ࡱ> a RPbjbj <hGbhGbG:TTTTThhh8 hm"=m?m?m?m?m?m?m$no$rcmTcmTTxm???^TT=m?=m??feplka?RgD)mm0m=hr=rlrTlL?cmcmvmrV : Food Technology Good or Bad? Key Stage 3 Duration: 2 to 3 cycles (4 to 6 periods) Key Features In this learning activity, students will be able to: recognize that a variety of technologies are applied in the production of food. be aware of the impacts of food technology on health, lifestyle, economic and environmental issues. make informed decisions when choosing and handling food. Task Definition Students are divided into groups of 4 to 5 to investigate different types of technologies applied in the production of food. They have to present their findings and introduce the underlying principles of applying technology in the production of food. Integrated Dimensions of Technology Technology and Society Safety and Health Information Processing & Presentation Materials and Structure materials and resources Operations and Manufacturing tools and equipment Technology and Living food and nutrition, food preparation and processing, home management and technology Intended Learning Objectives KnowledgeProcessImpactStudents will be able to: identify the types of technologies applied in preparing and processing home made and commercially made food understand that food preparation and processing may affect the nutritive value of food recognize the reasons for preserving food understand the functions of different packaging materials for food productsStudents will be able to: find out the differences in nutritive value among food products prepared and processed by applying different technology list out the ingredients of a food product and identify those ingredients made by the application of technology, e.g. additives explore the use of packaging materials in food production by examining a variety of food products organize and present the findings concerning the use of technology in food productionStudents will be able to: consider the technologies applied when choosing food product select appropriate ways to prepare, process and store food in retaining its nutritive value and keeping it safe to eat Lesson Sequence Teacher discusses the meaning of Food Technology and the reasons of applying technologies in food production with the students. Students are divided into groups of 4 to 5 to conduct their investigation. Using food samples examining food packaging Materials Needed: A variety of commercially made food products with different packaging materials. Students Activities: Students examine the food products and find out the reasons for using such a package to a particular food product. Students compare the cost, resources needed and the opportunity for recycling of these packaging materials. Suggest other possible packaging materials for these food products. Record the findings and complete the worksheet. Using Food Composition Tables and food samples comparing fresh and processed food Materials Needed: Two to three foods that could be found fresh and processed in the local market. For example: Chinese / Button mushroom (fresh, dried, canned), fruits and vegetables (fresh, frozen, dried, canned, pickled, salted), fish (fresh, salted, canned), etc. Food Composition Tables or