TECH210 - Food and Nutrition

Year

Credit points

Campus offering

Prerequisites

TECH207 Food and Society

Unit rationale, description and aim

Competence in the critical evaluation of the impact of diet on health and the application of the principles of healthy eating to the design, safe production and evaluation of food products is highly valued in a variety of professional contexts. This unit allows students to acquire conceptual, procedural and professional levels of skills and knowledge in food design and nutrition. This unit also contributes to an accredited sequence of food technologies units that is recognised by state-based Initial Teacher Education standards authorities (NESA, VIT and QCT) and aligns with the Australian Curriculum: Design and Technologies.

In this unit students will develop an advanced level of knowledge of nutrient metabolism throughout the lifecycle and the effects of poor nutrition on the health of individuals and communities. Contemporary diet related issues are researched and evaluated through case studies.

The aim of this unit is for students to apply theoretical knowledge and practical skills to design, prepare and present nutritious foods that meet the needs of specific groups. 

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

On successful completion of this unit, students should be able to:

LO1 - Discuss historical and contemporary Aboriginal and Torres Strait Islander food culture and practices and evaluate the nutritional implications of introduced foods (GA1, GA2, GA4, GA5, GA8, GA9)

LO2 - Examine the relationship between food consumption and diet-related diseases (GA1, GA2, GA3, GA4, GA5, GA8)

LO3 - Examine nutrient requirements and metabolism over the lifecycle (GA4, GA5, GA8)

LO4 - Design and evaluate food solutions for user-centred contexts (GA1, GA4, GA5, GA8, GA9).

Graduate attributes

GA1 - demonstrate respect for the dignity of each individual and for human diversity 

GA2 - recognise their responsibility to the common good, the environment and society 

GA3 - apply ethical perspectives in informed decision making

GA4 - think critically and reflectively 

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA8 - locate, organise, analyse, synthesise and evaluate information 

GA9 - demonstrate effective communication in oral and written English language and visual media 

Content

Metabolism 

• Digestion 
• Absorption 
• Metabolism 
• Nutrients 
• Energy 
• Basal metabolism 
• Thermic effect of food 
• Physical activity 
• Energy balance  

Nutrients 

• Nutrient reference values 
• Estimated Energy Requirement 
• Estimated Average Requirement 
• Recommended Dietary Intake 
• Average Intake 
• Upper Limit 
• Macronutrients (fats, proteins and carbohydrates) 
• Glycemic index 
• Dietary fibre 
• Micronutrients (vitamins and minerals) 
• Nutrient interactions 
• Vitamin C and iron 
• Vitamin D and calcium 
• Dietary fibre and carbohydrates 
• Dietary fibre and cholesterol 
• Diseases associated with deficiency and excess 
• Anemia 
• Osteoporosis 
• Obesity 
• Diabetes 
• Coronary heart disease 
• Hypertension 

Contemporary nutrition issues 

• Food consumption patterns 
• Food equity 
• ATSI diet and health outcomes 
• Food allergy and intolerance 
• Active non-nutrients 
• Phytochemicals 
• Probiotics 
• Functional foods 

Design with food 

• Trends in food product development in response to consumer concerns 
• Designing, planning and preparing safe and nutritious foods for specific needs 

Management practices for technology teachers including safety and risk management, budgeting, selecting, storing, maintaining and replacing materials, equipment and other resources related to Food technologies.

Learning and teaching strategy and rationale

A student-focused, problem-based learning approach is used in this unit. Students encounter concepts and principles of human nutrition through lectures, concepts are discussed and broadened through analysis of case studies and further informed by independent research during development of design projects. In practical workshops students design, produce and evaluate food solutions. Food design and evaluation skills are developed through a practice-oriented learning method. This method involves the parallel development of procedural and conceptual skills required for design, development and evaluation of food products. Students develop solutions to food design problems using design thinking and conceptual knowledge in food alongside procedural knowledge of food manufacturing technologies by means of practical food technologies projects. These methods enable the development of conceptual, procedural and professional knowledge and skill which allows students to solve problems in food technologies contexts.

This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, video etc.

Assessment strategy and rationale

The problem-based learning strategy employed in this unit is supported by the integration of progressive authentic assessment tasked completed at critical points of the students’ learning. Theoretical and conceptual knowledge and practical skills-based knowledge are developed simultaneously in that acquisition and assimilation of knowledge of knowledge develops during application of nutrition knowledge food technologies and design practices. Initially students acquire knowledge in food nutrition by undertaking research and developing a report on key concepts introduced in the lectures and they develop skills in food product development and testing through practical workshop classes. Practical workshops provide opportunities for formative assessment which supports assimilation of knowledge of knowledge. Summative assessment aims to assess students’ application of knowledge and skills (conceptual, procedural and professional) and competencies through an examination and design project. In this unit the method aims to assess students’ achievement of a synthesis between design theory and practice in food. Therefore, the main assessment method used is a design project which includes two components, namely design documentation and a designed and manufactured product or products. Documentation records students design processes and include evidence of research, ideation and critical evaluation.

A range of assessment procedures will be used to meet the unit objectives consistent with University assessment requirements. Such procedures may include examinations, reports, student presentations and practical work. Assessment tasks will address all learning outcomes as well as relevant graduate attributes. 

Overview of assessments

Representative texts and references

Australian Government. (2013). Australian dietary guidelines: Providing the scientific evidence for healthier Australian diets. Retrieved

from https://www.eatforhealth.gov.au/sites/default/files/content/n55_australian_dietary_guidelines.pdf

Croxford, S., Itsiopoulos, C., Forsyth, A., Belski, R., Thodis, A., Shepherd, S., & Tierney, A. (Eds). (2015). Food and nutrition throughout life. Crows Nest, NSW: Allen & Unwin.

Eilender, E. (2016). Nutrition throughout the lifecycle. New York, NY: Momentum Press.

Gammage, B. (2011). The biggest estate on earth: How Aborigines made Australia. Crows Nest, NSW: Allen & Unwin.

Guthman, J. (2011). Weighing in: Obesity, food justice, and the limits of capitalism. Berkeley; LA; London: University of California Press.

Levi, T., & Echo-Hawk, W. (2016). Food, control, and resistance: rationing of Indigenous peoples in the United States and South Australia. Lubbock, TX: Texas Tech University Press.

Mann, J. (2017). Essentials of human nutrition. (5th ed.). Oxford, New York: Oxford University Press.

Pascoe, B. (2018). Dark emu: Aboriginal Australia and the Birth of Agriculture (New Edn) Sydney: Magabala Books.

Wahlqvist, M.L., Baines, J., Ball, M., Gallegos, D., Hodgson, J., Jones, G., et al. (2011). Food and Nutrition: Food and health systems in Australia and New Zealand (3rd ed.) Crows Nest, NSW: Allen & Unwin.

Whitney, E., Rolfes, S.R., Crowe, T., Cameron-Smith, D. & Walsh A. (2017). Understanding nutrition: Australian and New Zealand edition. (3rd ed.). South Melbourne, Vic: Cengage Learning.