Food Technology 2022 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.
• write using clear, legible handwriting.

Question 21

In better responses, students were able to:

• recognise and name ONE function of packaging, for example, to protect (a)
• provide reasons in favour of a suitable packaging material such as plastic or a lamination (b)
• give a clear reason the chosen material is suitable for a refrigerated cookie dough, for example, to keep the dough airtight to prevent microbial growth or to maintain the shape of the cookie dough in a cylindrical form for consumer ease of use (b).

Areas for students to improve include:

• providing a function of packaging, for example, to contain, rather than a type such as modified atmosphere (a)
• ensuring the recommendation includes a reason, for example, plastic airtight container to prevent drying out (b)
• providing a packaging material, for example, flexible plastic rather than a type of packaging such as vacuum sealing (b)
• ensuring the recommended packaging is suitable to store a cookie dough, for example, a paper bag is not suitable for refrigerated storage of cookie dough as it does not adequately protect the dough (b).

Question 22

In better responses, students were able to:

• sketch in general terms multiple benefits the technology has for the environment, for example, to reduce landfill, waste and greenhouse gas emissions (a)
• give a clear understanding of one piece of legislation and its impact on the operation, such as Food Act, FSANZ Act/Code, WHS Act, Food Standards Code, Biosecurity Act, Australian Competition and Consumer Act (b)
• use an example to show their understanding, such as the Food Act legislation, which is concerned about making sure food is fit for human consumption. This can affect the organisation rescuing food, as they will have to ensure that all rescued food is still within its use by dates and will be safe to be sold for consumption (b)
• provide a detailed explanation of storage and distribution requirements for the rescued food with appropriate examples, For example, perishable food needs to be kept in the correct temperatures and strawberries should be refrigerated to decrease the risk of mould growth and enzymatic activity
• include clear reference to the distribution of food, such as the use of refrigerated trucks to keep fruits and vegetables at the correct temperature, as this will help to keep them fresh for longer periods of time. For example, eggs should be transported in an appropriate carton to protect, alongside cool temperature storage, to make sure that the eggs are delivered in the freshest form possible (c).

Areas for students to improve include:

• providing multiple benefits or providing benefits specifically for the environment, such as, reducing landfill, reducing carbon emissions (a)
• making sure to name the piece of legislation that is being referred to and relating the legislation back to the rescue food organisation (b)
• providing an explanation rather than a list of types of storage and types of distribution (c)
• giving more than one example of food storage and distribution for rescued food, such as, keeping food out of the danger zone of 5-60 degrees, perishable foods to be kept in cold storage, meats to be vacuum packaged and then frozen to increase longevity (c)
• explaining both storage and distribution (c). 

Question 23

In better responses, students were able to:

• provide TWO supplements for inclusion in the diet of pregnant and lactating women, for example, folate and calcium
• provide a range of clear support for the inclusion of these supplements with detailed reasons and examples, such as calcium supplements assist in ensuring the bone development of the infant and ensures there is sufficient calcium to enrich the breastmilk.

Areas for students to improve include:

• ensuring more than one supplement is provided, for example, iron and fibre
• providing clear and specific support for the inclusion of the supplement in the diet, for example, folate intake by the mother will assist in preventing neural tube defects in the infant, rather than general support, such as folate prevents birth defects.

Question 24

In better responses, students were able to:

• provide a reason for the development of food products in relation to repurposing food near the end of its shelf life into pesto, smoothies and pizzas, for example, environmental concerns linked to food wastage or reducing landfill. Other examples could include consumer demand for convenience, such as ready-made food products or company profitability, such as repurposing food near end of shelf life to save the company money
• correctly identify the four areas of the micro-environment (internal factors) that impact on food product development, including company image, production facilities, financial position and personnel expertise (b)
• thoroughly analyse one or more of the micro-environmental factors in detail and explain the impact of the factor(s) on the development of a successful food product development, for example, large commercial production facilities can mass produce high quality food products in large quantities. A positive company image will prove beneficial during development of a me-too product, as the company will have a strong and loyal customer base, leading to increased company profits and promoting further product development (b).

Areas for students to improve include:

• identifying reasons for food product development, for example, responding to consumer demands for convenience (a)
• understanding the term micro-environment in relation to food product development (b)
• linking the micro-environment to how it can impact the successful development of a food product (b)
• using specific terms to show an understanding of micro-environmental impact, for example, personnel expertise allows bridging of skills gaps within the company (b).

Question 25

In better responses, students were able to:

• correctly identify a dietary related disorder that may develop if this diet continues, for example, obesity, type 2 diabetes or hypertension (a)
• indicate the main features of the dietary related disorder chosen, such as obesity occurs as a result of excess kilojoules in the diet (a)
• identify a different dietary related disorder and put forward suggestions of at least two lifestyle practices that may improve an individual's diet, for example, dental caries occur when the tooth enamel softens and breaks down. Lifestyle practices that may improve an individual’s nutritional status include minimising the amount of sugar in the diet, especially those that might stick to the teeth, such as confectionery. Another lifestyle practice would be to ensure you are brushing your teeth regularly, at least once in the morning and night and having yearly check-ups at the dentist (b)
• clearly explain how a health food company would advertise responsibly, for example, responsible advertising ensures that a company is not making any false or misleading claims such as a food product may cure osteoporosis. Companies should abide by labelling laws and ensure that they are correctly declaring if any allergens may be present so that the product is not harmful to consumers who might be susceptible to the allergen (c).

