Nutrition and Food Science vocabulary explains why we choose ingredients, how cooking changes food and how to prepare dishes safely and responsibly. A learner who knows that gelatinisation is not the same as coagulation can explain a sauce and an egg dish accurately. A learner who understands cross-contamination can identify a real kitchen safety issue. This guide explains 200 essential and useful terms for SEC G3 Nutrition and Food Science, including nutrition, culinary science, food literacy, practical investigation and coursework.

For the 2027 Singapore-Cambridge Secondary Education Certificate, G3 Nutrition and Food Science uses SEAB K346 (reference code 6097 for 2026 and earlier). The syllabus has three main areas: Nutrition and Health, Food Literacy, and Food Science. Its assessment includes a written paper and substantial supervised coursework. The glossary below is independently curated for eduKate readers, not an official list of 200 compulsory words.

Quick answers for parents and students:

• Learn nutrients by their function, food sources and limits; avoid treating any one food as a miracle cure.
• Describe what changes during cooking using accurate scientific processes.
• Separate food safety from taste and appearance—food can look acceptable and still be unsafe.
• The 2027 K346 written paper lasts 2 hours and carries 40%; coursework carries 60%.
• Coursework includes supervised investigation, planning, cooking, sensory evaluation and a 20–25-page word-processed report.
• Use this glossary to support actual investigations and school guidance, not to bypass practical work.

1–10: Nutrition and balanced eating

1. nutrition — How food substances support body functions and health.
2. nutrient — A substance in food needed by the body.
3. balanced diet — Eating varied foods in amounts suited to a person’s needs.
4. dietary guideline — Advice for choosing food to support health.
5. nutrient density — Amount of useful nutrients relative to energy or food quantity.
6. energy intake — Energy obtained from food and drink.
7. energy expenditure — Energy used by the body in a period.
8. energy balance — Relationship between energy taken in and energy used.
9. portion size — Amount of food served or eaten at a time.
10. food variety — Inclusion of different food types in a diet.

Apply the words: Select a familiar food and identify where one term matters.

11–20: Proteins and amino acids

11. protein — Nutrient built from amino acids that supports growth and repair.
12. amino acid — Small unit used to build proteins.
13. essential amino acid — Amino acid that must come from the diet.
14. non-essential amino acid — Amino acid the body can produce in sufficient conditions.
15. high biological value protein — Protein providing all essential amino acids in suitable proportions.
16. low biological value protein — Protein lacking sufficient amounts of one or more essential amino acids.
17. complementary proteins — Different protein sources combined to improve amino-acid balance.
18. protein synthesis — Process by which the body builds proteins.
19. denaturation — Change in protein structure caused by heat or other factors.
20. coagulation — Setting or thickening as proteins form a structure.

Apply the words: Explain a safe cooking or observation process using cause → change → outcome.

21–30: Carbohydrates and digestion

21. carbohydrate — Nutrient group including sugars, starches and some fibres.
22. monosaccharide — Single sugar unit such as glucose.
23. disaccharide — Sugar made from two simpler sugar units.
24. polysaccharide — Long chain of sugar units.
25. glucose — Simple sugar used in cellular respiration.
26. fructose — Simple sugar naturally present in fruit and other foods.
27. starch — Plant storage carbohydrate made from many glucose units.
28. cellulose — Plant fibre humans cannot digest into glucose.
29. glycogen — Carbohydrate stored in animals.
30. dietary fibre — Plant-derived food components that resist digestion in the small intestine.

Apply the words: Compare two terms and describe why they cannot replace each other.

31–40: Fats and lipid choices

31. lipid — Broad group of fat-like molecules.
32. fat — Concentrated energy source with useful body functions.
33. fatty acid — Component of fats and oils.
34. glycerol — Component forming the backbone of many dietary fats.
35. saturated fat — Fatty acids with no carbon-carbon double bonds.
36. monounsaturated fat — Fatty acids with one carbon-carbon double bond.
37. polyunsaturated fat — Fatty acids with more than one carbon-carbon double bond.
38. trans fat — Fatty acids containing trans-configured double bonds.
39. essential fatty acid — Fatty acid the body cannot make in sufficient quantity.
40. emulsification — Dispersing fat into small droplets within another liquid.

Apply the words: Write a simple justified food choice using an appropriate serving, ingredient or task.

