Course outline and Sample assessment tasks. Food Science and Technology ATAR Year 11. Unit 1 and Unit 2 Food science and The Undercover Story

Transcription

1 Course outline and Sample assessment tasks Food Science and Technology ATAR Year Unit and Unit Food science and The Undercover Story

2 Using these materials This Course outline and Sample assessment tasks for the Food Science and Technology, Year ATAR 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 ) 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 0%). 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), 04 This document is provided for the use of financial members of HEIAWA and may not be copied, or communicated. The Home Economics Institute Australia (WA division), is the copyright owner.

3 Food Science and Technology ATAR Year Unit and Unit Food science and The undercover story Assessment type Assessment type weighting Investigation 30% Production analysis 0% Response 0% Examination 30% Assessment task weighting 0% 0% 0% 0% 0% 0% 0% 0% 0% Total 00% 00% Submission date Semester Week 6 Semester Week 4 Semester Week 7 Semester Week 9 Semester Week Semester Week 3 Semester Week 8 Examination week Examination week Assessment outline 3 Assessment task Task : Experimenting with food The functional properties of food cause the sensory properties of food to change. Sensory properties determine the selection, use and consumption of food while functional properties determine the performance of food. 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. Task 6: Paddock to plate New technologies and societal change have altered the foods we eat. What is the impact on health? 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 processing techniques. 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. Task : 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? 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. Task 5: Semester examination.5 hours using a modified design brief from the Year syllabus; Section : 5 multiple choice questions (5%), Section : 4 short answer questions (55%) and Section 3: extended answer questions from a choice of 3 (30%). Task 9: Semester examination 3 hours using the design brief from the Year syllabus; Section : 5 multiple choice questions (5%), Section : 6-8 short answer questions (55%) and Section 3: extended answer questions from a choice of 3 (30%).

4 Course outline Week Unit Syllabus content Learning Experiences Resources 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 B (thiamine), B (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 : Test - Processing techniques Properties of food influence of sensory properties on the selection, use and consumption of raw and processed food appearance texture 4

5 7-9 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 : Experimenting with food Production analysis investigate wet processing techniques and dry processing techniques suitable food commodities effect on nutrition heat transfer sensory properties cost devise food products 5

6 0 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 Food safety objectives of the Food Act 008 (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 6

7 - 3-4 national authorities state authorities local authorities 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 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 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 7

8 economic circumstances location media TASK 4: Nutritional wellbeing 5 TASK 5: Semester examination 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 Food preservation reasons for preserving food extend shelf life preserve nutritional value 8

9 0- 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 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 9

10 3-4 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 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 0

11 advertising and marketing ethical issues, such as animal welfare, fair trade, resource use, country of origin 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 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

12 9 TASK: 8 Food promotional strategies and health Safety in the workplace purpose of the Occupational Safety and Health Act 984 Occupational Safety and Health Act 984 and rights and responsibilities of employers and employees in food environments 30 TASK 9: Semester examination

13 Food Science and Technology ATAR Year Assessment task : 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 0% of the school mark for the pair of units Question Explain what is meant by the term food processing technique. ( mark) Question Describe reasons for applying processing techniques to food. Provide examples to support your answer. (4 marks) (i) (ii) (iii) (iv)

14 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. ( 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 Describe how processing techniques can be used to tenderise meat. (3 marks) 3

15 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 Apple Peas Mayonnaise Processing technique Effect of the processing technique Total: 30 marks 4

16 Marking key assessment task : Test- Processing techniques Question Explain what is meant by the term food processing technique. ( mark) Description Marks Provides an accurate explanation of the term food processing technique Total / Question 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 4 food Provides accurate reasons for applying processing techniques to food 3 Provides mainly accurate reasons for applying processing techniques to food Provides a simplistic reason for applying processing techniques to food Total /4 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. ( 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 Provides a mostly accurate list of processing techniques used to control the performance of food with mostly accurate examples of food preparation skills for each technique Provides a list of processing techniques used to control the performance of food with general examples of food preparation skills for each technique Lists some processing techniques used to control the performance of food and provides examples of food preparation skills that demonstrate some techniques Provides a limited list limited 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 - Total /

