Course outline and Sample assessment tasks

Food Science and Technology – ATAR Year 11

Unit 1 and Unit 2 – Food science and The Undercover Story

Using these materials

This Course outline and Sample assessment tasks for the Food Science and Technology, Year 11ATAR course are exemplars of the way in which teachers may choose to structure their teaching programme.

Feedback from the teacher reference group indicated that time allocation, the timing of tasks within the school year and the time suggested for the in-class validation tasks will vary from school to school. Some teachers suggested that their students may not complete tasks as the marks allocation for parts of some tasks was too low. Teachers should use their discretion and alter marks to suit their classes; however, the ratio of in-class work and the validation task should remain the same. (e.g. see assessment task 2)

Teachers should use their teacher judgement with regard to which tasks will be ‘open book’ validation tasks. It may be useful, especially in the first part of the year, to allow students to bring in their notes so that they can see the value in keeping a detailed record of their work.

The School Curriculum and Standards Authority (SCSA) require each assessment type to be tested at least twice in the year. However, this is a minimum requirement. Some teachers may wish to add extra tasks, for example, have three response tasks (two at 5% each, one at 10%).

This work is a suggestion only and teachers are encouraged to personalise the materials to best meet the needs of the students in their classes.

Acknowledgements

The Home Economics Institute of Australia, Western Australian Division, wishes to thank Carol Prosser for developing these materials. Thanks are also extended to the panel of teachers who provided feedback to the writer.

Copyright

© Home Economics Institute Australia (WA division), 2014

This document is provided for the use of financial members of HEIAWAand may not be copied, or communicated. The Home Economics Institute Australia (WA division), is the copyright owner.

Assessment outline

Food Science and Technology – ATAR Year 11

Unit 1 and Unit 2 – Food science and The undercover story

Assessment type / Assessment type weighting / Assessment task weighting / Submission date / Assessment task
Investigation / 30% / 10% / Semester 1
Week 6 / Task 2: Experimenting with food
The functional properties of food cause the sensory properties of food to change. Sensory propertiesdetermine the selection, use and consumption of food while functional properties determine the performance of food.
10% / Semester 1
Week 14 / Task 4: Nutritional wellbeing
Nutritional intake and wellbeing are closely related and the dietary needs of demographic groups differ. Health and wellbeing determine quality of life but dietary habits typically change during adolescence.
10% / Semester 2
Week 17 / Task 6: Paddock to plate
New technologies and societal change have altered the foods we eat. What is the impact on health?
Production analysis / 20% / 10% / Semester 1
Week 9 / Task 3: Wet and dry processing techniques
Design and produce a food product in response to a product proposal and demonstrate the use of wet and dry processingtechniques.
10% / Semester 2
Week 22 / Task 7: The favoured flavour
Respond to a product proposal and produce a preserved food product. Use the preserved product as the favoured flavour in a cafe menu item.
Response / 20% / 10% / Semester 1
Week 3 / Task 1:Test- Processing techniques
Processing techniques include all preparation and preservation principles that can be applied to make food safe and appealing to consumers.What are these techniques and how do they affect food?
10% / Semester 2
Week 28 / Task 8: Test- Food promotional strategies and health
Food manufacturers promote products using strategies that increase awareness and maximise recall in order to increase sales. It may be that profit is a greater motivator than health.
Examination / 30% / 10% / Examination week / Task 5: Semester 1 examination
2.5 hours using a modified design brief from the Year 12 syllabus; Section 1: 15 multiple choice questions (15%), Section 2: 4 short answer questions (55%) and Section 3: 2 extended answer questions from a choice of 3 (30%).
20% / Examination week / Task 9: Semester 2 examination
3hours using the design brief from the Year 12 syllabus; Section 1: 15 multiple choice questions (15%), Section 2: 6-8 short answer questions (55%) and Section 3: 2 extended answer questions from a choice of 3 (30%).
Total / 100% / 100%