41–50: Vitamins

41. vitamin — Organic micronutrient required in small amounts.
42. fat-soluble vitamin — Vitamin absorbed with fats and generally stored in body tissues.
43. water-soluble vitamin — Vitamin dissolving in water and generally less extensively stored.
44. vitamin A — Nutrient supporting normal vision and cell development.
45. vitamin B1 — Thiamine, important in energy metabolism.
46. vitamin B2 — Riboflavin, supporting normal energy-releasing reactions.
47. vitamin B3 — Niacin, participating in cellular energy metabolism.
48. vitamin B12 — Cobalamin, needed for blood and nerve functions.
49. vitamin C — Ascorbic acid, needed for collagen formation.
50. vitamin D — Vitamin supporting calcium absorption and bone health.

Apply the words: Select a familiar food and identify where one term matters.

51–60: Minerals, water and fibre

51. calcium — Mineral needed for bones, teeth and muscle functions.
52. phosphorus — Mineral supporting bones and cellular energy systems.
53. iron — Mineral used in oxygen-carrying haemoglobin.
54. sodium — Mineral involved in fluid balance and nerve activity.
55. potassium — Mineral important for normal nerve and muscle function.
56. water — Essential fluid used in transport, temperature regulation and reactions.
57. hydration — Maintaining appropriate body water levels.
58. dehydration — Body water loss exceeding intake.
59. soluble fibre — Fibre that dissolves or forms gels in water.
60. insoluble fibre — Fibre that resists dissolving and adds bulk.

Apply the words: Explain a safe cooking or observation process using cause → change → outcome.

61–70: Nutrition across life stages

61. infancy — First stage of life when growth is rapid.
62. childhood — Period of growth and physical development.
63. adolescence — Transition from childhood toward adulthood.
64. adulthood — Mature stage of life with changing nutritional demands.
65. older adult — Adult in later life with potentially different dietary needs.
66. growth spurt — Period of unusually rapid physical growth.
67. pregnancy — State in which a person is carrying a developing fetus.
68. lactation — Production of milk after childbirth.
69. physical activity — Body movement that raises energy use.
70. nutritional requirement — Amount of a nutrient needed for a stated group.

Apply the words: Compare two terms and describe why they cannot replace each other.

71–80: Meal planning and food choices

71. meal planning — Choosing and arranging foods to meet specified needs.
72. food group — Category of foods sharing nutritional characteristics.
73. serving — A defined amount used in dietary guidance.
74. moderation — Avoiding excessive amounts of a food or nutrient.
75. budget — Money available for planned spending.
76. cost per portion — Food preparation cost divided by servings produced.
77. cultural preference — Food choice influenced by tradition or identity.
78. food allergy — Immune reaction to a specific food.
79. food intolerance — Adverse response not necessarily involving the immune system.
80. dietary restriction — A limit on particular foods for health or other reasons.

Apply the words: Write a simple justified food choice using an appropriate serving, ingredient or task.

81–90: Food labels and consumer literacy

81. nutrition information panel — Label reporting specified nutrient and energy quantities.
82. ingredient list — Ingredients listed according to applicable labelling rules.
83. allergen declaration — Label information identifying relevant allergens.
84. energy value — Food energy shown in units such as kilojoules or kilocalories.
85. serving size — Amount used as reference on a nutrition label.
86. per 100 g value — Nutrient amount standardised to 100 grams.
87. food claim — Statement about a food’s properties or composition.
88. expiry date — Indication of when a food reaches a specified limit under stated conditions.
89. storage instruction — Direction for keeping food safely or maintaining quality.
90. consumer choice — Selection informed by needs, price and reliable information.

Apply the words: Select a familiar food and identify where one term matters.

91–100: Kitchen hygiene and food safety

91. food safety — Measures that help keep food fit to eat.
92. hygiene — Practices preventing contamination and illness.
93. cross-contamination — Transfer of unwanted agents between food or surfaces.
94. foodborne illness — Illness caused by contaminated food.
95. pathogen — Agent capable of causing disease.
96. sanitation — Cleaning and disinfection practices for safe conditions.
97. handwashing — Cleaning hands effectively to reduce contamination.
98. food contact surface — Surface touching food during preparation.
99. temperature control — Managing heating and cooling conditions for safety.
100. hazard analysis — Identifying likely risks in food handling or production.

Apply the words: Explain a safe cooking or observation process using cause → change → outcome.

