Unit Profile Correction added on 26-06-24
Assessment types, names and weightings have been changed to reflect essential amendments approved by course committee. Commencement date should have been starting Term 2, 2024, not Term 3, 2024. Assessment 1 - Laboratory Reports & Resources (40% weighting) Assessment 2 - Practical Cookery: Residential School (non-graded Pass/Fail) Assessment 3 - Teacher Demonstration (40% weighting) Assessment 4 - Peer Assessment (20% weighting) Laboratory Reports has changed in weighting from 30% to 40% to reflect student time expectations for completing experiments and lab reports. Practical Cookery Residential School has changed from 30% weighted to a non-graded pass/fail to reflect industry expectations on pass/fail skill requirements. Group work has been removed in response to student feedback. Teacher Demonstration weighting has changed from 30% to 40% to reflect change from group work to individual work. Peer review weighting has changed from 10% to 20% to account for additional time that student spend providing constructive feedback to presentations and videos.
Overview
This unit explores why foods are prepared the way they are, why certain changes take place in food after undergoing mechanical or chemical manipulation, and how this knowledge may be used to improve food products. Knowledge and skills acquired in this unit form an integral component to the teaching of Home Economics and its related subjects in secondary schools. This unit provides opportunities to develop strategies for designing activities that will challenge and engage students in the classroom and beyond.
Details
Pre-requisites or Co-requisites
CC13 undergraduate preservice teachers must have completed at least two Professional Practice placements before enrolling in this unit. EDFE11038 Professional Practice 1 - Introduction to Teaching and EDFE12043 Professional Practice 2 (Secondary) - Application of Curriculum
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2024
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Residential Schools
This unit has a Compulsory Residential School for distance mode students and the details are:
Click here to see your Residential School Timetable.
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from SUTE data
Textbook food experiment methods are not written clearly.
Review unit resources.
Feedback from SUTE data
Provide useful feedback.
Ensure useful feedback is provided.
Feedback from SUTE data
The unit coordinator provides a safe and inclusive environment for all students.
Unit Coordinator to provide a safe and inclusive environment for all students.
- Design and perform a series of food-based experiments that develop practical skills associated with cookery and recipe construction
- Apply appropriate problem-solving procedures to plan, sequence, implement and assess food production processes used in recipe construction
- Recognise and apply skills, sequences and procedures using design and problem-solving processes required for teaching a range of cookery skills
- Critically evaluate specific applications of recipes and ingredients used in the production of edible foods
- Apply appropriate workplace health and safety practices for cookery.
This unit aligns with the following Australian Professional Standards for Teachers (Graduate Career Stage):
Standard 2: Know the content and how to teach it
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
Standard 4: Create and maintain supportive and safe learning environments
4.4 Maintain student safety
Standard 7: Engage professionally with colleagues, parents/carers and the community
7.2 Comply with legislative, administrative and organisational requirements
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Laboratory/Practical - 30% | |||||
| 2 - Practical Assessment - 30% | |||||
| 3 - Group Work - 30% | |||||
| 4 - Peer assessment - 10% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- MS Teams
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
j.deagon@cqu.edu.au
Module/Topic
Water
Chapter
Measurements and Units
Basic Food Chemistry
Water in Culinary Transformations
Events and Submissions/Topic
Conduct Experiment - Orange Juice Test
Module/Topic
Water continued
Chapter
Water in Culinary Transformations continued
Events and Submissions/Topic
Submit draft Orange Juice Test Lab Report
Module/Topic
Fats & Oils
Chapter
Fats & Oils in Culinary Transformations
Events and Submissions/Topic
Conduct Experiment - Sugar Cookie
Module/Topic
Fats & Oils continued
Chapter
Fats & Oils in Culinary Transformations
Events and Submissions/Topic
Submit draft Sugar Cookie Lab Report
Module/Topic
Carbohydrates
Pigments: Acids & Bases
Chapter
Carbohydrates in Culinary Transformations
Events and Submissions/Topic
Conduct Experiment - Acids & Bases
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Carbohydrates continued
Chapter
Carbohydrates in Culinary Transformations
Events and Submissions/Topic
Submit draft Acids & Bases Lab Report
Commence preparation for Teacher Demonstration Food Experiment to be presented at Res School
Module/Topic
Proteins
Chapter
Proteins in Culinary Transformations
Events and Submissions/Topic
Finalise Assessment Task 1 for submission.
