Food Technology 2018 HSC exam pack

Students should:

• be confident with using and interpreting syllabus terminology
• use the allocated spaces as a guide for the required answer.

Question 21

In better responses, students were able to:

• correctly name two or three of the additives.  

Areas for students to improve include:

• using specific Food Technology terminology and definitions.

Question 22

In better responses, students were able to:

• link consumer protection and labelling and identify two examples.  

Areas for students to improve include:

• identifying more than one accurate example.

Question 23

In better responses, students were able to:

• clearly develop a meal plan that showed inclusion of active non-nutrients (a)
• identify 2 foods from the menu in part a that had active non-nutrient (b)
• explain the role of those active non-nutrients (b).

Areas for students to improve include:

• demonstrating a clear understanding of the role of active non-nutrients.

Question 24

In better responses, students were able to:

• respond concisely using correct terminology and clearly demonstrate an understanding of the causes of food spoilage for selected foods (a)
• include physical damage and environmental factors as well as enzymes and microorganisms (a)
• give specific information such as temperature ranges (a)
• provide specific information on an appropriate preservation method/s for the chosen foods (b)
• give reason/s why this method extended the shelf life of two of the listed foods (b).

Areas for students to improve include:

• referring to the foods listed in the question and providing relevant examples (a)
• distinguishing between storage, correct handling and preservation processes
• showing a relationship or cause/effect of how a preservation process can extend the shelf life of the listed food (b).

Question 25

In better responses, students were able to:

• correctly identify a line extension (a)
• concisely provide characteristics and features of a line extension product (a)
• identify a specific target market, provide relevant information for their identified target market in relation to the food product development example given (b)
• clearly identify, describe and justify a suitable pricing structure for the selected product (c).

Areas for students to improve include:

• providing the characteristics of the line extension product (a)
• clearly justifying the identified target market (b)
• being concise with the name of the pricing structure, description and justification (c).

Question 26

In better responses, students were able to:

• select appropriate examples of advertising campaigns, that are relevant and are specifically linked to ethical issues related to the diet and health of children, for example, cross promotion of KFC with Cricket Australia, use of catchy jingles, celebrity endorsement of products (a)
• provide a discussion of the ethical issues associated with each advertising campaign, for example, the responsibility of advertisers to provide correct and truthful information, the association junk food products and fast food with fun, happiness, friends/family and play fuels a desire for the product, encourages repeat purchasing of fast foods (a)
• discuss positive and/or negative impacts of the specific advertising campaigns on the diet and health of children, using appropriate supporting examples. For example, children’s desire to collect happy meal toys related to the latest movie release encourages repeat purchasing of McDonald’s Happy Meals, increasing consumption of fast foods that are high in fat and sugar and contribute to the development of childhood obesity (a)
• establish a clear relationship between specific advertising campaigns and their link to diet and health which for example, contributes to an increased consumption of fast foods which are high in saturated fat and sugar potentially leading to obesity (a)
• correctly identify a diet related disorder that children may experience resulting from a high energy diet, such as obesity, type 2 diabetes, dental caries, hypertension (b)
• provide detailed information about the specific dietary disorders, such as a definition of the dietary disorder, explanation of how the dietary disorder develops/ causes, physical effects on the body including use of appropriate terminology (b)
• establish a clear relationship between a high energy diet, for example, the consumption of high energy food products, such as soft drinks that are high in sugar, fast food that is high in saturated fat and sugar and each of the resulting related dietary disorders addressed, such as overweight/ obesity, dental caries, type 2 diabetes, dental caries (b).

Areas for students to improve include:

• recognising key words or terminology in the question, such as ethics (many students confused the term ethics with ethnic background and/or religion), advertising campaigns, diet, health (a)
• providing detail about specific advertising campaigns and address the positive and negative impacts of these campaigns with specific links to the diet and health of children (a)
• identifying dietary disorder/s and providing detail about each disorder addressed (b)
• understanding the nutrients and food sources that are linked to high energy diets and their link to dietary disorders in relation to children (b).

In better responses, students were able to:

• apply their knowledge to the scenario of a food van selling hot food items
• interpret subject specific terminology such as production systems and macro and micro environments
• include relevant examples.

Areas for students to improve include:

• taking note of specific syllabus terms, for example:
  • production systems, for example, small scale, manual, automated and computerised systems
  • work health and safety (WHS)
  • macro and micro environments, for example, internal and external factors such as personnel expertise and economic factors.

In better responses, students were able to:

• incorporate a judgement/s about an organisation which influences individuals, society and environment
• use correct terminology, were logical and cohesive
• include relevant examples linked to the chosen organisation.

Areas for students to improve include:

• being familiar with syllabus content in order to understand that this question relates to the study of an organisation they have addressed
• showing how the organisation affects individuals, society and environment.