17 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 Identifies a processing technique used in the production of a cake and briefly states its effect Identifies a processing technique used in the production of a cake Total /4 Question 5 Describe three processing techniques that can be used to tenderise meat. Description (3 marks) Describes three processing techniques that can be used to tenderise meat 3 Identifies processing techniques that can be used to tenderise meat Marks Identifies a processing technique that can be used to tenderise meat 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 6 the application of the processing technique 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 4-5 the application of the processing technique 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 -3 of the processing technique Identifies a processing technique that can be applied to each food Total /6 Test total /30 Convert to percentage /0% 6

18 Food Science and Technology ATAR Year Assessment task : 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 0% 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. (0 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: 4 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. 7

19 Marking key assessment task Part A: Experimenting with food Experimenting with food Description Marks Conducts experiments, prepares recipes or processes foods to investigate functional and sensory properties 9-0 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 -5 Total /0 Record of results Devises an organised method of recording the investigations and records accurately experiments, 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 Follows a given method to record an insufficient number of investigations and results may be inaccurate or incomplete Total /4 Part A total /4 8

20 Task part B: Investigation Research Report - Methods of aeration Use the record of results produced during part A to assist in the writing of a research report. The report will be written in class. The record of results will be submitted with the report. The report will include: Aim an explanation of the purpose of the investigation (3 marks) Method (7 marks) description of the processing techniques used to produce mechanical, chemical and biological aeration discussion of the gases that cause mechanical, chemical and biological aeration and identify a food product that relies on the production of each gas include two examples of a combination of ingredients that cause chemical aeration explanation of why self-raising flour causes aeration Results (3 marks) discussion of the changes that occur in the sensory properties of aerated products Conclusion evaluation of mechanical, chemical and biological methods of aeration o ease of use o time o effectiveness of each method when used as the sole method of aeration. (6 marks) Total : 9 marks 9

21 Marking key: Task part B Investigation Research report Aim Description Provides a logical explanation of the purpose of the investigation into aeration 3 Provides a description of the purpose of the investigation into aeration Provides a brief statement of the purpose of the investigation into aeration Marks Total /3 Method Provides a detailed and accurate description of the processing techniques applied to produce mechanical, chemical and biological aeration 6 Provides an accurate description of the processing techniques applied to produce mechanical, chemical and biological aeration 3-5 Provides a general description of the processing techniques applied to produce mechanical, chemical or biological aeration - Total /6 Provides an accurate discussion of the gases that cause mechanical, chemical and biological aeration, includes an example of a food product that relies on the 6 production of each gas General discussion of the gases that cause mechanical, chemical and biological aeration 3-5 Provides a brief and mainly inaccurate statement about the gases that cause mechanical, chemical or biological aeration - Total /6 Provides accurate examples of combinations of ingredients that cause chemical aeration Provides limited examples of combinations of ingredients that cause chemical aeration Provides an example of a combination of ingredients that cause chemical aeration Provides an accurate explanation of how self-raising flour causes aeration Provides a general explanation of how self-raising flour causes aeration Results 3 /3 Total / Detailed, accurate discussion of the changes that occur in the sensory properties of aerated food products 3 General discussion of the changes that occur in the sensory properties of aerated food products Identifies the changes that occur in the sensory properties of aerated food products Total /3 Conclusion Provides an accurate, logical evaluation of the application of mechanical, chemical and biological methods of aeration 6 Provides a general evaluation of the application of mechanical, chemical and biological methods of aeration 3-5 Provides a limited statement that summarises mechanical, chemical and biological methods of aeration - Total /6 0