101–110: Food storage and spoilage

101. refrigeration — Cooling food to slow unwanted microbial growth.
102. freezing — Preserving food at temperatures that turn water to ice.
103. thawing — Allowing frozen food to return to an unfrozen state.
104. storage life — Expected period food remains usable under stated conditions.
105. spoilage — Undesirable changes in food quality.
106. oxidation — Reaction with oxidising agents that may affect food quality.
107. rancidity — Unpleasant deterioration of fats and oils.
108. microorganism — Very small living entity such as many bacteria or fungi.
109. bacterium — Single-celled microorganism.
110. mould — Filamentous fungus that can grow on food.

Apply the words: Compare two terms and describe why they cannot replace each other.

111–120: Preparation techniques

111. mise en place — Preparing and organising ingredients and equipment before cooking.
112. peeling — Removing an outer skin or layer.
113. slicing — Cutting into thin sections.
114. dicing — Cutting into small cube-like pieces.
115. mincing — Chopping food into very small pieces.
116. grating — Shredding food using a grater.
117. marinating — Soaking food in a seasoned mixture before cooking.
118. blanching — Brief cooking in hot water followed by removal.
119. kneading — Working dough to develop a cohesive structure.
120. folding — Gently combining a mixture to preserve air or structure.

Apply the words: Write a simple justified food choice using an appropriate serving, ingredient or task.

121–130: Cooking methods

121. boiling — Cooking in water at its boiling point.
122. simmering — Gentle cooking in a liquid just below a vigorous boil.
123. steaming — Cooking food through steam heat.
124. poaching — Cooking gently in hot liquid.
125. baking — Cooking with dry heat inside an oven.
126. roasting — Cooking using oven heat, often with browning.
127. grilling — Cooking with strong radiant heat.
128. stir-frying — Cooking small pieces rapidly with movement in a hot pan.
129. shallow-frying — Cooking in a relatively small depth of hot fat.
130. braising — Cooking after initial browning with a little liquid under cover.

Apply the words: Select a familiar food and identify where one term matters.

131–140: Carbohydrate food science

131. gelatinisation — Swelling and thickening of starch in water with heat.
132. retrogradation — Reassociation of cooked starch molecules on cooling.
133. dextrinisation — Breakdown of starch into shorter chains with dry heat.
134. caramelisation — Chemical browning of sugars under heat.
135. gel formation — Development of a network that traps liquid.
136. viscosity — Resistance of a fluid to flowing.
137. thickening — Increase in consistency or resistance to flow.
138. starch granule — Small organised particle of stored starch.
139. amylose — Mostly linear component of starch.
140. amylopectin — Highly branched component of starch.

Apply the words: Explain a safe cooking or observation process using cause → change → outcome.

141–150: Protein and browning changes

141. protein network — Interconnected proteins forming a structure.
142. gelation — Formation of a gel structure.
143. foaming — Creation of gas bubbles stabilised within a mixture.
144. egg coagulation — Setting of egg proteins during heating.
145. gluten — Protein network developed from wheat proteins with water and mixing.
146. Maillard reaction — Browning reaction involving amino compounds and reducing sugars.
147. tenderisation — Methods making food easier to chew.
148. heat transfer — Movement of thermal energy between substances.
149. conduction — Heat transfer through direct contact.
150. convection — Heat transfer carried by movement of liquids or gases.

Apply the words: Compare two terms and describe why they cannot replace each other.

151–160: Fats, emulsions and baked food

151. emulsion — Mixture of normally separate liquids with droplets dispersed in another.
152. emulsifier — Substance helping an emulsion remain stable.
153. creaming — Beating fat and sugar together to incorporate air.
154. shortening — Effect of fats interfering with strong gluten development.
155. aeration — Incorporation of air into a mixture.
156. raising agent — Ingredient producing gas or helping a product rise.
157. fermentation — Microbial process changing food compounds.
158. yeast — Single-celled fungus used in dough fermentation.
159. baking powder — Chemical raising agent releasing carbon dioxide when activated.
160. gelatin — Protein-derived gelling agent used in some foods.

Apply the words: Write a simple justified food choice using an appropriate serving, ingredient or task.

161–170: Sensory analysis and food quality

161. sensory evaluation — Assessment using sight, smell, taste, touch and sometimes sound.
162. appearance — How a food looks.
163. aroma — Odour perceived from food.
164. flavour — Combined experience of taste and aroma.
165. texture — Physical feel of food during handling or eating.
166. mouthfeel — Sensations food creates inside the mouth.
167. palatability — How acceptable or pleasant food is to eat.
168. aftertaste — Flavour remaining after swallowing.
169. hedonic scale — Scale used to record degree of liking.
170. blind tasting — Evaluation without knowing which sample is which.

