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ICAR AIEEA-PG / PGS In-plant Training, Experiential Learning & Project: practice questions

ICAR AIEEA-PG / PGS — Code 18 Food Science Technology · India · ICAR through the National Testing Agency

Original practice questions written to the published syllabus · not past papers
10worked here, free
64written to this exam in this subject
9syllabus units

What this subject covers

The practical semester most food technology degrees require: work in a food plant or laboratory, an experiential-learning unit that makes and sells a product, and a project or capstone that takes one problem from question to report.

In the exams: Degree requirement (for example the in-plant training and experiential learning semester in Indian B.Tech Food Technology programmes and capstone projects in IFT-approved programmes); not a separate exam subject

Where the 64 questions fall

How our questions for ICAR AIEEA-PG / PGS spread across the units of In-plant Training, Experiential Learning & Project. Difficulty: 24 easy, 39 medium, 1 hard.

Plant orientation: process flow, utilities and quality systems9
Daily production and quality-control duties9
Choosing a placement and setting learning objectives8
Laboratory practice in an industry or regulatory laboratory8
Professional conduct, safety and confidentiality8
Experiential learning: running a small production unit7
Report writing and presentation7
Project planning and literature review4
Data collection and analysis4

10 practice questions, worked

Choose an answer, then open the working. Each explanation says why the right answer is right and why the others are not.

1 · Choosing a placement and setting learning objectives · easy

Which learning objective is written in SMART form?

  1. Learn about the dairy industry in general terms
  2. Understand everything about food safety during the placement
  3. By week four, map the milk line and its CCPs unaided
  4. Become a good food technologist by the end of the year
Answer and working

C. By week four, map the milk line and its CCPs unaided

A SMART objective is specific, measurable, achievable, relevant and time-bound; the other options are vague and unmeasurable.

Further reading: Kolb, Experiential Learning; Codex General Principles of Food Hygiene

2 · Plant orientation: process flow, utilities and quality systems · medium

What does document control in a quality system ensure?

  1. Documents are never changed once they have been written
  2. Only current versions are in use
  3. All documents are kept secret from the production staff
  4. Only senior managers may read the written procedures
Answer and working

B. Only current versions are in use

Document control approves, issues and withdraws documents so that obsolete versions are not used.

Further reading: Singh and Heldman, Introduction to Food Engineering

3 · Plant orientation: process flow, utilities and quality systems · medium

In a mass balance for a steady continuous process, what is assumed about accumulation?

  1. It always equals the input
  2. It is equal to the water evaporated
  3. It equals the product flow
  4. It is zero, so input equals output
Answer and working

D. It is zero, so input equals output

At steady state nothing builds up inside the system, so inflows equal outflows.

Further reading: Singh and Heldman, Introduction to Food Engineering

4 · Laboratory practice in an industry or regulatory laboratory · medium

Why are blanks and control samples run with each batch of analyses?

  1. To increase the number of results reported each day
  2. To use up surplus reagents before they expire
  3. To replace the need for calibration of instruments
  4. To detect contamination and confirm the method
Answer and working

D. To detect contamination and confirm the method

Blanks reveal reagent or glassware contributions; controls show whether the analytical system performs as expected. Instruments still need calibration.

Further reading: Nielsen, Food Analysis Laboratory Manual

5 · Experiential learning: running a small production unit · medium

Why does the experiential unit assign roles such as production, quality, marketing and finance?

  1. To let each student avoid any production work
  2. Because the law requires four managers in every unit
  3. To experience running a whole small enterprise
  4. To make record keeping unnecessary for the group
Answer and working

C. To experience running a whole small enterprise

Role-based teams mirror a small company and teach how functions depend on each other.

Further reading: Kolb, Experiential Learning; Codex General Principles of Food Hygiene

6 · Experiential learning: running a small production unit · medium

Which control point is critical when hot-filling jam into jars?

  1. The number of jars per carton
  2. The brand name on the lid
  3. The colour of the fruit
  4. Filling temperature and container treatment
Answer and working

D. Filling temperature and container treatment

Hot filling at a sufficient temperature with sterilised or hot containers and inversion controls post-process contamination; the others are not safety controls.

Further reading: Kolb, Experiential Learning; Codex General Principles of Food Hygiene

7 · Data collection and analysis · medium

For the same data (mean 3.30%, SD 0.16%), what is the CV?

  1. 0.16%
  2. 3.3%
  3. 48%
  4. 4.8%
Answer and working

D. 4.8%

CV = 0.158/3.30 × 100 = 4.8%. The other values confuse SD, mean or decimal places.

Further reading: Day and Gastel, How to Write and Publish a Scientific Paper

8 · Report writing and presentation · medium

What must the materials and methods section allow?

  1. The student to avoid citing methods
  2. Another person to repeat the work
  3. The reader to skip the results
  4. The results to be omitted
Answer and working

B. Another person to repeat the work

Methods give equipment, materials, conditions, replicates and statistics in enough detail to reproduce the study.

Further reading: Day and Gastel, How to Write and Publish a Scientific Paper

9 · Professional conduct, safety and confidentiality · easy

A trainee has had diarrhoea the night before a production shift. What should they do?

  1. Tell nobody to avoid losing a day
  2. Wear two pairs of gloves and continue
  3. Report it before entering production areas
  4. Work as usual and wash hands more often
Answer and working

C. Report it before entering production areas

Illness must be reported so the trainee can be excluded or restricted, protecting the product.

Further reading: Kolb, Experiential Learning; Codex General Principles of Food Hygiene

10 · Professional conduct, safety and confidentiality · easy

May a trainee post photographs of the production line on social media?

  1. Yes, freely, at any time during the placement
  2. Only with the host's permission
  3. Yes, provided that all faces are blurred out
  4. Yes, but only after the placement has ended
Answer and working

B. Only with the host's permission

Photographs can reveal confidential processes; permission is required.

Further reading: Kolb, Experiential Learning; Codex General Principles of Food Hygiene

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Read the subject

In-plant Training, Experiential Learning & ProjectThe full study manual, free ICAR AIEEA-PG / PGSFormat, sections and how it has changed

More ICAR AIEEA-PG / PGS practice

Food Plant Design, Hygienic Engineering, Utilities & AutomationFruit & Vegetable Processing TechnologyGeneral MicrobiologyHuman Nutrition & Nutritional Quality of Processed FoodsBeverage Technology: Soft Drinks, Tea, Coffee, Cocoa & Alcoholic BeveragesFood Microbiology: Spoilage, Pathogens & DetectionFish & Seafood Processing TechnologyTraditional, Ethnic & Indigenous Foods TechnologySpices, Herbs, Essential Oils & Flavour TechnologyMeat, Poultry & Egg Products TechnologySugar, Sweeteners, Chocolate & Confectionery TechnologyDairy Science & Technology for Food TechnologistsFood Chemistry I: Water, Carbohydrates, Proteins & LipidsPrinciples of Food Science & Food PreservationFermentation Technology & Food BiotechnologyFood Industry Management, Costing & EntrepreneurshipMechanical Unit Operations: Size Reduction, Mixing & SeparationGeneral Biochemistry & MetabolismPhysical Properties, Rheology & Texture of FoodsFood Analysis: Proximate, Chemical & Instrumental MethodsStatistics, Experimental Design & Chemometrics for Food ScienceCereal Science & Milling TechnologyBakery, Pasta & Snack Food TechnologyFood Packaging Science & Technology

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