websites that provide Food Composition Tables Students Activities: Compare the nutritive value, colour, texture and flavour of the food samples. Record the findings and complete the worksheet. Using Food Composition Tables, food samples and recipes comparing commercially made and home made food products Materials Needed: One to two commercially made food products that have a Nutrition Facts Table in the Food label Recipes for making the above food products Food Composition Tables or websites that provide Food Composition Tables Students Activities Students use the Food Composition Tables and the recipes to calculate the nutritive value of the food products. Compare the findings with the Nutrition Facts Table of the commercially made product. Record the findings and complete the worksheet. Experiment (1) Comparing impacts of using different packaging materials on the condition of food Materials Needed: Potato Chips or Cornflakes Large Container Ruler Weight Different types of packaging materials Students Activities: Students conduct the experiment by following the instructions in the worksheet. Record the findings and complete the worksheet. Experiment (2) Testing Vitamin C content Materials Needed: Green leafy vegetables DCPIP solution (could be obtained from Science Laboratory) Dropper Test Tubes Saucepans Chopping Board Bowls Knives Students Activities: Students conduct the experiment by following the instructions in the worksheet. Record the findings and complete the worksheet. Activities could be carried out in the following ways: choose one test for the whole class, each group uses one set of ingredients/food product select one to two tests for the whole class or each group one group responsible for one test After carrying out the test(s), students have to present their findings and give suggestions on the choice of food products and proper ways to handle food. Teacher highlights the principles of applying technologies in food production and the impact of these principles on health. Teacher has to point out the economic and environmental issues concerning food production. (F) Evaluation Possible assessment activities and related assessors are suggested below: Learning ExpectationAssessmentAssessorCooperate with team members in completing the taskTeacher observation Self reflection Peer evaluationTeacher StudentsCommunicate and present ideas effectivelyOral presentationTeacherAnalyse and present the collected data Oral presentation Worksheet / ReportTeacher Students Activity 1: Comparing a commercially made food product and a homemade food product Food Product: _________________________________________________________________________ Task: Estimate the cost of the Home Made Food Product. Find out the information from the package of the commercially made food product and the recipe of homemade food product provided. Copy the list of ingredients and nutritive information of the commercially made food product from the Nutritional Fact label. Calculate the nutritive value of the home made food product by using the food tables. Fill in the table below and answer the following question. Commercially Made Food ProductHome Made Food ProductCostIngredients used Nutritive Value (per 