Areas for students to improve include:

• providing an outline of the dietary disorder rather than just listing it (a)
• including a different dietary disorder other than the one identified in part (a, b)
• proposing at least two different lifestyle practices, not just diet modifications that may improve an individual's nutritional status for the identified disorder (b)
• linking the response to responsible advertising rather than ways to advertise a product, for example, it is responsible not to make false or misleading claims as these may be harmful to some consumers, rather than a good way to advertise your product is to give away free samples in the supermarket (c).

Question 26

In better responses, students were able to:

• identify an appropriate principle of preservation related to dairy products and product safety, for example, control of temperature, removal of moisture or exclusion of oxygen (a)
• describe processes that are relevant to the chosen principle of preservation and provide relevant examples related to specific dairy products, for example, control of temperature and the use of high temperatures in the production of milk, where raw milk undergoes pasteurisation and is heated to a temperature of 72°C for 15 seconds using tubular heat exchangers (a)
• show the relationship between the principle of preservation and the safety of specific dairy products, for example, pasteurisation can ensure the safety of fresh milk as at temperatures of 72°C enzymes are deactivated, and most pathogenic bacteria are destroyed therefore reducing microbial load. After pasteurisation milk is quickly cooled down to 4°C to ensure that the milk is out of the food temperature danger zone to avoid the growth of micro-organisms, which can occur above 5°C (a)
• identify a specific meat product, for example, beef jerky, dry aged beef, smoked ham or frozen beef mince (b)
• explain how preservation processes can extend shelf life, for example, beef mince can be frozen using blast chillers to reduce the temperature to below -18°C, where it can be stored safely for up to 6 months (b)
• assess the suitability of a preservation process or show how a preservation process can extend shelf life of a chosen meat product, for example, freezing is suitable to extend the shelf life of mince, as at temperatures of -18°C enzymes are dormant, which delays the breakdown and spoilage of the beef mince. This allows the mince to be frozen for an extended period (b).

Areas for students to improve include:

• identifying an appropriate principle of preservation for dairy products (a)
• understanding the difference between a principle of preservation and a preservation process (a)
• supporting response using specific dairy product examples, such as, milk, UHT milk, fresh milk, cheese or canned evaporated milk (a)
• providing characteristics and features of a specific principle of preservation, for example, pasteurisation involves the use of a high temperature, 72°C for 15 seconds, to heat milk (a)
• referring to a specific meat product (b)
• explaining a preservation process and its suitability for the chosen meat product (b)
• assessing the suitability of the preservation process for extending the shelf life of the chosen meat product (b). 

In better responses, students were able to:

• correctly recognise and name TWO suitable career opportunities that could be created for the store, for example, food technologist, cultural expert educator and quality control inspector (a)
• provide a detailed relationship between a quality management system and the quality and safety of food for public consumption, for example, HACCP or temperature monitoring allow for correct procedures to identify food hazards and prevent them from occurring. By identifying that food needs to be stored outside the danger zone, food is stored at correct temperatures therefore eliminating the risk of customers getting food poisoning (b)
• provide a thorough evaluation of promotional strategies with an explanation of how the strategies are effective for the scenario, for example, using free samples, giveaways and taste testing as a way of promoting the new self-serve food store. Using these promotional strategies allows consumers to try products for free and entices them into the store. This will be beneficial for the store as they will be able to gain new customers and increase their market share which can lead to a profit (c).

Areas for students to improve include:

• recognising and naming TWO career opportunities, such as customer service, chef or food delivery (a)
• showing a direct link between a quality management consideration and its importance in ensuring high quality safe food to the public, for example, HACCP allows for food to be kept safe by making sure everything is clean and hygienic (b)
• ensuring that various promotional strategies are identified, and justification given for how these would be beneficial for the self-serve store, such as the use of social media to promote the self-serve store to the target market. Informing them about the products and enticing them to purchase from the store. This would be beneficial as it would help to increase awareness about the store and products which would lead to an increase in product sales and overall profit. Marketing in this way can also promote the company image and allow for a wide range of people to view the information (c). 

In better responses, students were able to:

• provide a thorough assessment of the roles of government, food manufacturers and community groups in improving the diet and health of Australians, for example, government organisations provide legislation, such as the Food Act 2003, which contributes to the safe consumption of food by the public. Food manufacturers provide a range of reduced-fat or low-sugar options that contribute to the health of Australians and can assist to reduce rates of obesity and type 2 diabetes. Community groups such as Diabetes Australia support individuals to make healthy food choices by providing education and recipe suggestions
• explain how organisations such as FSANZ support the government by developing food standards that ensure a safe food supply. For example, novel additives are assessed by FSANZ to ensure they do not pose a danger to health
• assess how food manufacturers produce many food products that benefit health and diet, for example, low dairy products, high fibre breads and functional foods such as probiotic yoghurts
• assess how community groups provide support to vulnerable groups in society and may also encourage participation in social activities, thereby leading to improved health outcomes, for example, Meals on Wheels deliver to the elderly and provide social connection to people who might be isolated or living alone
• clearly provide a relationship between the role of all three groups and improvements in diet and health, for example, food manufacturers produce low fat foods to address the high rates of obesity in Australia
• integrate a range of examples relating to the government, such as food legislation and food manufacturers, for example, provision of services that promote health and wellbeing such as Food Bank or Oz Harvest.

Areas for students to improve include:

• providing a clear assessment of the role of the government, food manufacturers and community groups in improving diet and health of Australians
• showing a clear understanding of the roles of each group and making direct links to improving diet and health of Australians. For example, governments providing incentives such as Active Kids vouchers to encourage physical activity to improve overall health, or food manufacturers producing low-sugar products to combat type 2 diabetes
• providing relevant food product examples and a range of specific community groups that have led to an improvement in the diet and health of Australians, for example, probiotic foods such as yoghurts may be recommended by community health professionals such as dieticians to assist individuals suffering from digestive disorders.