Food Technology 2023 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 TWO foods that contain probiotics, for example, kimchi and kombucha (a)
• demonstrate an understanding of the role probiotics play in the diet. For example, probiotics help to support digestive health and the maintenance of healthy gut flora (b).

Areas for students to improve include:

• ensuring the foods identified contain probiotics. For example, fruit and meat do not contain probiotics (a)
• providing TWO foods rather than only one (a)
• providing specific detail about the role of probiotics rather than general information. For example, probiotics can have a positive effect on an individual's health as it can increase immunity and aid the process of digestion, rather than, probiotics keep you healthy (b).

Question 22

In better responses, students were able to:

• outline ONE food safety hazard relating to the uncovered raw meat. For example, cross contamination from food handlers and customers may occur due to the open cabinet (a)
• identify a process that maintains the quality of seafood. For example, a preservation process such as dehydration or other relevant processes such as hazard analysis and critical control point (HACCP) (b)
• provide a range of characteristics and features of a process that maintains the quality of seafood products. For example, freezing will maintain the quality of seafood at temperatures below –18 degrees Celsius. During freezing, water is unavailable for microbes and therefore they become dormant, preserving the food (b).

Areas for students to improve include:

• linking the food safety hazard to the chilled open display cabinet. For example, the meat may be exposed to an infestation of flies which will spoil the meat, rather than, the meat will spoil from bacteria (a)
• avoiding the identification of causes of food deterioration and spoilage without relating it to a food safety hazard. For example, oxygen will cause browning (a)
• providing characteristics and features of the process to maintain the quality of the seafood. For example, chilling at 4 degrees Celsius slows down microbial growth, rather than chilling keeps food cold (b).

Question 23

In better responses, students were able to:

• provide reasons a food manufacturer would use a SWOT analysis for a new product. For example, competitors in similar markets should be investigated to identify potential threats they may pose to the success of a new product (a)
• provide detailed characteristics and features of suitable packaging for chocolate-coated biscuits. For example, a rigid plastic tray would separate the coated biscuits and a flexible plastic wrapper would be suitable as it is impervious to air (b).

Areas for students to improve include:

• explaining the reasons for using SWOT rather than simply defining SWOT (a)
• linking a factor of SWOT to a beneficial reason for its use as an analysis tool for new food product development. For example, opportunities identified will increase likelihood of a new product’s success (a)
• using correct information and specific terminology when describing the suitable way to package chocolate-coated biscuits, for example, flexible secondary packaging (b).

Question 24

In better responses, students were able to:

• demonstrate understanding of the syllabus terminology ’gender issues’ (a)
• provide characteristics and features of TWO relevant gender issues in ONE sector of the Australian food industry. For example, the Agriculture and Fisheries sector is male-dominated due to the nature of work requiring physical strength, long hours and working outdoors in harsh climate conditions (a)
• provide TWO relevant examples of how waste is managed by specific food manufacturers. For example, repurposing leftover raw materials to create a new food product (b).

Areas for students to improve include:

• selecting examples relevant to this specific sector (b)
• correctly identifying gender issues, such as pay/wage gap differences or dominance of one gender in a specific sector due to the nature of tasks (a).

Question 25

In better responses, students were able to:

• correctly identify ONE group at risk of malnutrition and outline the characteristics of this group. For example, elderly people are often less mobile, may lack motivation to cook, experience loss of taste buds, tend to eat highly processed foods (a)
• correctly identify a diet-related condition experienced by a specific group in Australia and provide characteristics and features of the condition. For example, the elderly are at risk of osteoporosis resulting in weak and brittle bones, caused by a lack of calcium in the diet (b)
• demonstrate understanding of a suitable strategy and make evident a relationship of how this strategy can promote health for the nutritionally vulnerable. For example, a Healthy Diet Pyramid provides easy visual recommendations that may guide individuals to select healthy food (c).

Areas for students to improve include:

• linking the diet-related disorder to a specific group (b)
• providing a clear explanation of the strategy with links to health or a specific group (c). 