100g)- calorie- protein content- fat content- vitamins supplied- minerals supplied- dietary fibre- waterWhich one would you prefer? Explain why. _____________________________________________________________________________________ Food Technology Good or Bad Teachers Notes Activity 1 Comparing sample food products and recipes Comparing recipes with food table Suggested Sample Food Products Cream Soup Ice Cream Cakes and Biscuits Cheesecake Jam Coffee Fruit Juice Soya Milk Potato Chips Peanuts Baked Beans Mango Pudding Instant Cereal Mix Activity 2 Suggested Food Products Yam fresh, fried, preserved with syrup Potato fresh, frozen, fried, powdered Taro - fresh, frozen Peanuts fresh, powder, preserved, fried, peanut butter Mandarin Orange fresh, canned Grapefruit, Apple, Orange fresh, fruit juice Mango fresh, fruit juice, dried Grapes fresh, fruit juice, dried, jam Pear fresh, canned Peach fresh, fruit juice, canned LyChee fresh, frozen, canned Pineapple fresh, fruit juice, preserved, canned Figs fresh, dried Apricot fresh, dried Dates fresh, dried, preserved Carrot fresh, frozen Turnip fresh, preserved, dried Bamboo shoot fresh, canned, frozen Cabbage fresh, frozen, dried Spinach, cauliflower, broccoli, fresh, frozen Button Mushroom fresh, frozen, canned Peas and Beans fresh, dried, frozen, canned Pork fresh, preserved Fish fresh, frozen, salted Chinese / Shiitake Mushroom fresh, dried Straw Mushroom fresh, canned Activity 2: Comparing Fresh Ingredients and Processed Ingredients Food to be examined: ___________________________________________________________________ Tasks: Find out the available forms of this ingredient. Compare their nutritive values with the fresh ingredient. Select one form that has a great difference in nutritive value when comparing with the fresh one and complete the following table. Answer the following questions. Form of the ingredientNutritive valueColourTextureFlavour(1) Fresh (2) Processed  Which one has a higher nutritive value? Explain why. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ State the technology used in producing the processed ingredient. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Which form of this ingredient would you prefer? Explain why. __________________________________________________________________________________________________________________________________________________________________________ Activity 3: Testing Vitamin C Content Group One Materials Needed: green leafy vegetables 1 dropper 1 small saucepan chopping board DCPIP solution 2 test tubes bowls and plates knives and spoons Task: Prepare sample A and B according to the following instructions. Sample A: Place 20g of chopped vegetables in a bowl. Add 30ml of water and put aside. Sample B: Place 20g of chopped vegetables in a saucepan. Add 30ml of water and cook for 10 mins. Cool down the cooking water. Place 10 drops of the DCPIP solution in each test tube. Test for ascorbic acid by adding the prepared samples, drop by drop. Shake vigorously after each drop. Record the number of drops of test solution needed to turn the DCPIP solution colourless. Fill in the following table and make a conclusion. Number of Drops of Prepared SampleSample ASample B