Course outline

Week / Unit / Syllabus content / Learning Experiences / Resources
1-3 / 1
1
2 / Nutrients
  • food sources and role of macronutrients and water in the body
  • protein – complete and incomplete
  • carbohydrates – starches, sugars, and fibre or cellulose
  • lipids – saturated fats and oils, and unsaturated fats and oils
  • food sources and role of micronutrients in the body
  • fat-soluble vitamins – A and D
  • water-soluble vitamins – B1 (thiamine), B2 (riboflavin), B3 (niacin) and C
  • minerals – calcium, iron and sodium
Food processing techniques
  • food processing techniques used to control the performance of food
  • application of heat
  • application of cold
  • exposure to air
  • addition of acid
  • addition of alkali
  • manipulation
TASK 1: Test- Processing techniques
4-6 / 1
1
1 / Properties of food
  • influence of sensory properties on the selection, use and consumption of raw and processed food
  • appearance
  • texture
  • aroma
  • flavour
  • sound
  • influence of physical properties on the selection, use and consumption of raw and processed food
  • size
  • shape
  • colour
  • volume
  • viscosity
  • elasticity
  • functional properties that determine the performance of food
  • dextrinisation
  • caramelisation
  • crystallisation
  • emulsification
  • gelatinisation
  • oxidation
  • denaturation
  • coagulation
  • leavening
  • aeration
  • rancidity
TASK 2:Experimenting with food
7-9 / 1
1
1
1 / Production analysis
  • investigate wet processing techniques and dry processing techniques
  • suitable food commodities
  • effect on nutrition
  • heat transfer
  • sensory properties
  • cost
  • devise food products
  • interpret and adapt recipes
  • devise food orders
  • develop and trial recipes
  • devise production plans
  • apply preparation and processing techniques
  • cost recipes
  • the technology process to produce a food product that demonstrates a wet processing technique and a dry processing technique based on a product proposal
  • investigate
  • devise
  • produce
  • evaluate
  • evaluate the food product
  • product’s compliance with the proposal
  • product’s sensory properties
  • selection of processing techniques
  • selection of equipment and resources
  • time requirements
TASK 3: Wet and dry processing techniques
10 / 1
2
2 / Food safety
  • objectives of the Food Act 2008 (WA)
  • principles of the HACCP system
  • conduct a hazard analysis
  • identify critical control points
  • establish critical limits for each critical control point
  • establish critical control point monitoring requirements
  • establish corrective actions
  • verify procedures
  • establish record keeping procedures
  • regulation of food safety in Australia
  • national authorities
  • state authorities
  • local authorities

11-12 / 1 / Varieties of food commodities
  • reasons for the development and use of varieties of food commodities
  • alter sensory and physical properties
  • alter nutritional content
  • improve yield
  • new technologies in food processing
  • line extensions
  • profit

13-14 / 1
1
2
2
2 / Nutritional wellbeing
  • effects of under-consumption of nutrients on health
  • anaemia
  • osteoporosis
  • malnutrition
  • constipation
  • effects of over-consumption of nutrients on health
  • obesity
  • cardiovascular disease
  • Type 2 diabetes
  • dietary planning
  • Healthy Living Pyramid
  • Australian Guide to Healthy Eating
  • Australian Dietary Guidelines
  • nutritional needs of demographic groups, such as adolescents and adults
  • influences on the nutritional wellbeing of individuals
  • lifestyle
  • cultural traditions
  • beliefs and values
  • economic circumstances
  • location
  • media
TASK 4: Nutritional wellbeing
15 / TASK 5: Semester 1 examination
16-17 / 1
2
2
2
2
2 / Paddock to plate
  • primary and secondary processes used to convert raw commodities into safe, quality food products
  • the food supply chain
  • production
  • processing
  • packaging
  • storage
  • distribution of food commodities
  • influence of lifestyle choices, market demands and the impact of new technologies in developing innovative food products
  • define and classify functional foods
  • natural functional foods
  • processed functional foods – modified, fortified
  • the concept of value-adding to food
  • changes to nutritional content
  • additional processing of food
  • presentation and service
  • packaging
  • modification and fortification of foods by altering nutrient content
TASK 6: Paddock to plate
18-19 / 2
2
2 / Food preservation
  • reasons for preserving food
  • extend shelf life
  • preserve nutritional value
  • out of season availability
  • palatability
  • convenience
  • economics
  • reduce waste
  • causes of food spoilage and contamination
  • environmental factors, such as oxygen, light, heat, water, infestation
  • enzymatic activity on food
  • microbial contamination of food, such as mould, yeast, bacteria
  • principles of food preservation
  • control of temperature, such as pasteurisation, ultra-high temperature treatment, freezing, and canning or bottling
  • anaerobic breakdown of organic substances or nutrients, such as fermentation
  • addition of chemicals, such as salt, sugar, acid and artificial preservative
  • removal of moisture through dehydration and evaporation
  • removal of oxygen through vacuum packing