22 Part B total /9 Total part A and B /43 Convert to percentage /0%

23 Food Science and Technology ATAR Year Assessment task 3: Wet and dry processing techniques Assessment type: Production analysis Conditions Period allowed for the completion of the task: 3 weeks The production analysis report will be completed in class under test conditions Suggested time allowed for the completion of the report: 40 minutes Task weighting 0% of the school mark for the pair of units The fast food sector of the food industry has attracted criticism for the questionable nutritional value of snack foods. Snack Attack is a group of apprentice chefs planning to develop healthy food products that can be sold from pop-up stalls at sporting and entertainment venues in Perth. The introductory range of products will be launched at popular band concert at the Perth Arena in winter. Snack Attack requires their products to be savoury with appeal to young adults, include a wet and a dry processing technique, iron, B group vitamins and complete and incomplete protein. They must also be portable and able to be partially prepared before transport to the event where they will be assembled and presented for service. The food products must sell for no more than $5.00. Devise and produce a food product for Snack Attack. Part A: The technology process Make notes to record the stages of the technology process. Investigate (5 marks) food commodities that contain complete and incomplete protein, iron and B group vitamins food commodities suitable for wet and dry processing techniques snack food recipes that comply with the product proposal Devise adapt, develop, trial and evaluate recipes a food order cost the food product (3 marks) Produce (3 marks) apply wet and dry processing techniques a quality food product, presented for service, that complies with the product proposal Evaluate the production process o explain why processes were effective o recommend modifications to processes that were not effective. (6 marks) Total : 7 marks

24 Marking key task 3 part A: The technology process The technology process Investigate Description Provides detailed evidence of an investigation of food commodities and recipes that contain complete and incomplete protein, iron and B group vitamins and their suitability for wet and dry processing techniques Provides evidence of an investigation of food commodities and recipes that contain complete and incomplete protein, iron and B group vitamins with reference to wet and dry processing techniques Provides limited evidence of an investigation of food commodities that contain complete and incomplete protein, iron and B group vitamins, mentions a wet and/or dry processing technique Provides limited evidence of an investigation of food commodities that contain complete or incomplete protein or iron or B group vitamins Devise Appropriately adapts, develops, trials and evaluates recipes. Includes accurate costing 3 Adapts, develops, trials and evaluates a recipe Follows and trials a recipe Produce Correctly applies appropriate wet and dry processing techniques to produce a product that complies with the specifications of the product proposal Applies some principles of wet and dry processing techniques to produce a product that complies with most specifications of the product proposal Produces a food product that includes a wet or dry processing technique and complies with some specifications of the product proposal Evaluate Marks Comprehensive and detailed evaluation of all stages of the production process and recommends modifications to processes 6 Evaluates some stages of the production process and recommends modifications to some processes 4-5 Discusses the production process, with or without a modification -3 Makes a brief statement about the production process /5 /3 /3 /6 Part A total /7 3

25 Task 3 part B: Production analysis report Notes prepared to record the progress of the technology process may be used during the in class assessment. Produce a report that analyses your response to the product proposal from Snack Attack. Use headings to structure the report. Introduction Introduce the product proposal o describe the product specifications o the profile of intended consumers o the purpose of the product ( marks) Nutrition (7 marks) how the food product meets the nutritional specifications of the product proposal the recipes that were considered and reasons why they were not selected Wet and dry processing techniques (8 marks) commodities to be processed using wet and dry techniques and reasons for their selection the process of trialling recipes and reasons for adaptations The product the appeal of the product to consumers including presentation and cost (3 marks) Conclusion (6 marks) justify the compliance of the product with the specifications of the product proposal o commodity selection o processing techniques o cost o the final product analyse the production process Total: 6 marks 4

26 Marking key task 3 part B: Production analysis report Description Marks Introduction Provides a logical, concise introduction of the product proposal including product specifications, profile of intended consumers and product purpose Summarises the product proposal Nutrition Identifies recipes that were considered and provides an accurate explanation of why they were not selected Identifies recipes that were considered and provides a brief reason why they were not selected Explains how the food product meets the nutritional specifications of the product proposal 3 States how the food product meets the nutritional specifications of the product proposal Identifies the nutritional specifications of the product proposal Wet and dry processing techniques Provides logical reasoning to explain why the commodities to be processed using wet and dry techniques were selected Provides a reason why the commodities to be processed using wet and dry techniques were selected Provides a limited statement of why the commodities to be processed using wet and dry techniques were selected Evaluates the process of trialling of recipes and justifies adaptations 5 Describes the process of trialling of recipes and describes adaptations 3-4 Provides a limited statement identifying adaptations - The product Explains in detail why the product will appeal to consumers including 3 appearance, cost and presentation Briefly describes why the product will appeal to consumers including appearance or cost or presentation Identifies why the product will appeal to consumers Conclusion Accurately and logically justifies the compliance of the product with the specifications of the product proposal and analyses the production process 6 Explains how the product complies with the specifications of the product proposal and describes the production process 3-5 Identifies how the product complies with the specifications of the product proposal - /6 Part B total /6 Total part A and B /43 Convert to percentage /0% / /4 /3 /3 /5 /3 5