Laboratory Reports & Resources Due: Week 7 Friday (30 Aug 2024) 11:45 pm AEST
Module/Topic
Proteins continued
Chapter
Proteins in Culinary Transformations
Events and Submissions/Topic
Module/Topic
Food Additives and Food Preservation
Chapter
Kitchen Safety & Hygiene
Events and Submissions/Topic
Email your AT3 ingredient list to Unit Coordinator by 4:00 PM Tuesday 10th September 2024 (one week prior to Residential School)
Module/Topic
Residential School
Dates: Tuesday 17 September to Friday 20 September 2024
Times: 9.00am to 4.30pm (or as otherwise directed)
Venue: B Block, Rockhampton City Campus, Canning Street, Rockhampton
Chapter
New Food Development and Sensory Testing
Events and Submissions/Topic
Residential School: Compulsory attendance and participation in all Residential School activities (all days inclusive).
Food Experiment/Teacher Demonstration: Be prepared to present at the allocated time. All written work is to be submitted via Moodle by Friday 20 September 2024 by 11:00 PM.
Residential School Due: Week 10 Friday (20 Sept 2024) 11:45 pm AEST
Teacher Demonstration Due: Week 10 Friday (20 Sept 2024) 11:45 pm AEST
Module/Topic
Food Modification and New Food Development
Chapter
Events and Submissions/Topic
Module/Topic
Peer reviews and professional reflection
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Laboratory/Practical
Rational
To teach food related topics, you need to know the chemical reactions and processes that occur when food is prepared, cooked and stored. A knowledgeable, successful and inspiring food educator needs to possess the vocabulary, skills and abilities to construct and deliver content in fun and challenging ways. An appropriate teaching strategy to explain complex scientific processes is to perform laboratory testing and experiments on food. This experimental approach complements the 'hands on' and practical approach that underpins learning and teaching in food contexts.
The Task: 3 Food Experiments:
Conduct 3 experiments as directed via Moodle. Each experiment will need to be completed at your home. The experiments are:
- Water: Orange Juice Yield Test
- Lipids: Sugar Cookies
- Carbohydrates: Acids & Bases: Pigments
What to Submit:
Complete 3 laboratory reports and accompanying resources. Use the templates provided in Moodle. Template headings include:
- Experiment Objective
- Equipment and Ingredients
- Method
- Results tables
- Theory Analysis and Discussion
- Glossary of key terms
- Photographs of key procedures or chemical reactions for each experiment with accompanying 50-100 word theoretical explanations.
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows:
- Gen AI may only be used as specified in the assignment instructions.
Detailed task description, templates, examples, criteria sheet and file naming convention are located in Moodle. Further instructions provided in weekly tutorials and learning tasks.
Week 7 Friday (30 Aug 2024) 11:45 pm AEST
Week 9 Friday (13 Sept 2024)
Ongoing feedback provided on fortnightly drafts, and it is anticipated that students will receive final feedback 2 weeks after submission.
- Apply culinary science theory and technical concepts
- Generate, record, analyse and interpret food experiment data and observations
- Construct educational resources for theoretical and practical culinary science lessons
- Demonstrate professional levels of personal literacy.
- Design and perform a series of food-based experiments that develop practical skills associated with cookery and recipe construction
- Apply appropriate problem-solving procedures to plan, sequence, implement and assess food production processes used in recipe construction
- Recognise and apply skills, sequences and procedures using design and problem-solving processes required for teaching a range of cookery skills
- Critically evaluate specific applications of recipes and ingredients used in the production of edible foods
- Apply appropriate workplace health and safety practices for cookery.
2 Practical Assessment
Compulsory attendance to all 4-days of Residential School
Complete all practical cookery tasks as instructed. In groups and individually, students will perform a variety of food experiments and receive instruction on teaching and learning strategies to facilitate safe and efficient practices for high-risk kitchen environments.
Food Science Topics:
- Water
- Lipids
- Carbohydrates
- Proteins
- Re-thinking Food Waste
- Allergies and Alternatives
- Sensory Testing
- Recipe Modifications
- Procedures and considerations for conducting food experiments
Safety, pedagogy and management:
- Workplace health & safety procedures
- High-risk activity management
- Behaviour management and organisation skills
- Time management and kitchen organisation
- Planning and delivery of theory and practical lessons.