20-22 / 2
2
2
2 / Production analysis
  • food processing techniques used to control the performance of food
  • application of heat
  • application of cold
  • exposure to air
  • addition of acid
  • addition of alkali
  • manipulation
  • devise food products
  • interpret and adapt recipes
  • devise food orders
  • develop, produce and evaluate prototypes
  • devise production plans
  • apply preparation and processing techniques
  • cost recipes
  • the technology process to produce a preserved food product based on a product proposal
  • investigate
  • devise
  • produce
  • evaluate
  • analysis of the preserved food product
  • product’s compliance with the proposal
  • product’s use in another food product
  • product’s sensory properties
  • selection of processing techniques
  • selection of equipment and resources
  • time requirements
TASK 7: The favoured flavour
23-24 / 1
1
2 / Influences on food choices
  • societal influences on food choices
  • lifestyle
  • culture and traditions
  • peer group
  • media
  • advertising
  • marketing
  • economic influences on food choices
  • competition in the marketplace
  • product availability
  • consumer resources
  • factors that influence food choices
  • location
  • income
  • supply and demand
  • environmental issues
  • advertising and marketing
  • ethical issues, such as animal welfare, fair trade, resource use, country of origin

25-26 / 1
1
1
2 / Food labelling
  • role of Food Standards Australia New Zealand (FSANZ)
  • Australia New Zealand Food Standards Code for food labelling requirements
  • nutrition information panel
  • percentage labelling
  • name or description of the food
  • food recall information
  • information for allergy sufferers
  • date marking
  • ingredients list
  • country of origin
  • barcode
  • weights and measures
  • use and storage information
  • mandatory warnings and information
  • genetically modified content
  • legibility
  • categories of food exempt from food labelling laws
  • Australia New Zealand Food Standards Code labelling requirement for health claims and for mandatory fortification of food

27-28 / 1
2 / Food promotional strategies
  • use of celebrities, media practices (including music, body image, colour, fonts and graphics) and food styling techniques to market food products
  • sponsorship, tokens and free gifts, and supersizing techniques used to market food products
TASK: 8 Food promotional strategies and health
29 / 1
2 / Safety in the workplace
  • purpose of the Occupational Safety and Health Act 1984
  • Occupational Safety and Health Act 1984 and rights and responsibilities of employers and employees in food environments

30 / TASK 9: Semester 2 examination

1

Developed for HEIAWA, 2014.

Food Science and Technology – ATAR Year 11

Assessment task 1: Test: Processing techniques

Assessment type: Response

Conditions

Time allowed for the completion of the task: 30 minutes

In class test based on processing techniques used to control the performance of food

Answer all questions

Task weighting

10% of the school mark for the pair of units

______

Question 1

Explain what is meant by the term ’food processing technique’.

(1 mark)

______

Question 2

Describe reasons for applying processing techniques to food. Provide examples to support your answer.

(4 marks)

(i)______

______

(ii)______
______
(iii)______

______

(iv)______

Question 3

Identify processing techniques used to control the performance of food and provide an example of a food preparation skill that demonstrates each technique.

(12 marks)

Processing technique / Food preparation skill

Question 4

Identify and describe the effects of processing techniques used in the production of a cake. Provide examples to support your answer.

(4 marks)

______

______

Question 5

Describehow processing techniques can be used to tenderise meat.

(3 marks)

______

______

Question 6

Complete the table below.

Identify a different processing technique that can be applied to each food. Outline how the performance of each food is affected by the application of the processing technique.

(6 marks)

Food / Processing technique / Effect of the processing technique
Apple / ______
______
______
Peas / ______
______
______
Mayonnaise / ______
______
______

Total: 30 marks
Marking key assessment task 1: Test- Processing techniques

Question 1

Explain what is meant by the term ’food processing technique’.

(1 mark)

Description / Marks
Provides an accurate explanation of the term ‘food processing technique / 1
Total / /1

Question 2

Describe reasons for applying processing techniques to food. Provide examples to support your answer.

(4 marks)

Description / Marks
Provides four accurate, detailed reasons for applying processing techniques to food / 4
Provides accurate reasons for applying processing techniques to food / 3
Provides mainly accurate reasons for applying processing techniques to food / 2
Provides a simplistic reason for applying processing techniques to food / 1
Total / /4

Question 3

Identifyprocessing techniques used to control the performance of food and provide an example of a food preparation skill that demonstrates each technique.