27 Food Science and Technology ATAR Year Assessment task 4: Investigate nutrition and health Assessment type: Investigation Conditions Period allowed for the completion of the task: weeks A validation essay will be completed in class under test conditions. Suggested time allowed for the completion of the essay: 45 minutes Task weighting 0% of the school mark for the pair of units Part A Record the results of the investigation. Select one health condition, anaemia or osteoporosis, cardiovascular disease or Type diabetes and investigate (5 marks) how food intake influences the occurrence of the condition foods that should be consumed to reduce the incidence of the condition symptoms of the condition an at risk demographic group Investigate the nutritional needs of male and female adolescents trends in the health status of Australian adolescents the differing nutritional needs of male and female adolescents the differing nutritional needs of male and female adolescents (7 marks) Investigate how each of the following influence the nutritional wellbeing of individuals (6 marks) lifestyle beliefs and values media. Total: 8 marks The record of the investigation may be referred to during the in class assessment and will be submitted with the validation essay. 6

28 Marking key assessment task 4 part A: Investigation Description Marks Health condition: osteoporosis, anaemia, cardiovascular disease or Type diabetes Provides an accurate description of how food intake influences the incidence of osteoporosis, anaemia, cardiovascular disease or Type diabetes -3 Limited description of how food intake influences the incidence of the condition Correctly identifies foods that should be consumed and explains accurately why they reduce the incidence of the condition 5-6 Correctly identifies foods that should be consumed and states why they reduce the incidence of the condition 3-4 Correctly identifies foods that should be consumed - Accurately describes symptoms of the condition Limited description of symptoms of the condition Correctly identifies a demographic group and explains accurately why the group is at risk of the condition Correctly identifies a demographic group and states briefly why the group is at risk of the condition Nutritional needs of adolescents Accurately describes trends in the health status of Australian adolescents 3 Outlines trends in the health status of Australian adolescents Identifies a trend in the health status of Australian adolescents Identifies the nutritional needs of adolescents 3-4 Identifies briefly the nutritional needs of adolescents -3 Nutritional wellbeing Provides an accurate description of how lifestyle influences the nutritional wellbeing of adolescents Provides a mainly accurate description of how lifestyle influences the nutritional wellbeing of adolescents /3 /6 / /4 /3 /4 Provides an accurate description of how beliefs and values influence the nutritional wellbeing of adolescents Provides a mainly accurate description of how beliefs and values influences the nutritional wellbeing of adolescents Provides an accurate description of how media influences the nutritional wellbeing of individuals influence the nutritional wellbeing of adolescents Provides a mainly accurate description of how media influences the nutritional wellbeing of adolescents /6 Part A total /8 7

29 Task 4 part B: Validation essay Refer to the results recorded during the investigation to produce an essay examining the relationship between the wellbeing of adolescents and nutrition. The essay will include: Introduction (3 marks) state the health concerns related to the nutritional intake of Australian adolescents Adolescent health ( marks) dietary intake that increases the risk of the incidence of a dietary related health condition in adolescents devise a daily dietary intake that would supply the nutritional needs of adolescents. Include breakfast, lunch, dinner, morning and afternoon tea use a dietary planning model to analyse the daily dietary intake devised Influences on adolescent health (6 marks) examine the influence of lifestyle, economic circumstances and the media on adolescent wellbeing Consequences of inadequate consumption of nutrients by adolescents (4 marks) impact of an adolescent dietary related health condition on immediate and long term wellbeing predict the impact on society of the incidence of chronic, dietary related health conditions in adolescents Conclusion analyse the relationship between the wellbeing of adolescents and nutrition o changing food intake patterns of adolescents o changing health profile of adolescents o implications of the changing food intake and health profile of adolescents. (6 marks) Total: 30 marks 8

