Food Technology 2020 HSC exam pack

Students should:

• read the question carefully to ensure that they do not miss important components of the question
• have a clear understanding of key words in the question and recognise the intent of the question and its requirements
• develop a plan for an extended response to assist with the logical sequencing of information
• engage with any stimulus material provided and refer to it in the response
• communicate ideas and information using relevant examples
• review their response to ensure that it addresses the question requirements.

Question 21

In better responses, students were able to:

• correctly identify a food organisation and link it to a sector of the Australian Food Industry, for example, Woolworths, Food Retail (a)
• demonstrate how the chosen organisation has responded to demands for convenience to specific groups of consumers, for example, Woolworths has made a range of frozen and microwavable meals available to purchase for professional singles who are time poor and need a quick meal that they can simply reheat in a microwave or oven after a long day at work (b).

Areas for students to improve include:

• identifying an appropriate organisation and correctly state the Australian food industry sector that it belongs to such as McDonalds, Food Service and Catering (a)
• ensuring that the chosen organisation has relevance to the consumer demand for convenience foods (b)
• providing characteristics and features relating to how the organisation has responded to provide convenience foods, such as portioned products (single portion, multi- packs and family sizes), resealable packaging, heat and serve, easy to consume on the go out of the packaging and breakfast replacement drink (b).

Question 22

In better responses, students were able to:

• correctly name two causes of food spoilage and then show why they cause food spoilage, for example, microbial growth results in mould and the action of enzymes leads to overripening of fruit (a)
• identify two reasons for manufacturers to preserve foods and make the cause and effect relationship evident, such as preserving foods in season to prevent food spoilage and wastage (b)
• understand the principles of preservation and show cause and effect for one stated principle, for example, exclusion of air to extend the shelf life of canned products such as jam (c).

Areas for students to improve include:

• understanding the causes of food spoilage (a)
• providing a link between clear cause and effect, such as how freezing foods locks in nutrients (b)
• properly identifying ONE principle of preservation, for example, exclusion of air or temperature control (c).

Question 23

In better responses, students were able to:

• clearly define an active non-nutrient and provide example/s such as probiotics dietary fibre, antioxidants, prebiotics and probiotics (a)
• outline a range of health benefits provided by active non-nutrients, such as, probiotics that assist gut health and immunity (b)
• provide characteristics and features of health benefits in relation to a shelf stable, dairy free probiotic spread, for example, dairy free which is suitable for lactose intolerance, reduces bloating, IBS symptoms and/or lower saturated fat, cholesterol (b).

Areas for students to improve include:

• understanding that active non-nutrients are substances rather than a nutrient, for example, active non-nutrients that are not essential for life but contribute to good health or enhance body functioning (a)
• providing a meaning rather than just an example (b)
• showing the relationship between the characteristics listed for the product and the health benefits for the consumer, for example, probiotics help break down food and speed up digestion (b).

Question 24

In better responses, students were able to:

• name a valid Australian government policy such as the Trade Policy or Health and Nutrition Policy (a)
• describe how government legislation influences Australian food manufacturers decisions by providing characteristics and features of specific legislation or examples in their response, for example, legislation must be abided by or manufacturers may face penalties such as fines, or the Food Act which ensures that manufacturers produce foods that are safe for sale and human consumption (b)
• clearly name at least two external factors such as economic, political, technological and ecological (c)
• provide an explanation of how the external factor/s affect food product development and the economic environment affects food product development depending on the economic cycle because if the country is experiencing a boom, this would be an opportune time to release a new food product as consumers have more disposable income to spend (c).

Areas for students to improve include:

• understanding of the difference between government policy and legislation (a)
• avoid responding in general terms by referring to a specific legislation and using examples in the response (b)
• recognising the difference between internal and external factors (c).

Question 25

In better responses, students were able to:

• identify more than one specific type of market research that food product developers can use, for example, focus groups and surveys (a)
• provide more than one reason why it is important to test product prototypes such as obtaining feedback from consumers to improve products (b)
• use correct nutritional terminology to identify a suitable dietary disorder and make a link between the disorder and nutrient intake (c).

Areas for students to improve include:

• providing specific examples of market research such as primary research, surveys and data analysis (a)
• provide valid reasons of why it is important to test products prior to release and how to achieve this (b)
• being able to use a specific example in the response, for example, packaging testing to make sure the ergonomics of a package works for the specific target market such as resealable packets or ring pull cans (b)
• referencing specific nutrients such as how iron is important to prevent anaemia (c).

Question 26

In better responses, students were able to:

• provide characteristics and features of quality management, addressing areas such as HACCP, product specifications, critical limits, fill levels and weights
• demonstrate an understanding of computerised production systems, for example, computerised systems can be programmed with set processing temperatures and times with critical limits, such as, the pasteurisation of milk is set at 72°C for 15 seconds with a critical limit of +/- 2°C
• use terminology relevant to quality management and computerised production systems such as consistency, standards, critical control points, critical limits, tolerances, specifications, rejected
• make a relationship evident between computerised production systems and how they assist quality management in food manufacture, for example, bottled beverages systems can be programmed to set fill levels to ensure consistency.

Areas for students to improve include:

• presenting suitable examples of computerisation and how it improves quality management in food manufacture
• recognising the difference between automation, computerisation and quality management.

In better responses, students were able to:

• correctly identify a target market and suggest a valid reason why the product would suit them, for example, individuals with heart disease or diabetes (a)
• create a detailed plan with relevant strategies such as the marketing mix using the 4Ps (b)
• clearly explain the benefits of plant-based diets and demonstrate a relationship between the benefits and the individual, society or the environment. For example, lower cholesterol, decrease in blocked arteries, decrease in heart disease, decrease in greenhouse gases, less pollution and landfill (c).

Areas for students to improve include:

• understanding suitable target markets relevant to the stimulus, for example, males aged 40-60 (a)
• putting forward a marketing plan that links to the marketing mix, for example, advertising through print or digital media to promote the product (b)
• providing cause and effect in relation to the benefits of a plant-based diet, for example, fibre helps to reduce the risk of constipation and helps to make bowel movements regular (c).

In better responses, students were able to:

• show how developments in food packaging have been made in response to BOTH convenience demands and environmental concerns such as thinner plastic water bottles
• provide a range of specific packaging examples developed for both convenience and environmental concerns, for example, biodegradable and edible packaging, recycling and re-use of packaging, return and earn, replacement of plastic for paper straws, keep cups and reduction in packaging
• discuss societal issues, such as dual income families, single parent families, working individuals, university students and the elderly and link them to developments in convenience, for example, grab and go foods, heat and serve, easy open, resealable and single serve/family pack options
• identify a range of issues in relation to the environment such as carbon emissions/footprint created by food production and waste, waste created by packaging and over purchasing of food, landfill and death of wildlife.

Areas for students to improve include:

• addressing how developments responded to both consumer demands for convenience and concerns about the environment
• developing their understanding of how societal issues link to developments in the food industry
• showing a detailed understanding of the developments in packaging in relation to consumer demands for convenience and concerns about the environment supported with a range of relevant product examples.