Question 26

In better responses, students were able to:

• identify TWO appropriate price structures used by food companies. For example, penetration pricing, price skimming, competitive pricing (a)
• demonstrate an understanding of the characteristics and features of pricing structures. For example, price penetration involves the food company pricing their product slightly lower than competitors to attract the attention of consumers (a)
• provide food related examples that are related to the price structure. For example, price skimming is often used by new to world products, such as cognitive enhancing beverages that do not have very much competition in the market (a)
• demonstrate understanding of THREE factors a food company considers when determining product price. For example, target market of the product, the economy, competitor products in the market, production costs, the break-even point (b)
• provide a comparison of TWO price structures by showing how they are similar or different. For example, in competitive pricing the product’s price will be in the same price range of the competitor products and may only vary by a small amount, such as, Cadbury and Nestle milk chocolate blocks which are priced in the same price range. However, in price skimming one product might be significantly higher than the competitor products to lure specific consumers, such as the higher price of plant-based chocolate (b).

Areas for students to improve include:

• selecting appropriate price structures a food company might use, for example, competitive pricing, price skimming, price penetration, bundle pricing (a)
• applying relevant food examples related to pricing structures (a)
• making a comparison between TWO identified price structures (a)
• describing factors that food companies consider when determining a price for their product. For example, target market of the product, the economy, competitor products in the market (b)
• explaining the factors that food companies consider when determining pricing by relating the factor to the effect it has on pricing. For example, when determining the price of a new food product, the company would consider the state of the economy and might price their product higher when the economy is in expansion or boom, when unemployment and interest rates are low, and consumers have more money to spend (b)
• using relevant course terminology to show an understanding of price structures and factors affecting the price of food products, for example, economy, boom, recession, expansion, breakeven point, competitor products, raw materials, profit.

In better responses, students were able to:

• outline at least two factors and demonstrate understanding of how these factors influence the food available to consumers in the food retail sector, such as, geographical, economic and transportation factors. For example, if food is seasonal, it makes it difficult for the food retail sector to provide it to consumers as they cannot source the food product (a)
• provide characteristics and features of at least two commercial practices implemented by the Australian Food Industry (AFI) in response to consumer demand (consumer drivers). For example, consumer lifestyles have changed and to accommodate for less food preparation time, more women entering the workforce and the demand for convenience, the food industry has responded by developing semi-prepared food and dinner boxes (b)
• include concerns for the environment, for instance biodegradable packaging and demands for food with enhanced nutritional properties (b)
• make evident a comprehensive relationship between at least two preservation processes and the extension in the shelf life of perishable food. For example, berries are an example of a perishable food (c)
• apply jamming, freezing and dehydration preservation processes to the food item, explaining each process using technical language in a concise and structured response (c).

Areas for students to improve include:

• correctly identifying at least TWO factors which impact fresh produce in the food retail sector, such as natural disasters and supply chain issues (a)
• showing understanding through a sound description the link between consumer demands and the implementation of commercial practices implemented by the AFI (b)
• applying preservation processes to the perishable food item. For example, dehydration extends shelf life of milk by removing moisture therefore reducing microbial activity (c)
• explaining the process using technical language, for example, dehydration uses equipment such as atomisers or tunnel ovens.

In better responses, students were able to:

• demonstrate understanding of the impact of government policies and legislation on the agri-food chain. For example, discussion of government policies such as the Food and Nutrition Policy (1992). The Food and Nutrition Policy impacts the food processing and manufacturing sector by promoting optimal nutrition through the production of food product alternatives such as low sodium and low saturated fat potato chips
• demonstrate understanding of the benefits of government policies such as the Free Trade Agreement (FTA) policy on the agri-food chain. For example, the Agricultural and Fisheries sector has benefited from the FTA by exporting Australian seafood to overseas markets
• demonstrate understanding of the impact of legislation on sectors of the agri-food chain. For example, the Food Act (2003) impacts the Food Service and Catering sector by demanding food is stored at the correct temperature so it is safe to eat and free from contamination
• identify legislation that impacts the Food Processing and Manufacturing sector through labelling requirements within the Food Standards Code and as part of Food Standards Australia New Zealand (FSANZ). For example, food manufacturers must provide accurate allergen warning on a muesli bar that may contain nuts.

Areas for students to improve include: 

• discussing the government policy and legislation that impact sectors of the agri-food chain
• showing a clear understanding of the policies and making direct links to the impact on sectors within the agri-food chain.
• showing a detailed understanding of the impact legislation has in relation to the agri-food chain and supporting it with relevant examples
• differentiating between policy and legislation.