30 Marking key Task 4 part B: Validation essay Introduction Description Provides a logical, statement that accounts for health concerns related to nutritional intake of Australian adolescents Provides a general statement related to health concerns and nutritional intake of Australian adolescents Provides a limited statement that describes the nutritional intake of Australian adolescents Adolescent health Describes dietary intake that increases the risk of the incidence of an identified dietary related health condition in adolescents Limited description of dietary intake that increases the risk of the incidence of an identified dietary related health condition in adolescents Lists foods that increase the risk of the incidence of dietary related health conditions in adolescents Marks Devises a daily dietary intake that would supply the nutritional needs of adolescents 5 Devises a daily dietary intake that would supply most of the nutritional needs of adolescents 4 Devises a partial daily dietary intake that would supply limited nutritional needs of adolescents -3 Devises a daily dietary intake for adolescents Accurately analyses the daily dietary intake using a dietary planning model 3 Describes the daily dietary intake based on a dietary planning model Comments on the daily dietary intake devised Influences on adolescent health Detailed examination of the influence of lifestyle on adolescent wellbeing Mainly accurate examination of the influence of lifestyle on adolescent wellbeing Detailed examination of the influence of economic circumstances on adolescent wellbeing Mainly accurate examination of the influence of economic circumstances on adolescent wellbeing Detailed examination of the influence of media on adolescent wellbeing Mainly accurate examination of the influence of media on adolescent wellbeing Consequences of inadequate consumption of nutrients by adolescents Explains the impact of an adolescent dietary related health condition on immediate and long term wellbeing States the impact of an adolescent dietary related health condition on immediate or long term wellbeing 3 3 /3 /3 /5 /3 / / / / 9

31 Logically predicts the impact on society of the incidence of chronic, dietary related health conditions in adolescents States briefly the impact on society of the incidence of chronic, dietary related health conditions in adolescents Conclusion Provides an accurate analysis of the changing food intake patterns and health profile of adolescents with evidence of the implications of these changes 6 Discusses the changing food intake patterns and health profile of adolescents 3-5 Draws the main points of the essay together - / /6 Total part B /30 Total part A and B /7 Convert to percentage /0% 0

32 Food Science and Technology ATAR Year Assessment task 6: Paddock to plate Assessment type: Investigation Conditions Period allowed for the completion of the task: weeks The validation report will be completed in class under test conditions. Suggested time allowed for the completion of the report: 40 minutes Task weighting 0% of the school mark for the pair of units. Most of the food commodities and products available in the marketplace have undergone some form of primary or secondary processing. Modern food processing systems are highly mechanised however food has been processed by the use of salt, sun-drying and cooking since early times. Part A: Investigate the impact of primary and secondary processing systems on food. Record the results of the investigation. Definitions primary and secondary food processing, with examples Processing food reasons for primary food processing reasons for secondary food processing The effect of processing on food nutrition sensory properties palatability availability Value-adding to food processes for adding value to food o changes to nutritional content i.e., modification and fortification o additional processing o presentation and service o packaging Functional foods define functional foods provide examples of natural and processed functional foods and explain the health benefits of each. The record of the investigation will be submitted with the validation essay.

33 Marking key assessment task 6 part A: Investigation Description Marks Definitions Defines primary and secondary food processing and provides accurate examples 4-5 Provides an inaccurate definition of food processing with a limited range of examples 3-4 Provides a brief definition of food processing Reasons for processing food Total /5 Explains why primary food processing techniques are applied Identifies why primary food processing techniques are applied Explains why secondary food processing techniques are applied Identifies why secondary food processing techniques are applied The effect of processing on food Total /4 Provides an accurate explanation of the effect of processing on the nutrition, sensory properties, palatability and availability of food 4 Provides a brief description of the effect of processing on the nutrition, sensory properties, palatability and availability of food 3 Identifies the effect of processing on the nutrition, sensory properties, palatability and availability of food Identifies the effect of processing on food Total /4 Value-adding to food Accurately explains processes for value-adding to food including changes to nutrition, additional processing, presentation and service, and packaging 4 Accurately describes processes for value-adding to food including changes to nutrition, additional processing, presentation and service, and packaging 3 Briefly describes processes for value-adding to food including changes to nutrition, additional processing, presentation and service, and packaging Identifies processes that add value to food Total /4 Functional foods Defines functional foods / Provides accurate examples of natural and processed functional foods and clearly explains the health benefits of each 4 Provides examples of natural and processed functional foods and explains the health benefits of each 3 Provides examples of natural and processed functional foods and identifies some health benefits Provides examples of natural or processed functional foods Total /4 Total part A /