Apply the words: Select a familiar food and identify where one term matters.

171–180: Investigation and evidence

171. research question — Focused issue a study is designed to answer.
172. hypothesis — Testable expectation about an outcome.
173. independent variable — Factor deliberately changed in an investigation.
174. dependent variable — Outcome measured after a change.
175. controlled variable — Condition kept the same for fair comparison.
176. repetition — Performing a test again to assess consistency.
177. measurement — Use of an instrument to obtain a value.
178. results table — Organised display of observations.
179. data interpretation — Explaining patterns and limits in recorded results.
180. evaluation — Judging results, methods and improvements against aims.

Apply the words: Explain a safe cooking or observation process using cause → change → outcome.

181–190: Coursework and project management

181. coursework brief — Official assignment defining the task and constraints.
182. research — Gathering reliable information to guide choices.
183. decision-making — Choosing among feasible options with reasons.
184. investigation plan — Document describing how testing will be carried out.
185. recipe justification — Explanation of why a recipe meets the brief.
186. time plan — Schedule of activities and deadlines.
187. photographic evidence — Images showing specified work performed.
188. final product — Prepared dish presented for assessment.
189. coursework report — Organised written record of investigation and work.
190. teacher supervision — Oversight required for assessed school practical activities.

Apply the words: Compare two terms and describe why they cannot replace each other.

191–200: Sustainable and responsible food choices

191. food waste — Edible or inedible food discarded rather than used.
192. portion control — Preparing quantities appropriate to needs.
193. seasonal produce — Food harvested in its natural growing season.
194. local sourcing — Obtaining ingredients from nearby suppliers.
195. food miles — Distance food has travelled through its supply chain.
196. packaging waste — Discarded containers or wrapping.
197. food security — Reliable access to enough safe and nutritious food.
198. resource efficiency — Using ingredients, water and energy carefully.
199. sustainable consumption — Food choices considering long-term environmental and social effects.
200. ethical sourcing — Buying with regard to fair treatment and responsible production.

Apply the words: Write a simple justified food choice using an appropriate serving, ingredient or task.

Food Science in everyday Singapore cooking

The most useful starting point is a simple question: what exactly is changing, and what evidence lets us say so? When a sauce thickens, its appearance may tell us something has happened, but different ingredients can thicken through different processes. When bread rises, the process depends on the ingredients and preparation. When food smells burnt, colour alone does not establish which chemical pathway dominated. Learn to name the process only when the evidence and conditions justify it.

Example 1: why cornflour thickens a sauce

Suppose a student makes a small sauce with water and cornflour. As the mixture heats and is stirred under suitable conditions, starch granules absorb water, swell and contribute to thickening. This process is called gelatinisation. The resulting viscosity can change with the concentration, temperature, mixing and cooling conditions. If too little water is present or the mixture is not heated appropriately, the final texture may differ. A good science answer states the role of starch and the changed conditions instead of saying merely “the powder melted”.

When the sauce cools, starch molecules can reorganise, contributing to retrogradation and changes in texture. This helps explain why a sauce or cooked starch food may behave differently the next day. The exact outcome varies with ingredients and storage; do not apply one vague rule to every product.

Example 2: why an egg becomes firm

When an egg is heated, its proteins can unfold and link into a new structure. This is associated with denaturation and coagulation. The food changes from a flowing mixture towards a set one. A student should not describe this as starch gelatinisation because eggs and flour thicken through different primary processes. A well-supported observation might record differences in texture at specific supervised cooking conditions, with the starting amount and equipment kept consistent.

Example 3: Maillard browning versus caramelisation

The Maillard reaction involves certain amino compounds and reducing sugars reacting during heating and can contribute to browning and flavour development. Caramelisation involves changes in sugars when heated under suitable conditions. Browning of bread crust, toasted foods or roasted ingredients can involve more than one pathway. The correct terminology depends on the food and process, not simply whether the colour turns brown.

For a small investigation, students could compare how changing one safe, supervised preparation condition affects colour, aroma and acceptability while holding other factors constant. A limitation should be recorded: observations by a few tasters are not automatically representative of the entire population.