Further information about Residential School is available in Moodle.
Week 10 Friday (20 Sept 2024) 11:45 pm AEST
4-day Residential School. All days inclusive. All days compulsory.
Ongoing feedback will be provided at Residential School.
- Demonstrate a range of practical cookery skills
- Apply decision-making skills to select and use appropriate methods, techniques and equipment
- Collaborate and manage groups and work independently
- Consider food waste, ethics and sustainability practices suitable for kitchen environments
- Implement personal hygiene, food safety and workplace health and safety procedures.
- Design and perform a series of food-based experiments that develop practical skills associated with cookery and recipe construction
- Apply appropriate problem-solving procedures to plan, sequence, implement and assess food production processes used in recipe construction
- Apply appropriate workplace health and safety practices for cookery.
3 Group Work
RATIONAL FOR TEACHER DEMONSTRATION OF A FOOD EXPERIMENT
Food educators not only require the skills and knowledge to demonstrate specific practical cookery skills, but also have the confidence to simultaneously deliver theory to an audience. A demonstration provides a "snapshot" of a complex task.
Food experiments are a fun and interactive way to engage an audience with content but require considerable organisation and preparation. Practical Home Economics, Food & Nutrition or Food Technology classes are set apart from many other school subjects because of their 'hands-on' pedagogies. Especially relevant in busy kitchen environments, students need to understand explicitly what is required and expected. To scaffold (coach) students through new cookery knowledge and techniques, a “show and tell” demonstration usually precedes each practical cookery lesson and can take 10 minutes or a whole lesson to complete.
THE TASK
You will research, plan and present “in kitchen” theory and food experiment demonstrations suitable for secondary schools.
REQUIREMENTS:
- Research: write a theory statement that explains the scientific procedures and processes for a "play with your food" themed experiment. The theory statement must explain the complex chemical and/or mechanical reactions that occur (500-700 words).
- Plan: develop teaching tools, including lesson plan and workplan to effectively deliver the teacher demonstration.
- Present: teacher demonstration to your peers at Residential School at an allocated time.
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows:
- Gen AI may only be used as specified in the assignment instructions.
A detailed task description is provided in Moodle and details of the assessment will be discussed in tutorials.
Week 10 Friday (20 Sept 2024) 11:45 pm AEST
Student must be prepared to present at Residential School at their allocated time.
Review/Exam Week Friday (11 Oct 2024)
Feedback on the final assessment task will be provided prior to certification of grades
- Research and apply culinary science theory and technical language
- Create a challenging and engaging food science activity suitable for senior secondary school students
- Implement complex planning and preparation processes suitable to deliver a cookery demonstration
- Plan and deliver a demonstration to a live audience
- Simultaneously demonstrate and verbally express cookery skills, chemical reaction theory and manage an audience
- Apply scope and sequence to scaffold student learning suitable for the senior years of schooling
- Develop teaching tools and resources suitable for senior secondary school contexts.
- Design and perform a series of food-based experiments that develop practical skills associated with cookery and recipe construction
- Apply appropriate problem-solving procedures to plan, sequence, implement and assess food production processes used in recipe construction
- Recognise and apply skills, sequences and procedures using design and problem-solving processes required for teaching a range of cookery skills
- Critically evaluate specific applications of recipes and ingredients used in the production of edible foods
- Apply appropriate workplace health and safety practices for cookery.
4 Peer assessment
Purpose
The purpose of peer assessment is to help educators refine their feedback skills. Students will be given guidelines about how to respond to peers’ work so they can practice giving constructive feedback in a supported environment.
The Task
Students will complete an assessment of their peers’ work and teacher demonstrations.
Focus areas
- Clarity of concepts
- Quality of presentation and materials
- Use of voice and personal presence
- Command of space and time
- Audience engagement
Review/Exam Week Friday (11 Oct 2024) 11:45 pm AEST
Final results released after certification of grades
- Engage in constructive peer feedback
- Critically reflect on teaching practice and performance.
- Recognise and apply skills, sequences and procedures using design and problem-solving processes required for teaching a range of cookery skills
- Critically evaluate specific applications of recipes and ingredients used in the production of edible foods
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