(12 marks)

Description / Marks
Provides an accurate list of processing techniques used to control the performance of food with specific,accurate examples of food preparation skills for each technique / 12
Provides a mostly accurate list of processing techniques used to control the performance of food with mostlyaccurate examples of food preparation skills for each technique / 9-11
Provides a list of processing techniques used to control the performance of food with general examples of food preparation skills for each technique / 7-8
Lists some processing techniques used to control the performance of food and provides examples of food preparation skills that demonstrate some techniques / 5-6
Provides a limited listlimited of processing techniques used to control the performance of food with incomplete examples of food preparation skills / 3-4
Provides an inadequate number of processing techniques used to control the performance of food with examples that may or may not be relevant / 1-2
Total / /12

Question 4

Identify and describe the effect of two processing techniques used in the production of a cake.

(4 marks)

Description / Marks
Identifies and describes the effect of two processing techniques used in the production of a cake / 4
Identifies processing techniques used in the production of a cake and describes the effect of one / 3
Identifiesa processing technique used in the production of a cake and briefly states its effect / 2
Identifiesa processing technique used in the production of a cake / 1
Total / /4

Question 5

Describethree processing techniques that can be used to tenderise meat.

(3 marks)

Description / Marks
Describesthree processing techniques that can be used to tenderise meat / 3
Identifies processing techniques that can be used to tenderise meat / 2
Identifies a processing technique that can be used to tenderise meat / 1
Total / /3

Question 6

Identify a different processing technique that can be applied to each food. Outline how the performance of each food is affected by the application of the processing technique.

(6 marks)

Description / Marks
Correctly identifies a different processing technique that can be applied to each food and identifies one way in which the performance of each food is affected by the application of the processing technique / 6
Correctly identifies a different processing technique that can be applied to each food and identifies ways in which the performances of some foods are affected by the application of the processing technique / 4-5
Correctly identifies a different processing technique that can be applied to some foods and identifies ways in which their performance is affected by the application of the processing technique / 2-3
Identifies a processing technique that can be applied to each food / 1
Total / /6
Test total / /30
Convert to percentage / /10%

Food Science and Technology – ATAR Year 11

Assessment task 2: Experimenting with food

Assessment type: Investigation

Conditions

Period allowed for the completion of the task: 3 weeks

Research report completed in class at the completion of the investigation

Suggested time allowed for the completion of the report: 40 minutes

Task weighting

10% of the school mark for the pair of units

______

The processing techniques that are applied to foods determine the functional and sensory properties of the food. An understanding of the properties of foods is important as these determine the selection, use and performance of food.

Part A: Investigate the functional and sensory properties of food

Conduct experiments and/or prepare recipes and/or process foods to investigate the functional properties of food through the application of a range of processing techniques.

(10 marks)

  • demonstrate functional properties of food by the application of appropriate processing techniques
  • dextrinisation
  • caramelisation
  • crystallisation
  • emulsification
  • gelatinisation
  • oxidation
  • denaturation
  • coagulation
  • leavening
  • aeration

Record of results

(4 marks)

  • devise a method to record the results of the investigation and include:
  • identification of each processing technique applied and functional property investigated
  • a description of how each functional property was investigated
  • a description of the effect of each functional property on the sensory properties of the foods.

Total: 14 marks

The record of results of the investigation may be referred to during the in class assessment and is to be submitted with the report.

Marking key assessment task 2 Part A: Experimenting with food

Description / Marks
Experimenting with food
Conducts experiments, prepares recipes or processes foods to investigate functional and sensory properties / 9-10
Conducts experiments, prepares recipes or processes foods to investigate the majority of the functional and sensory properties of food / 6-8
Conducts experiments, prepares recipes or processes foods to investigate a limited number of the functional and sensory properties of food / 1-5
Total / /10
Record of results
Devises an organised method of recording the investigations and records accuratelyexperiments, recipe preparations or processing techniques / 4
Devises a simple method of recording the investigations and records mostly accurate results of experiments, recipe preparations or processing techniques / 3
Uses an unclear recording method and results are generally incomplete / 2
Follows a given method to record an insufficient number of investigations and results may be inaccurate or incomplete / 1
Total / /4
Part A total / /14

Task 2 part B: Investigation Research Report - Methods of aeration