Example 4: emulsions in dressings

Oil and water tend to separate. Shaking them may briefly disperse droplets of one in the other, creating an emulsion that can later separate. An emulsifier helps stabilise the dispersed droplets. This distinction lets students explain why a dressing separates after standing and why some ingredients improve its stability. Calling every thick dressing “a gel” would be inaccurate; texture alone does not tell us how the mixture is structured.

Example 5: food safety is not a visual test

Raw ingredients can transfer unwanted microorganisms to ready-to-eat food through shared utensils, chopping boards or hands. This is cross-contamination. A student should practise separate handling where appropriate, effective handwashing and following safe storage and cooking instructions. The absence of a bad smell or unusual colour does not prove food is safe. Safety depends on sourcing, hygiene, time and temperature controls, not only a final appearance check.

For real food preparation, follow the school’s supervising teacher and Singapore Food Agency guidance. Do not experiment with questionable food, intentionally grow pathogens, or invite peers to taste undercooked or improperly stored products. School coursework should use controlled, safe investigations; no glossary definition replaces training and supervision.

Nutrition: why comparing food groups matters

Protein supports tissue maintenance and growth. Carbohydrates provide an important energy source, while fats serve multiple functions including energy storage and transport of fat-soluble vitamins. Water and fibre have essential roles even though they are not sources of energy in the same way. Vitamins and minerals are required in differing amounts. A balanced diet is therefore a pattern of food choices, not a contest to eat the highest amount of any single nutrient.

A basic comparison can be made between a meal containing grains, vegetables and a protein source and a meal dominated by a single refined product. Consider variety, portions and the target group’s needs. For a learner planning food for a child, a physically active adolescent or an older adult, the relevant portioning and texture considerations may differ. Avoid making personalised medical prescriptions; individual allergies, health conditions and specialist dietary restrictions require appropriate professional guidance.

Protein quality: how complementary sources work

Food proteins differ in their essential amino-acid profiles. Combining different sources across a varied diet can help support adequate intake. This is the idea behind complementary proteins. Students should not conclude that every plant protein is nutritionally useless on its own, or that all animal foods automatically create a balanced diet. The correct analysis takes the wider diet, portions and individual needs into account.

Reading labels without being misled

Imagine Product A has 120 kcal per 40 g serving and Product B has 150 kcal per 50 g serving. Both provide 300 kcal per 100 g. Comparing only the printed serving calories would make A seem lower-energy even though their energy densities are equal. The same issue can occur with sodium and sugar values when serving sizes differ. Always compare on a common basis, then consider the amount actually eaten.

Food claims such as “natural” or “high protein” do not mean a product meets every person’s dietary needs. Read the full nutrition information, ingredient list and allergy declarations, and understand the limits of the information available. Singapore label requirements should be checked against current SFA guidance for any real compliance questions.

How to plan an investigation that provides useful evidence

Suppose a student examines the effect of varying starch concentration on the thickness of a cooked sauce. The independent variable is starch concentration; the dependent variable is a chosen, consistently measured indicator of thickness. Keep the pan type, cooking time, heating conditions, starting liquid and mixing method as consistent as practicable. Repeat the test when appropriate and report the actual results rather than only the intended outcome.

One possible simple classroom measurement is to record how far a fixed quantity of sauce spreads over a given time on a marked surface, following approved school safety procedures. This is an imperfect proxy for viscosity, not an exact measurement of a laboratory-standard rheological property. State that limitation. The conclusion should say whether the results support the proposed relationship, noting anomalies and possible procedural errors.

A table is useful if each row represents a trial and each column identifies a measured variable or observation. A chart can reveal a trend, but no line graph should be drawn to imply precision that the measurements do not have. Good investigation language explains how the method was controlled, what was observed, and what remains uncertain.

How to write a coursework justification

Consider a fictional brief to design a balanced meal for teenagers involved in a school activity. A weak response says “I chose chicken because it is healthy.” A stronger response identifies the target group’s needs, explains the role of the main protein source, includes suitable vegetables and carbohydrate, and discusses serving size, cost, accessibility, food safety and practical preparation time. It also checks any stated restrictions in the brief. The exact choices depend on the task and the evidence collected.

Coursework should record research, recipe selection, investigation design, results, changes and sensory evaluation. A sensory judgement such as “the sauce was smooth and mildly savoury” is more useful than “it tasted perfect”, especially if supported by a consistent rating method and a description of who evaluated it. Do not fabricate test results or photographs. Use photographic evidence of the work actually carried out, following the school policy and consent requirements for people shown.

