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Unit Synopsis
Food is a complex mixture of chemicals, including nutrients, odorants and tastants, as well as allergens and toxins. In this unit, you will study the chemistry of the major nutritive components of food (carbohydrates, lipids, and protein) as well as water, vitamins, minerals, enzymes, food additives, flavours, and colours. You will investigate how food is altered during processing and storage and review techniques to enhance or prevent such changes. You will also consider dietary requirements and food safety issues in modern society.
Details
| Level | Undergraduate |
|---|---|
| Unit Level | 2 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 2 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
Prerequisites: CHEM11041 or CHEM11043 or (CHEM11044 and CHEM11045) 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). |
| Class Timetable | View Unit Timetable |
| Residential School |
Compulsory Residential School View Unit Residential School |
Unit Availabilities from Term 2 - 2019
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Term 2 - 2026 Profile
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).
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.
Assessment Tasks
| Assessment Task | Weighting |
|---|---|
| 1. Written Assessment | 20% |
| 2. Practical and Written Assessment | 20% |
| 3. Examination | 60% |
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%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site.
No previous feedback available
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.
Source: SUTE
Students expressed that having access to exemplars for laboratory assessments tasks would greatly enhance their understanding and help set clear expectations for the assignments.
The teaching team will endeavor to provide an exemplar for the laboratory assessment tasks in the future, where possible, to help guide students' understanding and set clear expectations.
Exemplar materials and guidance notes were incorporated into laboratory assessment resources where appropriate and discussed during residential schools to clarify expectations and support student understanding of assessment requirements.
Source: SUTE
Students found that the teaching team's guidance during the residential school enhanced their learning, providing clarity on experimental processes and practical applications.
The teaching team will continue to provide guided support during residential schools, ensuring clarity in experimental processes and practical applications to enhance the learning experience for students.
Guided support was consistently provided during residential schools, with emphasis on clarifying experimental processes and practical applications to enhance student learning and confidence in laboratory work.
Source: SUTE, Self reflection
Students expressed a preference for more consistent engagement with the teaching team throughout the year, beyond the residential school period
The teaching team plans to hold regular Zoom Q&A sessions throughout the term at various times to accommodate diverse student schedules and time zones, aiming to enhance engagement and enrich the overall learning experience.
Zoom Q&A sessions were offered as required throughout the term, accommodating student availability and supporting engagement and clarification of key concepts.
Source: SUTE
Students highlighted strong lecturer engagement and passion for the subject, with the residential school identified as the most valuable and relevant component of the learning experience.
Continue to prioritise high-quality, hands-on residential school experiences and maintain strong teacher–student engagement, while exploring ways to extend this interactive and applied learning approach across the broader unit delivery.
In Progress
Source: Informal verbal feedback during residential school and coordinator reflection.
Students indicated a preference for more consistent engagement with the teaching team throughout the term, beyond the residential school period.
Recommendation: Introduce more structured and regular touchpoints (e.g., scheduled Zoom Q&A sessions and check-ins) throughout the term to maintain engagement beyond the residential school.
In Progress
Source: Informal verbal feedback during residential school and coordinator reflection.
Students indicated that access to laboratory assessment exemplars, combined with guided support during residential schools, significantly enhances their understanding by clarifying expectations, experimental processes, and practical applications.
Provide clear laboratory assessment exemplars alongside structured guidance during residential schools to reinforce expectations, improve clarity in experimental processes, and support student learning outcomes.
In Progress
On successful completion of this unit, you will be able to:
- Discuss the role of food and food technology in nutrition
- Outline the major reactions occurring in foods as a result of storage, preservation and processing
- Describe the beneficial and detrimental effects of microorganisms in food
- Analyse food and discuss the use and development of analytical methods for food.
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment | • | • | ||
| 2 - Practical and Written Assessment | • | • | ||
| 3 - Examination | • | • | ||
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | • | • | • | • |
| 2 - Problem Solving | • | • | • | • |
| 3 - Critical Thinking | • | • | ||
| 4 - Information Literacy | • | |||
| 5 - Team Work | • | |||
| 7 - Cross Cultural Competence | • | • | ||
| 8 - Ethical practice | • | |||
| Assessment Tasks | Graduate Attributes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 10 | |
| 1 - Written Assessment | • | • | • | • | • | • | • | • | |||
| 2 - Practical and Written Assessment | • | • | • | • | • | • | • | ||||
| 3 - Examination | • | • | • | ||||||||