Conclusion: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Activity 3: Testing Vitamin C Content Group Two Materials Needed: green leafy vegetables 1 dropper 1 small saucepan chopping board DCPIP solution 2 test tubes bowls and plates knives and spoons Task: Prepare sample A and B according to the following instructions. Sample A: Place 20g of chopped vegetables in a saucepan. Add 30ml of water and cook for 10 mins. Cool down the cooking water. Sample B: Place 20g of chopped vegetables in a bowl. Add 30ml of water and microwave for 3 mins. Cool down the cooking water. Place 10 drops of the DCPIP solution in each test tube. Test for ascorbic acid by adding the prepared samples, drop by drop. Shake vigorously after each drop. Record the number of drops of test solution needed to turn the DCPIP solution colourless. Fill in the following table and make a conclusion. Number of Drops of Prepared SampleSample ASample B Conclusion: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Activity 3: Testing Vitamin C Content Group Three Materials Needed: green leafy vegetables 1 dropper 2 small saucepans chopping board DCPIP solution 2 test tubes bowls and plates knives and spoons Task: Prepare sample A and B according to the following instructions. Sample A: Place 20g of chopped vegetables in a bowl. Add 50ml of water and put aside for 5 mins. Drain vegetables. Put the drained vegetables and 30ml of water into a saucepan. Cook for 5 mins. Cool down the cooking water Sample B: Place 20g of chopped vegetables in a saucepan. Add 30ml of water and cook for 5 mins. Cool down cooking water. Place 10 drops of the DCPIP solution in each test tube. Test for ascorbic acid by adding the prepared samples, drop by drop. Shake vigorously after each drop. Record the number of drops of test solution needed to turn the DCPIP solution colourless. Fill in the following table and make a conclusion. Number of Drops of Prepared SampleSample ASample B Conclusion: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Activity 3: Testing Vitamin C Content Group Four Materials Needed: green leafy vegetables 1 dropper 2 small saucepans chopping board DCPIP solution 2 test tubes bowls and plates knives and spoons Task: Prepare sample A and B according to the following instructions. Sample A: Place 20g of chopped vegetables in a saucepan. Add 30ml of water and cook for 5 mins. Cool down the cooking water. Sample B: Place 30ml of water in a saucepan and bring to the boil. Add 20g of chopped vegetables in a saucepan. Cook for 5 mins. Cool down the cooking water. Place 10 drops of the DCPIP solution in each test tube. Test for ascorbic acid by adding the prepared samples, drop by drop. Shake vigorously after each drop. Record the number of drops of test solution needed to turn the DCPIP solution colourless. Fill in the following table and make a conclusion. Number of Drops of Prepared SampleSample ASample B Conclusion: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Activity 3: Testing Vitamin C Content Group Five Materials Needed: green leafy vegetables 1 dropper 2 small saucepans chopping board DCPIP solution 2 test tubes bowls and plates knives and spoons Task: Prepare sample A and B according to the following