Unit rationale, description and aim
The confident ability to engage in innovative food design and production, by designing, safely producing and critically evaluating new food products is a hallmark of advanced achievement in the discipline of food technologies. 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 advanced unit students will explore the role of food in the context of the Australian food industry. Students will develop knowledge of how past, current and emerging food technologies influence principles and processes of food design and production through examples and case-studies. An industry excursion will allow students to synthesise and further contextualise their knowledge of food technologies contexts, design and manufacturing processes and industry issues. Students will conduct scientific food testing to evaluate functional and sensory properties of foods and food components.
The aim of this units is for students to analyse the process of new food product development and then produce an advanced self-directed food design project that responds to specific user-centred needs in the context of the Australian Food Industry.
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.
Identify and discuss food production and technolog...
Learning Outcome 01
Analyse the principles that guide legislation on s...
Learning Outcome 02
Evaluate the sensory properties of food
Learning Outcome 03
Develop and evaluate a new food product
Learning Outcome 04
Content
Food safety
- Spoilage microorganisms
- Pathogenic microorganisms
- WHS and HACCP
- Hurdle technology
Sensory characteristics of food
- Sensory evaluation
- Sensory tests
Food production and processing
- Technologies
- Equipment
- Systems
- Unit operations
- Process flow charts
- Quality management
- Packaging
Food regulation
- Legislation
- Policies
- Advisory groups
Australian food industry sectors
- Agriculture and fisheries
- Processing and manufacturing
- Food retail
- Food service and catering
Contemporary food issues
- Innovative food products
- Food trends
- Sustainability
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.
Assessment strategy and rationale
The problem-based learning strategy employed in this unit is supported by the integration of progressive authentic assessment tasks completed by students at critical points of the student’s learning. Theoretical and conceptual knowledge and practical skills-based knowledge are developed simultaneously in the acquisition and assimilation of knowledge developed during the application of food technologies and design practices. Initially, students acquire knowledge in food by undertaking research on key concepts introduced in the lecture and develop skills in design and manufacture through practical workshop classes. Practical workshops provide opportunities for formative assessment which supports assimilation of knowledge. The first assessment task aims to assess students’ application of knowledge and skills (conceptual, procedural and professional) competencies through a practical project and report, the second a critical thinking report and the third a design project and folio. The assessment in this unit aims to assess student’s achievement of a synthesis between design theory and practice in food. Therefore, the main assessment method used is design projects which include design documentation and designed and/or manufactured products or products. Documentation records students' design processes and includes evidence of project definition, 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, folio and practical work. Assessment tasks will address all learning outcomes as well as relevant graduate attributes.
Overview of assessments
Assessment Task 1: Practical task and report Requ...
Assessment Task 1: Practical task and report
Requires students to identify and apply principles of food preservation to prepare safe and appealing foods.
20%
Assessment Task 2: Critical thinking report Requi...
Assessment Task 2: Critical thinking report
Requires students to synthesise knowledge of the Australian food industry, food manufacturing, and food legislation.
35%
Assessment Task 3: Food design project and folio:...
Assessment Task 3: Food design project and folio:
Requires students to apply food product development processes to design, produce, and critically evaluate a new food product.
45%
Learning and teaching strategy and rationale
A student-focused, problem-based learning approach is used in this unit. Students encounter concepts and principles of food technologies and design through lectures, concepts are discussed and broadened through analysis of manufactured food products and further informed by independent research as students complete food design projects. In practical workshops students design, produce and evaluate new food products. Food product development skills are introduced 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 material products in technologies. Students develop solutions to food design problems using design thinking and conceptual knowledge in food alongside procedural knowledge of food manufacturing technologies through 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 design 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.
Representative texts and references
Brown, A. (2019). Understanding food: Principles and preparation. Cengage.
Croxford, S., & Stirling, E. (2017). Understanding the science of food: From molecules to mouthfeel. Crows Nest, NSW: Allen & Unwin.
CSIRO. Food Nutritional Sciences. (2010). Make it safe: A guide to food safety. Collingwood, Vic.: CSIRO Pub.
Downie, M., Gualtieri, R., Malone, P., & Mayo, F. (2017). Food tech focus: Stage 6. South Melbourne, Vic: Cengage Learning Australia.
Fuller, G. W. (2016). New food product development: From concept to marketplace (3rd ed.). Boca Raton, FL: CRC Press.
Han, J. H. (2014). Innovations in food packaging (2nd ed.). Amsterdam: Elsevier Science.
Jeantet, R. (2016). Handbook of food science and technology 3: Food biochemistry and technology. Hoboken, NJ: Wiley.
McWilliams, M. (2017). Foods: Pearson new international edition: Experimental perspectives (8th ed.). New Jersey USA: Pearson Education.
Shaw, I. C. (2018). Food safety: The science of keeping food safe (2nd ed.) Hoboken, NJ: John Wiley & Sons.
Websites
Australian Institute of Food Science and Technology http://www.aifst.asn.au