34 Assessment task 6 part B: Validation essay Refer to the record of the investigation to produce an essay that debates the statement below. A simple way to reduce the incidence of chronic health conditions in Australia is to encourage an increased consumption of value-added foods. Include: an introduction (4 marks) a conclusion (6 marks) structure the body of the essay into three paragraphs. (8 marks) Total: 8 marks) Debate for and against the following points in the essay: the consumption of nutrients from value-added foods rather than from a balanced diet rich in natural functional foods examples of value-added foods that have the potential to reduce the incidence of specific chronic health conditions reasons for the production of value-added foods and the impact on consumers. 3

35 Marking key assessment task 6 part B: Validation essay Introduction Description Marks Provides a relevant statement that fully describes the topic of the debate 4 Provides a relevant statement that briefly describes the topic of the debate -3 Provides a statement that identifies the topic of the debate Body of essay Provides detailed, accurate argument for and against the consumption of nutrients from value-added foods rather than from a balanced diet rich in natural functional foods Provides accurate argument for and against the consumption of nutrients from value-added foods rather than from a balanced diet rich in natural functional foods Provides limited argument for or against the consumption of nutrients from value-added foods rather than from a balanced diet rich in natural functional foods Provides a statement for or against the consumption of nutrients from valueadded foods rather than from a balanced diet rich in natural functional foods Provides detailed, accurate argument for and against the potential of valueadded foods to reduce the incidence of specific chronic health conditions and provides accurate examples Argues for and against the potential of value-added foods to reduce the incidence of chronic health conditions and provides examples Argues for or against the potential of value-added foods to reduce the incidence of chronic health conditions Provides an example of a value-added food that has the potential to reduce the incidence of a chronic health condition Logically argues the positive and negative reasons for the production of valueadded foods and the impact on consumers Argues the positive and negative reasons for the production of value-added foods and the impact on consumers Provides positive or negative reasons for the production of value-added foods and the impact on consumers Provides positive or negative reasons for the production of value-added foods or the impact on consumers Conclusion Integrates the main points of the debate and predicts the potential for valueadded foods to reduce the incidence of chronic disease. Integrates some points of the debate and predicts the potential for value-added foods to reduce the incidence of chronic disease. States the main points of the debate -3 Makes a brief concluding statement /4 /6 /6 /6 /6 Total part B /8 Total part A and B /50 Convert to percentage /0% 4

36 Food Science and Technology ATAR Year Assessment task 7: The favoured flavour Assessment type: Production analysis Conditions Period allowed for the completion of the task: 3 weeks The production analysis report will be completed in class under test conditions. Suggested time allowed for the completion of the report: 40 minutes Task weighting 0% of the school mark for the pair of units Part A: Investigate food preservation Consider the following scenario. Favoured Flavour is a small shop operating from the gate of a hobby farm in the Perth Hills. The shop sells preserved food products sourced mainly from commodities produced on the property. The manager plans to open a cafe, extend the product range and increase profits by developing savoury and sweet menu items suitable for morning tea, afternoon tea and lunch that feature the preserved products as the main flavour. He aims to retain his customer base; the majority of whom are impulse buyers such as day travellers, families with children and elderly weekday patrons. He wants his customers to sample the preserves incorporated in the menu and tempt them to purchase the packaged preserves from a display in the cafe that includes open shelving and a refrigerated cabinet. Devise and produce a preserved product and a cafe menu item for Favoured Flavour. Record the results of the investigation. Investigate (5 marks) reasons for preserving food causes of food spoilage and contamination principles of food preservation and how each prevents food spoilage suitable food commodities for each preservation principle appropriate recipes for menu items that include the preserved product as the favoured flavour Devise ( marks) interpret and adapt recipes for menu items to include preserved products as the favoured flavour food orders for a preserved product and a menu item produce and evaluate prototypes if necessary apply preparation and processing techniques Produce ( marks) a quality preserved product presented for sale a quality, plated menu item that includes the preserved product as the favoured flavour Evaluate (7 marks) suitability of the preserved product for inclusion in the menu item application of principles of preservation and processing techniques food order and selection of the commodity to be preserved the production process Total: 0 marks The record of the investigation is to be submitted at the completion of the production analysis. 5

