typical Pearson required-practical style question.
(a) Identify the independent variable and the dependent variable. [2]
(b) State one control variable and explain why it must be controlled. [2]
(c) Suggest one improvement or source of error and how it affects the result. [2]
26.
Pat carries out data review in a LIMS or quality log for food microbiology. This is a typical Pearson required-practical style question.
(a) Identify the independent variable and the dependent variable. [2]
(b) State one control variable and explain why it must be controlled. [2]
(c) Suggest one improvement or source of error and how it affects the result. [2]
27.
Compare a foodborne pathogen with water activity. [4]
28.
Compare a spoilage organism with pH and food. [4]
29.
Compare the danger zone with cross-contamination. [4]
30.
Compare water activity with a colony count. [4]
31.
Apply your knowledge of a colony count to this situation: serial dilution and plates [3]
32.
Apply your knowledge of hygiene swabbing to this situation: pass/fail limits in the SOP [3]