FOOD CHOICES AND HEALTH
UNIT 1
INVESTIGATING RAW
AND
PROCESSED FOODS
TASK 1
S.Home Ec Workbooks
Food Sc & Tech Yr 11Unit 1 Task 1
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Food Science and Technology
Semester 1
Unit 1- Food choices and health
TASK 1 Investigating raw and processed foods.
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Theory 1
Safety- HygieneCuts Knife skills
Classification of
fruit Fruit juices
compare
Classification of
Fish - Video
Eggs –dem rolled
pavlova, scotch egg
Functions of eggs
CarbohydratesTypes
Sugar do tastings
CarbohydratesTypes
Starches
Fibre in our diet
Proteins –Types
and Classes
Video
Fats- Types
Video Guess Who’s
Coming To Dinner
Meat Experiments
Chicken, Meat
Tough Tender
Theory 2
Diet Models
Nutrients
Vegetable juices
Egg nog/
Milk shake
Sugar – Sources
and Function
Honey & Nuts in
diet
Bread tasting
Bread Rolls –make.
Baking
Minerals as a
nutrient
Cheese tasting
Fat content of food
Tasting Fats and
Oil
Complete and hand
in booklet Task1
S.Home Ec Workbooks
Food Sc & Tech Yr 11Unit 1 Task 1
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Practical 1
Fruit Platter
Mise en Place
Poached fruit –
Stoned
Poaching
Poached Fish
Poaching
Frittata
Frying-grilling
Practical 2
Salad
Mise en Place
Apple & Pear
Crumble – core
Stewing
Steamed Fish
Steaming
Crème Caramel
Baking
Rolled Pavlova
Baking
Honey oat bars
Baking Nuts
Spaghetti
Neapolitan
Boiling
Bread Rolls cook
Osso Bucco
-Braising
Macaroni cheese
Boiling simmering
Veal in Cream
sauce duxelles
Shallow fry
Chicken CurryStew
Rissotto
Simmering
2015
Pizza
Baking
30 min Roast Chicken
Microwave peas & gravy
Mini Cheese Cakes
Fritters
Deep frying
Satays- grill
Unit 1 – Food choices and health
Unit description
This unit focuses on the sensory and physical properties of food that affect the consumption of raw and
processed foods. Students investigate balanced diets, the function of nutrients in the body and apply nutrition
concepts that promote healthy eating. They study health and environmental issues that arise from lifestyle
choices and investigate factors which influence the purchase of locally produced commodities.Students devise
food products, interpret and adapt recipes to prepare healthy meals and snacks that meet individual needs.
They demonstrate a variety of mise-en-place and precision cutting skills, and processing techniques to ensure
that safe food handling practices prevent food contamination. Students recognise the importance of using
appropriate equipment, accurate measurement and work individually and in teams to generate food products
and systems.
Unit content
This unit includes the knowledge, understandings and skills described below.
Nature of food
Food as a commodity
•
classification of food

animal
 plant
 raw
 processed
•
economic and environmental considerations when purchasing locally produced commodities





food availability
cost
‘food miles’
packaging
waste
Properties of food
•
sensory properties that influence selection and use of raw and processed food





•
physical properties that influence selection and use of raw and processed food





•
appearance
texture
aroma
flavour
sound
size
shape
colour
volume
viscosity
effects of processing techniques on sensory and physical properties of food

change in appearance
 change in texture
 change in flavour
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Nutrition
•
food sources and functions of nutrients and water in the body


protein
carbohydrates
vitamins
minerals
lipids
•
nutritional requirements of adolescents

protein
calcium
iron





•
use of food selection models and guides to evaluate diets


Healthy Living Pyramid
The Australian Guide to Healthy Eating
Australian Dietary Guidelines
•
importance of a balanced diet and the consumption of a wide variety of foods for health

