Food Technology 2017 HSC exam pack

Students should:

• be familiar with and use subject specific terminology, for example, ‘nutritionally modified foods’, ‘genetically modified foods’, ‘active non-nutrients’
• be familiar with key words such as ‘explain’, ‘outline’, ‘describe’ and ‘discuss’
• have an understanding of the requirements for questions, using terms such as ‘how’, ‘what’, ‘which’ and ‘why’
• use the number of lines as an indication of the expected length of the response.

Students should expect:

• questions to be of varying difficulty
• a range of questions addressing various aspects of the syllabus
• questions that require application of knowledge from various units
• to apply their knowledge to specific scenarios
• to use the full three hours to adequately address the questions in the paper.

Students can prepare for this examination by:

• being familiar with the key words that are used in the exam
• engaging in wide reading on current food technology issues
• maintaining current knowledge of policy and legislation, including relevant changes
• devising study notes relating to specific syllabus points
• using past HSC papers/examination questions and their marking guidelines to practise responses
• preparing clear and concise responses in the spaces provided.

Question 21

In better responses, students were able to:

• correctly name an Australian food industry sector and provide two relevant food examples, identify and name a current advisory group and outline its role
• identify an organisation within the Australian food industry, discuss the positive and/or negative impact of this organisation on the economy and the Australian food industry by including accurate characteristics and features, and demonstrating a relationship between them.

Question 22

In better responses, students were able to:

• outline clear reasons for the development of the gourmet food box
• identify a clear relationship between at least two quality control procedures and show how the implementation of these procedures would guarantee the freshness of the food box upon delivery
• correctly identify HACCP as a quality control procedure that could be put into practice, thus guaranteeing the freshness of the food box
• correctly apply the 4Ps of the marketing mix to develop a clear and appropriate marketing plan
• demonstrate understanding of the links between the 4Ps and the launch of the gourmet food box.

Question 23

In better responses, students were able to:

• recognise and name the correct level of operation
• demonstrate a clear understanding of food legislation and outline relevant examples that relate to the scenario
• provide relevant and accurate characteristics and features of both storage and distribution systems for the pie product featured in the scenario
• demonstrate an understanding of the relationship between correct storage conditions and distribution methods required to maintain the safety and quality of the product.

Question 24

In better responses, students were able to:

• demonstrate an understanding of nutritionally modified foods through the use of a definition and/or appropriate example
• illustrate the relationship between the consumption of nutritionally modified foods and the health of individuals.

Question 25

In better responses, students were able to:

• clearly name and describe three functions of packaging
• show an understanding of ‘current developments’ in packaging, rather than just addressing packaging features in general
• show a relationship between the packaging development and the needs of the elderly, such as extended shelf life so they don’t have to shop so often.

Question 26

In better responses, students were able to:

• demonstrate their knowledge of the production of organic foods OR genetically modified foods by describing how these foods are produced, that is, grown and/or created
• establish a clear relationship between these processes and a range of benefits the production of these foods provided to both consumers and specific sectors of the Australian food industry.

In better responses, students were able to:

• identify an appropriate apple-based fruit product that would be suitable for production for export using hail-damaged apples
• provide detailed characteristics and features of two internal factors and two external factors, and detail how the development and production of the fruit product would be affected by the identified factors
• provide detailed characteristics and features of a range of appropriate manufacturing processes involved in the transformation of the raw materials for the chosen apple product
• suggest a relationship between the production of the apple fruit products and suitability for export.

In better responses, students were able to:

• provide detailed information about more than one organisation and establish a relationship between food consumption and diet-related conditions
• make clear judgements in their evaluation throughout the response
• provide relevant examples that link to the organisation, food consumption and diet-related conditions
• provide a logical and cohesive response using appropriate terminology.