instructions. Sample A: Place 20g of chopped vegetables in a saucepan. Add 30ml of water and cook for 5 mins. Cool down the cooking water. Sample B: Place 20g of vegetables (as a whole) in a saucepan. Add 30ml of water and cook for 5 mins. Cool down the cooking water. Place 10 drops of the DCPIP solution in each test tube. Test for ascorbic acid by adding the prepared samples, drop by drop. Shake vigorously after each drop. Record the number of drops of test solution needed to turn the DCPIP solution colourless. Fill in the following table and make a conclusion. Number of Drops of Prepared SampleSample ASample B Conclusion: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Activity 4: Compare the impacts of using different packaging materials on the condition of food Materials Needed: Potato chips or cornflakes Large Container Ruler Weight Wrapping Materials: Small polythene bags Cellophane Wax Paper Cling Wrap Aluminum Foil Greaseproof paper Kitchen Paper Task: Place the weight at the zero end of the ruler. Put a piece of potato chip or cornflakes under the other end of the ruler. Slowly slide the weight along the ruler towards the potato chip or cornflakes until the potato chip or cornflakes break. Record the number of the point at which the food breaks. Test four more pieces of potato chips or cornflakes from the same sample. Find the average score. This is the crispness number. The lower the number, the crisper the sample. Select 3 types of wrappings and make them into bags. Put five pieces of potato chips or cornflakes from the same sample in each different wrapping. Seal the bags. Put a small bowl of water in a large container. Put the bags into the container and store overnight. Remove the packets and test the five pieces of potato chips or cornflakes in each bag for crispness. Fill in the table below and answer the following questions. WrappingsBefore Test (crispness number)After Test (crispness number) Which wrapping keeps the crispness well? _____________________________________________________________________________________ Why should we keep food products fresh? __________________________________________________________________________________________________________________________________________________________________________ Activity 5: Discover Packaging Materials The food product to be examined: _________________________________________________________ Task: Examine the packaging material(s) used for this food product. Give reasons of using this packaging material(s) for this food product. Suggest 2 other suitable packaging materials for this food product. Compare your suggested packaging materials with the original packaging material(s). Original Packing MaterialSuggested Packing Material (1)Suggested Packing Material (2)Type Reasons of using Cost ($)Resources needed Opportunity for recycling      (Teachers Sharing) PAGE  PAGE 7 '|(?AC/"0"## 'OOOOOOOOOOOOOPPPPP PPPPPPPPztztpztzeztph{0JmHnHuh^, h^,0Jjh^,0JUhTh}Rh0yOJQJ^Jh:3jh:3Uh{OJQJ^JmH sH  h}RhRXOJQJ^JmH sH  h}Rh{OJQJ^JmH sH  h}Rh0yOJQJ^JmH sH h}Rh^,OJQJ^J h}Rh^,OJQJ^JmH sH & ,UVcL  8 k $ & F a$$^a$$a$$ & F a$$`a$$ & Fa$$a$    )  b | ul____l & F $Ifgdm^ $Ifgdm^kd$$IfF@ '\ $ 06    4 a $$Ifa$ | t,F[V$a$kd$$IfF@ '\ $ 06    4 a & F$Ifgdm^ $Ifgdm^ & F $Ifgdm^  j_'93| $^`a$ & F$ & Fa$$U^Ua$$ & Fa$$ & Fa$$ & Fa$g|BrF\0ks~$U^Ua$ $^`a$$ & Fa$$ & Fa$$^a$$ & Fa$ :;r( ! $$Ifa$$^a$ & F$ & Fa$$ & Fa$$a$$ & Fa$$^a$$ & Fa$!"Uiy~tttttt & F$Ifkd8$$IfFdX ' 06    4 a~ttt & F$Ifkd$$IfFdX ' 06    4 a-5>~ttttt & F$Ifkdz$$IfFdX ' 06    4 a>?