# PWR-086 — Gustatory discrimination: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 22 min reading and worksheet pass Difficulty: Introductory Equipment: Common household or practice equipment — Three visible labelled foods or drinks already planned for a normal meal and safely tolerated.; Water normally permitted with the meal and a six-column tasting record.; The learner’s usual eating, swallowing and communication supports. Space: Room-scale practice space Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G1; Focused research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context Taste refers to basic qualities sensed in the mouth; flavour also includes smell, temperature, texture and common chemical sensations. This lesson uses only visible, labelled foods or drinks that are already part of the learner’s normal eating and medically permitted. It teaches a structured comparison, not blind tasting, fasting, concentrated solutions or diet treatment. Target outcome: During an ordinary meal, the learner compares three already-safe items and produces repeatable separate ratings for basic taste quality, aroma/flavour, texture, temperature, intensity and liking. ### Authority and setup conditions - Check ingredient labels, allergy and intolerance information, expiry, storage and current dietary permission. - Use the no-taste worksheet if swallowing, metabolic, renal, sensory, eating-disorder or other clinical constraints make comparison unsuitable. - Choose ordinary portions; the exercise never requires finishing an item. ### Required or supplied materials - Three visible labelled foods or drinks already planned for a normal meal and safely tolerated. - Water normally permitted with the meal and a six-column tasting record. - The learner’s usual eating, swallowing and communication supports. ## 1. Choose ordinary items Select three foods or drinks already included in the meal. Keep them visible and labelled; write their normal serving temperatures. Why: Safety information must remain available and the task should not add dietary exposure. Success check: Every item is identified, permitted and already safely eaten. Accessible alternative: Complete the same research action — “Select three foods or drinks already included in the meal. Keep them visible and labelled; write their normal serving temperatures.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “Every item is identified, permitted and already safely eaten.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Learn the six columns Set up basic taste, aroma/flavour, texture, temperature, intensity and liking as separate fields. Write “not sure” rather than forcing a category. Why: Taste and flavour are often confused, and liking is not sensory accuracy. Success check: The learner can explain what belongs in each field. Accessible alternative: Complete the same research action — “Set up basic taste, aroma/flavour, texture, temperature, intensity and liking as separate fields. Write “not sure” rather than forcing a category.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The learner can explain what belongs in each field.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Take an ordinary sample Take one normal small bite or sip, chew or hold it as normally done and swallow only according to the usual safe method. Why: The method preserves routine eating rather than manufacturing a laboratory threshold. Success check: No added substance, fasting, blindfold or altered swallowing method is used. Accessible alternative: A supported, seated, reduced-range or slower version of “Take one normal small bite or sip, chew or hold it as normally done and swallow only according to the usual safe method.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “No added substance, fasting, blindfold or altered swallowing method is used.” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Describe before comparing Record the six fields immediately. Use concrete words such as sweet, salty, sour, bitter, savoury, fruity, creamy, crisp, warm or cool only when genuinely perceived. Why: A first description prevents the second item from rewriting the first. Success check: All fields, including uncertainty, are completed before the next item. Accessible alternative: Complete the same research action — “Record the six fields immediately. Use concrete words such as sweet, salty, sour, bitter, savoury, fruity, creamy, crisp, warm or cool only when genuinely perceived.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “All fields, including uncertainty, are completed before the next item.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Reset normally Use the learner’s usual sip of water or normal pause, then sample the next item. Do not over-rinse, hold the nose or scrape the tongue. Why: A consistent ordinary pause reduces carryover without adding an unsafe manipulation. Success check: The same reset is used between all items. Accessible alternative: A supported, seated, reduced-range or slower version of “Use the learner’s usual sip of water or normal pause, then sample the next item. Do not over-rinse, hold the nose or scrape the tongue.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “The same reset is used between all items.” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Compare and repeat later Circle one similarity and two differences between items. On another normal meal day, repeat with the same items at the same temperature before adding one already-safe new item. Why: A repeat checks description consistency; a safe new item tests limited transfer. Success check: The log distinguishes same-item repeat from new-item description. Accessible alternative: Complete the same research action — “Circle one similarity and two differences between items. On another normal meal day, repeat with the same items at the same temperature before adding one already-safe new item.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The log distinguishes same-item repeat from new-item description.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.