Title: TAS 1: Sensory Literacy
Core Question: What am I tasting — chemically?

Learning Outcome

• Identify primary chemical groups in the cup
• Separate taste perception from personal preference
• Build objective sensory language

KCS Rule: Taste is detection, not opinion.

Slide 2 — Coffee Is Chemistry

Key Statement

• Coffee flavor = measurable compounds
• Sensory analysis = chemical recognition

Introduce CGAs

• Acids
• Sugars
• Lipids
• Proteins / Amino acids
• Polysaccharides
• Phenolics
• Volatile aromatics

Slide 3 — Acids (Brightness & Structure)

Compounds

• Citric
• Malic
• Phosphoric
• Lactic
• Acetic
• Quinic

Sensory Mapping

• Pleasant → juicy, crisp, sparkling
• Excess → sour, sharp, harsh

Q Alignment

• Q term: Acidity
• KCS correction: Acidity quality depends on acid type + balance

Slide 4 — Sugars (Sweetness Is Built, Not Added)

Compounds

• Sucrose
• Glucose
• Fructose

Roasting Transformation

• Caramelization
• Maillard reactions

Q Alignment

• Q term: Sweetness
• KCS lens: Sweetness is perceived absence of bitterness + acid balance

Slide 5 — Lipids & Body

Compounds

• Coffee oils
• Triglycerides
• Cafestol / Kahweol

Sensory Role

• Body
• Mouthfeel
• Aroma persistence

Q Alignment

• Q term: Body
• KCS lens: Body is physical chemistry, not heaviness

Slide 6 — Proteins & Amino Acids

Role

• Flavor complexity
• Roast development precursors

Sensory Effect

• Depth
• Savory notes
• Complexity

Slide 7 — Phenolics & Bitterness

Compounds

• Chlorogenic acids
• Caffeic acid

Balance Rule

• Low → structure
• High → harsh bitterness

Q Alignment

• Q term: Bitterness
• KCS lens: Bitterness is not a defect unless uncontrolled

Slide 8 — Volatile Aromatics (Smell Science)

Key Groups

• Esters (fruity)
• Pyrazines (nutty)
• Furans (caramel)
• Phenols (smoky)

Aroma is chemistry leaving the cup.

Slide 9 — TAS 1 Exit Skill

Students can say:

“I detect malic acidity dominance with moderate lipid-driven body and low phenolic bitterness.”

That is sensory literacy.

🧠 TAS 2 TRAINER SLIDES

Sensory Intelligence: Diagnosing the Cup

Slide 1 — TAS 2 Purpose

Core Question: Why does it taste this way?

Upgrade

• From detection → diagnosis
• From description → prediction

Slide 2 — Chemical Balance Model

Quality Cup = Acids + Sugars + Lipids + Aromatics
in correct proportion

Defects = chemical imbalance

Slide 3 — Defect Tracing Logic

Taste → Compound → Process Cause

Example:

• Sharp sour → excess acetic → fermentation control issue
• Hollow cup → low sugars → immature cherry or agronomy

Slide 4 — Acidity Diagnostics

Slide 5 — Sweetness Diagnostics

Slide 6 — Body Diagnostics

Slide 7 — TAS 2 Exit Skill

Students can predict cup quality before scoring.

That’s sensory intelligence.

🧪 SENSORY LAB WORKSHEETS

Compound → Taste → Defect

Worksheet 1: Acid Recognition

Worksheet 2: Sugar & Sweetness

Worksheet 3: Body & Texture

Worksheet 4: Defect Diagnosis

Cup Symptom: __________
Dominant Compound Group: __________
Likely Processing Cause: __________

📊 KCS SENSORY CHEMISTRY CHART

For Cupping Rooms

QUALITY CUP MAP

ACIDS

• Brightness
• Structure

SUGARS

• Sweetness
• Flavor clarity

LIPIDS

• Body
• Aroma carry

PROTEINS

• Complexity
• Depth

PHENOLICS

• Bitterness
• Structure

AROMATICS

• Identity
• Recognition

Balance = Quality
Imbalance = Defect

🎯 Q GRADING ALIGNMENT (WITHOUT SURRENDER)

KCS Position

Q describes what.
KCS explains why.