@C'~ujbZZZOO $ & Fa$gdRX$a$gdRX$a$gdx+ $da$gd{$^a$kd$$IfFdX ' 06    4 a )  Mkd$$IfFp4'06    4 ayt}R$dh$Ifa$gd}R dh$Ifgd}R$a$gdRX $ & Fa$gdRX ! !!!!!!`kdP$$IfFp4'06    4 ayt}R dh$Ifgd}R$dh$Ifa$gd}R !!.!/!0!{l`` dh$Ifgd}R$dh$Ifa$gd}Rkd$$IfFp4'06    4 ayt}R0!1!;!!P!Q!R!{l`` dh$Ifgd}R$dh$Ifa$gd}Rkd$$IfFp4'06    4 ayt}RR!S!a!b!c!{l`` dh$Ifgd}R$dh$Ifa$gd}Rkd$$IfFp4'06    4 ayt}Rc!d!x!y!z!{l`` dh$Ifgd}R$dh$Ifa$gd}RkdR$$IfFp4'06    4 ayt}Rz!{!!!!{l`` dh$Ifgd}R$dh$Ifa$gd}Rkd$$IfFp4'06    4 ayt}R!!!!!{l`` dh$Ifgd}R$dh$Ifa$gd}Rkd$$IfFp4'06    4 ayt}R!!!!!{l`` dh$Ifgd}R$dh$Ifa$gd}Rkd $$IfFp4'06    4 ayt}R!!!/"P"`"k""""{vncc[PP[ & Fdgd{dgd{ $da$gd{dhgdRXgdRXkd $$IfFp4'06    4 ayt}R """"# ###"#,#9#A#M#[#n#o#z#####1$Q$$$$$ & Fdgd{ & Fdgd{dgd{$%!%S%g%~%%%%%&J&r&&&&''c'd'''''0((( & FgdRXgdRX$a$gd{ & Fdgd{(((() )) $$Ifa$gd}R $Ifgd}RgdRX))))) )!)")#)UIIIIIII dh$Ifgd}RkdT $$Ifr\8"(00(64 ayt}R#)$)2)3)4)5)6)7)8)UIIIIIII dh$Ifgd}Rkd $$Ifr\8"(00(64 ayt}R8)9):)o)o*p**+UPPHCHHgd6fOdhgdRXgdRXkd $$Ifr\8"(00(64 ayt}R+++,,,,,#-g-h-n---.f....#/}// $^a$gdRX$`^``a$gdRX $ & Fa$gdRX$a$gdRX$a$gdRXdhgdRXgdRX////////n_P$dh$Ifa$gd}R$dh$Ifa$gd}Rqkd@ $$If0\  H064 ayt}R $$Ifa$gd}R $$Ifa$gd}R$a$gdRX////p$dh$Ifa$gd}R$dh$Ifa$gd}Rqkd $$If0\  H064 ayt}R/////11111.2r2s2y2{ss$a$gdRX $dha$gdRX$a$gdRXqkdr $$If0\  H064 ayt}R y2223833333Y444444 5 $$Ifa$gd}R $$Ifa$gd}R$^`a$gdRX$`^``a$gdRX$a$gdRX $ & Fa$gdRX 5 555p$dh$Ifa$gd}R$dh$Ifa$gd}Rqkd $$If0\  H064 ayt}R55!5"5p$dh$Ifa$gd}R$dh$Ifa$gd}Rqkd$$If0\  H064 ayt}R"5#5$5%5156777"7h777{ssngdRX$a$gdRX $dha$gdRX$a$gdRXqkd=$$If0\  H064 ayt}R 7777U88859Q9R999K:~::::: $$Ifa$gd}R $$Ifa$gd}R ^`gdRXgdRX $ & Fa$gdRX$a$gdRX::::p$dh$Ifa$gd}R$dh$Ifa$gd}Rqkd$$If0\  H064 ayt}R::::p$dh$Ifa$gd}R$dh$Ifa$gd}Rqkdo$$If0\  H064 ayt}R:::::s<u<<<<<=D=E=yyqqqq$a$gdRX$a$gdRXdhgdRXgdRXqkd$$If0\  H064 ayt}R E=K==== >>>>J??????? $$Ifa$gd}R $$Ifa$gd}R `^``gdRXgdRX $ & Fa$gdRX$a$gdRX??@@p$dh$Ifa$gd}R$dh$Ifa$gd}Rqkd$$If0\  H064 ayt}R@ @@@p$dh$Ifa$gd}R$dh$Ifa$gd}Rqkd:$$If0\  H064 ayt}R@@@@"@AAABBBYBBByyqqqq$a$gdRX$a$gdRXdhgdRXgdRXqkd$$If0\  H064 ayt}R BBBBECcCCCDDDEEEE8E $$Ifa$gd}R $$Ifa$gd}RgdRX `^``gdRX$`^``a$gdRX $ & Fa$gdRX$a$gdRX8E9EBECEp$dh$Ifa$gd}R$dh$Ifa$gd}Rqkdl$$If0\  H064 ayt}RCEDEMENEp$dh$Ifa$gd}R$dh$Ifa$gd}Rqkd$$If0\  H064 ayt}RNEOEPEQE]EGhGiG{GGGGH6Hyqqqqqqq$a$gdRX$a$gdRXdhgdRXgdRXqkd$$If0\  H064 ayt}R 6H7H=HH0IIJJ!KKKKK L $$Ifa$gd}R $ & Fa$gdRX$a$gdRX L L L L L{lll$dh$Ifa$gd}Rkd7$$IfF@ '\ \ \ 06    4 ayt}R LLLLL{lll$dh$Ifa$gd}Rkd$$IfF@ '\ \ \ 06    4 ayt}RLLLLL{lll$dh$Ifa$gd}RkdC$$IfF@ '\ \ \ 06    4 ayt}RLLL@LLLiMMMMMM{ppppphccccgdRX$a$gdRX $dha$gdRXkd$$IfF@ '\ \ \ 06    4 ayt}R M4N|NNOOO0OOOnO $$Ifa$gd}R $$Ifa$gd}RgdRX & FgdRX nOoOtOuOvOwOxOhYYMMM dh$Ifgd}R$dh$Ifa$gd}RkdO$$If\T(p@ @ @ 00(64 ayt}RxOyOOOOOOOOhYMMMMMM dh$Ifgd}R$dh$Ifa$gd}Rkd$$If\T(p@ @ @ 00(64 ayt}ROOOOOOOOO\M$dh$Ifa$gd}Rkd$$If\T(p@ @ @ 00(64 ayt}R dh$Ifgd}ROOOOOOOOhYMMMMM dh$Ifgd}R$dh$Ifa$gd}Rkd$$If\T(p@ @ @ 00(64 