37 Marking key assessment task 7 part A: The technology process Investigate Description Marks Provides accurate explanations of the causes of food contamination and spoilage 3 Provides limited explanations of the causes of food contamination and spoilage Provides brief reasons for some causes of food contamination and spoilage /3 Identifies appropriate recipes for food products that include the preserved product as the favoured flavour Identifies recipes for food products that include the preserved product / Devise Develops accurate food orders for a preserved product and a menu item Develops a food order for a preserved product or a menu item / Consistently applies appropriate preparation and processing techniques Applies preparation and processing techniques with some accuracy / Produce Produces a quality preserved product appropriately presented for sale Produces a preserved product presented for sale / Produces a quality, attractively plated menu item Produces a plated menu item / Evaluate Provides a relevant evaluation of the production process, the application of 4 preservation principles and processing techniques Describes the production process, the application of preservation principles and -3 processing techniques Briefly describes the production process or the application of preservation principles and processing techniques /4 Evaluates the accuracy of the food order and explains reasons for the selection 3 of the favoured flavour Comments on the accuracy of the food order and explains reasons for the selection of the favoured flavour States a reason for the selection of the favoured flavour /3 Part A total /0 6

38 Assessment task 7 part B: Production analysis report The record of the progress of the technology process will be submitted at the completion of the in class assessment and may be referred to during the production of the report. Produce a report that analyses your response to the product proposal from Favoured Flavour. Include an introduction, a conclusion and three paragraphs to form the body of the report. Use headings to structure the report. Introduction introduce the product proposal o product specifications o consumer profile o product purpose ( marks) Preservation and processing techniques (4 marks) reasons for the selection of the commodity to be preserved and the preservation principle used how the preservation technique selected prevents food spoilage processing techniques used for both the preserved product and the menu item o equipment used o time Recipe adaptations (5 marks) recipes considered for the preserved product and the menu item and reasons for adaptations reasons for adaptations to processing techniques The product ( marks) the effect on sensory properties of the range of processing techniques applied to each product use of the preserved product in the menu item presentation of the preserved product and plating of the menu item Conclusion analysis of the compliance of the menu item with the product proposal analysis of the production process and recommendations for modifications. (3 marks) Total: 6 marks 7

39 Marking key assessment task 7part B: Production analysis Description Marks Introduction Provides a concise introduction to the product proposal including product specifications, product purpose and consumer profile Summarises the product proposal Preservation and processing techniques Provides valid reasoning to justify the selection of the commodity to be preserved and the preservation principle used Provides reasons for the selection of the commodity to be preserved and the preservation principle used Provides a reason for the selection of the commodity to be preserved or the preservation principle used Recipe adaptations Identifies recipes considered for each product and provides clear reasons for adaptations to ingredients and processing techniques Identifies a recipe considered for each product and provides a reason for adaptations to ingredients and processing techniques Identifies a recipe considered for each product and provides a reason for an adaptation to ingredients or processing techniques The product Describes in detail the effect on sensory properties of the range of processing techniques applied to each product States the effect on sensory properties of the range of processing techniques applied to each product States the effect on sensory properties of a processing technique applied to each product Justifies the use of the preserved product in the menu item 3 Describes the use of the preserved product in the menu item Provides a reason for the use of the preserved product in the menu item Analyses the presentation of the preserved product and plating of the menu item and suggests alternatives Describes the presentation of the preserved product and plating of the menu item and suggests adaptations Limited description of the presentation of the preserved product and plating of the menu item Conclusion Accurately and logically analyses how each product complies with the specifications of the product proposal Describes how each product complies with the specifications of the product proposal / /4 /5 /5 /3 /4 /3 Total part B /6 Total part A and B /46 Convert to percentage /0% 8