SEC 2027 K346 assessment in plain language

According to the official 2027 K346 Nutrition and Food Science syllabus, Paper 1 is a 2-hour written examination worth 100 marks and 40%. It contains 15 marks of MCQs, 55 marks of short-answer and data-response questions, and 30 marks of open-ended questions. Paper 2 is coursework worth 80 marks and 60%. The assignment begins in the examination year and is completed under teacher supervision, with 28 hours of curriculum time assigned to investigation and practical work. Work is generally to be completed by the end of July or early August of the examination year.

The coursework report is word-processed and submitted electronically. The syllabus specifies 20–25 pages and digital photographic evidence for the investigation and final dishes. Assessment considers research, decisions, investigation, planning, execution and evaluation. This is why a student needs both scientific vocabulary and disciplined project management: the subject is not merely a cooking test or a nutrition facts quiz.

Four-week practice plan

1. Week 1 — Nutrition language: choose terms from proteins, carbohydrates, fats, vitamins, minerals and meal planning. Compare two fictitious menus and explain a trade-off using balanced evidence, not personal diet advice.
2. Week 2 — Food safety and preparation: explain hygiene, storage, cooking methods and risks. Under supervision, observe how preparation choices affect texture and efficiency. Record safety and control measures in clear words.
3. Week 3 — Food science: practise the processes behind starch, proteins, fats, raising agents and browning. Design one safe small investigation; distinguish observation from scientific explanation.
4. Week 4 — Coursework transfer: practise a miniature brief, research and justify a recipe choice, write an honest methods section and evaluate results. Use a checklist for the actual school’s current project requirements.

Keep revision linked to the practical and written task. If a student can already explain vitamin groups confidently but repeatedly confuses Maillard browning with caramelisation, spend time on that scientific distinction. Memorising all 200 definitions without practising decisions will not demonstrate the assessment objectives.

Common misunderstandings worth correcting

• “Protein” and “amino acid” are identical: proteins are built from amino-acid units.
• “All brown foods have undergone caramelisation”: other browning mechanisms exist.
• “All thickening is gelatinisation”: protein coagulation and other processes can also change texture.
• “Refrigeration sterilises food”: cooling normally slows growth; it does not guarantee pathogens are removed.
• “Healthy” is a complete dish justification: specify target group, nutrients, portions, cost, restrictions and safety.
• “A photo proves the whole method”: a photo may support the report but must be accompanied by accurate steps and results.
• “A small sensory sample proves everyone will like it”: explain the sampling limitations.

Frequently asked questions

Is this the official K346 200-word vocabulary list?

No. This is an original learning resource aligned to major topic areas. SEAB does not prescribe this particular 200-term list.

Does G3 Nutrition and Food Science require coursework?

Yes. In 2027 K346, coursework carries 60% and must be completed under teacher supervision according to the syllabus.

Is G3 K346 the same as G2 Nutrition and Food Science K235?

No. They have different examination syllabuses and requirements. Match the student’s registered level before using assessment resources.

Can I use recipes from the internet for coursework?

Use references responsibly and follow your teacher’s directions on original work, attribution, permitted assistance and the official assignment. The assessed investigation and evidence must represent the student’s actual work.

How can a student study food chemistry without a laboratory?

Read and analyse safe everyday observations, use diagrams, discuss ingredients and examine teacher-provided results. Practical experiments should be conducted in the school’s safe supervised setting.

Does a nutritious recipe have to cost more?

Not necessarily. Cost depends on ingredients, portion planning, preparation and local availability. Evaluate actual prices and nutritional aims together.

Can families use Singapore hawker food examples?

Yes. Food labels, ingredient variety, portions, texture and preparation methods offer discussion opportunities. Do not make unsupported claims about a stall’s hygiene or the exact nutrient content of an untested dish.

Will the listed report format stay unchanged forever?

No. Check the syllabus and school instructions for the actual examination year; the details described here refer to the verified 2027 K346 syllabus.

Official syllabus and related eduKate reading

Use SEAB’s 2027 G3 subject index and the 2027 K346 Nutrition and Food Science syllabus for the authoritative topic and assessment requirements. For relevant science concepts, see the foundational 200-word Science glossary and the guide to gelatinisation, coagulation and Maillard browning. Different subject levels require separate syllabus checks, even when practical language overlaps.

eduKate Punggol educational guide, November 2026. Independent glossary; no personalised dietary advice. Use official safety directions and supervision for food preparation.