ayt}ROOOOOOOOhYMMMMM dh$Ifgd}R$dh$Ifa$gd}Rkd$$If\T(p@ @ @ 00(64 ayt}ROOOOOOOOOOOhcZXXXXXXX$^a$gdRXkdQ$$If\T(p@ @ @ 00(64 ayt}R OOOOPPPPPPPP$^a$h]h&`#$$a$gd0y :&P 1h2P:p0y. A!S"S#n$n%77 $$If!vh#v\ #v#v$ :V 065\ 55$ 44 $$If!vh#v\ #v#v$ :V 065\ 55$ 44 $$If!vh#v#v #v:V 0655 544 a$$If!vh#v#v #v:V 0655 544 a$$If!vh#v#v #v:V 0655 544 a$$If!vh#v#v #v:V 0655 544 a$$If!vh#v#v:V 065544 yt}R$$If!vh#v#v:V 06,5544 yt}R$$If!vh#v#v:V 06,5544 yt}R$$If!vh#v#v:V 06,5544 yt}R$$If!vh#v#v:V 06,5544 yt}R$$If!vh#v#v:V 06,5544 yt}R$$If!vh#v#v:V 06,5544 yt}R$$If!vh#v#v:V 06,5544 yt}R$$If!vh#v#v:V 06,5544 yt}R$$If!vh#v#v:V 06,5544 yt}R$$If!vh#v#v:V 06,5544 yt}R$$If!vh#v#v#v:V 00(6,55544 yt}R$$If!vh#v#v#v:V 00(655544 yt}R$$If!vh#v#v#v:V 00(655544 yt}R$$If!vh#v #vH:V 065 5H44 ayt}R$$If!vh#v #vH:V 065 5H44 ayt}R$$If!vh#v #vH:V 065 5H44 ayt}R$$If!vh#v #vH:V 065 5H44 ayt}R$$If!vh#v #vH:V 065 5H44 ayt}R$$If!vh#v #vH:V 065 5H44 ayt}R$$If!vh#v #vH:V 065 5H44 ayt}R$$If!vh#v #vH:V 065 5H44 ayt}R$$If!vh#v #vH:V 065 5H44 ayt}R$$If!vh#v #vH:V 065 5H44 ayt}R$$If!vh#v #vH:V 065 5H44 ayt}R$$If!vh#v #vH:V 065 5H44 ayt}R$$If!vh#v #vH:V 065 5H44 ayt}R$$If!vh#v #vH:V 065 5H44 ayt}R$$If!vh#v #vH:V 065 5H44 ayt}R$$If!vh#v\ :V 065\ 44 yt}R$$If!vh#v\ :V 065\ 44 yt}R$$If!vh#v\ :V 065\ 44 yt}R$$If!vh#v\ :V 065\ 44 yt}R$$If!vh#vp#v@ :V 00(6,5p5@ 44 yt}R$$If!vh#vp#v@ :V 00(6,5p5@ 44 yt}R$$If!vh#vp#v@ :V 00(6,5p5@ 44 yt}R$$If!vh#vp#v@ :V 00(6,5p5@ 44 yt}R$$If!vh#vp#v@ :V 00(6,5p5@ 44 yt}R$$If!vh#vp#v@ :V 00(6,5p5@ 44 yt}Rs02&6FVfv2(&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@PJ_HmH nHsH tHD`D gQe1$ CJKH_HaJmH nHsH tH$A`$ -k=W[WFi@F h\ 9r G$CJaJ)@! xFR@2F ,ge.~c 2$^`a$mH sH >S@B> ,ge.~c 3$^a$mH sH ./Q. 0y0 W[CQ KHmH sH N^bN 0ygQe (Web)dd1$[$\$KHPJmH sH PK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭Vhh)1 GHgq]R%kXѹw{uH:}VDp[>UrؘӖ{m/4\ e1n ݳg>4!1A-7bS, #~p &,dZ'FX)jub˓ aٟ}ٓ?^{f9GDr`D ;/K_&-!%\".B-?xtdFTl/ 5g2'<߫s @&WzܟVr}fgX Z|wjk۾xJ{~?(xJ3 kz^BJ tɯUjsȄVxJ|jȫKN1aVkɒ>$"AbG,fxFPd/!E2 f(fKRT#f-y1$8|hWW=yw{zӻ+<˟߿xz{X*G"Eǰܽb;UK8$LU rPI=C,$ EC_jP˳&6[- Q '! :k~ j_F:n-wo4w\@v5jFVW+IfU*mnl+O#W:/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!ijtheme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] H !,999<P) | !> !0!=!R!c!z!!!!"$()#)8)+///y2 55"57:::E=?@@B8ECENE6H L LLLMnOxOOOOOOP*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcde!(,35<!!T8@0(  B S  ?ABGGGGGGGGGHH1PGGGGGGGGGHH' 9 sy@C0Pk1P!S  :!$$h%n%'#'')s*y*7,Y, -"///81R11124E5K566(7J77:::;;c<<9=?7@=@BBCDEEGGGGGGGGGGGGHHqq?GGGGGGGGGGGGGHHPO 2Xg_ ʹ(d PN TU!tN #FOJ%RG!"- TO.(g,qf;M<08N2>^/CRDL=g(SJ<<*U!vV 'V2Wi\t(a`T[4b"LdYrcfxpChKdF#/bd4GdnaAAh p3nVlv1;ilj<9Fy$>~>y:^`:CJOJQJo(l ^` .  ^` OJQJo(u  ^` OJQJo(l `  ` ^` ` OJQJo(n @  @ ^@ ` OJQJo(u    ^ ` OJQJo(l  ^` OJQJo(n  ^` OJQJo(u ^` o(. ^` 0 ^` . ^` .`  ` ^` ` 0@  @ ^@ ` .   ^ ` . ^` 0 ^` . ^` o(. ^` 0 ^` . ^` .`  ` ^` ` 0@  @ ^@ ` .   ^ ` . ^` 0 ^` .:^`:CJOJQJo(l  ^` OJQJo(n  ^` OJQJo(u  ^` OJQJo(l `  ` ^` ` OJQJo(n @  @ ^@ ` OJQJo(u    ^ ` OJQJo(l  ^` OJQJo(n  ^` OJQJo(u:^`:CJOJQJo(l  ^` OJQJo(n  ^` OJQJo(u  ^` OJQJo(l `  ` ^` ` OJQJo(n @  @ ^@ ` OJQJo(u    ^ ` OJQJo(l  ^` OJQJo(n  ^` OJQJo(u ^` o(. ^` 0 ^` . ^` .`  ` ^` ` 0@  @ ^@ ` .   ^ ` . ^` 0 ^` . ^` o(. ^` 0 ^` . ^` .`  ` ^` ` 0@  @ ^@ ` .   ^ ` . ^` 0 ^` . ^` o(. ^` 0 ^` . ^` .`  ` ^` ` 0@  @ ^@ ` .   ^ ` . ^` 0 ^` .hh^h`OJPJQJ^Jo(-  ^` OJQJo(n  ^` OJQJo(u  ^` OJQJo(l `  ` ^` ` OJQJo(n @  @ ^@ ` OJQJo(u    ^ ` OJQJo(l  ^` OJQJo(n  ^` OJQJo(u ^` o(. ^` 0 ^` . ^` .`  ` ^` ` 0@  @ ^@ ` .   ^ ` . ^` 0 ^` .hh^h`OJPJQJ^Jo(-  ^` OJQJo(n  ^` OJQJo(u  ^` OJQJo(l `  ` ^` ` OJQJo(n @  @ ^@ ` OJQJo(u    ^ ` OJQJo(l  ^` OJQJo(n  ^` OJQJo(u ^` o(. ^` 0 ^` . ^` .`  ` ^` ` 0@  @ ^@ ` .   ^ ` . ^` 0 ^` .p0p^p`0o(()`  ` ^` ` 0@  @ ^@ ` .   ^ ` . ^` 0 ^` . ^` . ^` 0 ^` .p0p^p`0o(()^`OJPJQJ^Jo(-@  @ ^@ ` .   ^ ` . ^` 0 ^` . ^` . ^` 0 ^` . ^` o(. ^` 0 ^` . ^` .`  ` ^` ` 0@  @ ^@ ` .   ^ ` . ^` 0 ^` . ^` o(. ^` 0 ^` . ^` .`  ` ^` ` 0@  @ ^@ ` .   ^ ` . ^` 0 ^` .hh^h`OJPJQJ^Jo(-  ^` OJQJo(n  ^` OJQJo(u  ^` OJQJo(l `  ` ^` ` OJQJo(n @  @ ^@ ` OJQJo(u    ^ ` OJQJo(l  ^` OJQJo(n  ^` OJQJo(u ^` o(. ^` 0 ^` . ^` .`  ` ^` ` 0@  @ ^@ ` .   ^ ` . ^` 0 ^` .:^`:CJOJQJo(l  ^` OJQJo(n  ^` OJQJo(u  ^` OJQJo(l `  ` ^` ` OJQJo(n @  @ ^@ ` OJQJo(u    ^ ` OJQJo(l  ^` OJQJo(n  ^` OJQJo(u:^`:CJOJQJo(l  ^` OJQJo(n  ^` OJQJo(u  ^` OJQJo(l `  ` ^` ` OJQJo(n @  @ ^@ ` OJQJo(u    ^ ` OJQJo(l  ^` OJQJo(n  ^` OJQJo(u((^(`OJPJQJ^Jo(-  ^` OJQJo(n `  ` ^` ` OJQJo(u @  @ ^@ ` OJQJo(l    ^ ` OJQJo(n  ^` OJQJo(u  ^` OJQJo(l  ^` OJQJo(n  ^` OJQJo(uhh^h`OJPJQJ^Jo(-  ^` OJQJo(n  ^` OJQJo(u  ^` OJQJo(l `  ` ^` ` OJQJo(n @  @ ^@ ` OJQJo(u    ^ ` OJQJo(l  ^` OJQJo(n  ^` OJQJo(u ^` o(. ^` 0 ^` . ^` .`  ` ^` ` 0@  @ ^@ ` .   ^ ` . ^` 0 ^` .:^`:CJOJQJo(l  ^` OJQJo(n  ^` OJQJo(u `  ` ^` ` OJQJo(l @  @ ^@ ` OJQJo(n    ^ ` OJQJo(u  ^` OJQJo(l  ^` OJQJo(n  ^` OJQJo(u:^`:CJOJQJo(l  ^` OJQJo(n `  ` ^` ` OJQJo(u @  @ ^@ ` OJQJo(l    ^ ` OJQJo(n  ^` OJQJo(u  ^` OJQJo(l  ^` OJQJo(n  ^` OJQJo(u ^` o(. ^` 0 ^` . ^` .`  ` ^` ` 0@  @ ^@ ` .   ^ ` . ^` 0 ^` .:^`:CJOJQJo(l  ^` OJQJo(n  ^` OJQJo(u  ^` OJQJo(l `  ` ^` ` OJQJo(n @  @ ^@ ` OJQJo(u    ^ ` OJQJo(l  ^` OJQJo(n  ^` OJQJo(u ^` o(() ^` o(.UkU^U`ko(.p0p^p`0o(()`  ` ^` ` 0@  @ ^@ ` .   ^ ` . ^` 0 ^` .:^`:CJOJQJo(l  ^` OJQJo(n  ^` OJQJo(u  ^` OJQJo(l `  ` ^` ` OJQJo(n @  @ ^@ ` OJQJo(u    ^ ` OJQJo(l  ^` OJQJo(n  ^` OJQJo(u:^`:CJOJQJo(l  ^` OJQJo(n  ^` OJQJo(u `  ` ^` ` OJQJo(l @  @ ^@ ` OJQJo(n    ^ ` OJQJo(u  ^` OJQJo(l  ^` OJQJo(n  ^` OJQJo(uhh^h`OJPJQJ^Jo(-  ^` OJQJo(n  ^` OJQJo(u  ^` OJQJo(l `  ` ^` ` OJQJo(n @  @ ^@ ` OJQJo(u    ^ ` OJQJo(l  ^` OJQJo(n  ^` OJQJo(u3nVl!"-[4b>~*Ui\2>^/Ct(a<9FyhKd'VAAhN 1;ilbd=g(STO.dYrcqf;!vV #g_ OJ%U!RGdM< p>~                          p>~        p>~                                   )                  l;                 ¤        0.M)                         )                 p>~        p>~        )        )                 p>~        p>~                 p>~        ~L[H d     p>~        p>~        )          TB#x+@@BDOPQRTUVWZ\^ \]d([{  5 0 0 00000579;=?ACY[][SnGG 2QHP ?m^2!xx ) Is Food Technology Good IBM's UserPOON, Suk-mei Cindy                          Oh+'0 $0 P \ h tIs Food Technology Good IBM's UserNormalPOON, Suk-mei Cindy10Microsoft Office Word@[@sL~@ Wu@@7 != ՜.+,0 X`lt| IBM$G   !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefhijklmnopqrstvwxyz{|}~Root Entry Fo?Data g1Tableu>sWordDocument<SummaryInformation(DocumentSummaryInformation8CompObjn  FMicrosoft Word 97-2003 MSWordDocWord.Document.89q