Processing food
Food products and processing systems
•
investigate a raw and a processed food product


use
nutrition
cost
shelf life
•
devise food products using raw and processed foods


adapt recipes to suit a purpose
interpret recipes
organise food orders and production plans
cost recipes
•
produce food products using raw and processed foods


select and safely use appropriate equipment, such as knives and hot surfaces
measure ingredients using Australian Standard metric measurement
demonstrate mise-en-place and precision cutting skills
demonstrate safe food handling practices
demonstrate various methods of cooking
demonstrate teamwork skills, such as communication and collaboration
present safe, quality, palatable food
•
evaluate food products developed from raw and processed foods

sensory properties
the effectiveness of skills, practices or processes
use relevant terminology











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Food in society
Food issues
•
factors that influence food choices


cost
food availability
family characteristics
peer group
nutritional value
•
environmental issues that arise from food and lifestyle choices

food availability
‘food miles’
packaging
recycling and waste






Laws and regulatory codes
•
workplace regulations for safety and health


protective clothing and footwear
personal hygiene
emergency procedures
•
safe food handling practices


safe storage of raw and processed foods
prevention of cross contamination
clean equipment
•
Australian food labelling requirements

nutrition information panel
percentage labelling
name and/or description of the food
food recall information
information for allergy sufferers
date marking
ingredients list
country of origin
barcode
weights and measures
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









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Food Sc & Tech Yr 11Unit 1 Task 1
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School-based assessment
The Western Australian Certificate of Education (WACE) Manual contains essential information
on principles, policies and procedures for school-based assessment that needs to be read in
conjunction with this syllabus.
Teachers design school-based assessment tasks to meet the needs of students. The table below
provides details of the assessment types for the Food Science and Technology General Year 11
syllabus and the weighting for each assessment type.
Assessment table – Year 11
Type of assessment
Weighting
Investigation
Directed research in which students plan, conduct and communicate an investigation of an issue related
to Food Science and Technology. They apply processes to food-related practices, use a variety of
investigative approaches to individually and/or collaboratively collect and interpret primary sources and
produce secondary sources. Processes include testing, analysing, evaluating and communicating findings.
The investigation can be presented as a written report or a multimedia presentation.
Other evidence can include: practical investigations, investigation plans, self or peer evaluations and/or
journal reflections.
30%
Production
A production project in which students explore ideas, design products and/or implement production
processes.
Students manage a range of production processes, evaluating and modifying them as necessary. This
includes making products, prototypes or implementing processes and systems in response to a proposal
and evaluating design ideas while managing a range of production processes.
Evidence can include: survey results, design ideas, recipes, nutritional values, sensory properties, food
products, production plans, production processes, and/or food systems; modifications used to manage
quality control, product test results, evaluation tools (target market group) and/or journal reflections.
60%
Response
Students respond to questions which can require them to refer to stimuli or prompts, such as production
practices, case studies, scenarios, and primary and secondary sources.
Tasks can be conducted inside or outside class time. Students apply their understandings and skills to
analyse, and/or interpret information, solve problems and/or answer questions. Formats can include
short and extended written responses and/or oral presentations.
Other evidence can include: situation analysis exercises, observation records and checklists, journal
entries and/or self, peer or target group evaluations.
10%
Teachers are required to use the assessment table to develop an assessment outline for the pair of
units
(or for a single unit where only one is being studied).
The assessment outline must:
•
include a set of assessment tasks
•
include a general description of each task
•
indicate the unit content to be assessed
•
indicate a weighting for each task and each assessment type
•
include the approximate timing of each task (for example, the week the task is conducted, or the issue and
submission dates for an extended task).
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A
B
Investigation
Accurately describes an investigation issue and provides evidence of detailed prior planning.
Consistently gathers, organises and interprets information and data from a wide variety of relevant and recent
primary and secondary sources.
Chooses an appropriate way of presenting data. Summarises findings and presents concise, substantiated
information. Maintains a consistent focus throughout the investigation.
Forms logical conclusions. Makes comparisons and provides realistic alternative solutions, personal
responses and/or recommendations.
Format and structure are logical and communicated effectively. Includes clear subheadings and paragraphs as
well as various formatting devices, such as tables and graphs.
Uses a range of relevant terms with some moderately complex concepts included.
Uses in-text author referencing, particularly when referring to models and diagrams, and provides a complete
and detailed reference list.
Production
Performs all practical tasks confidently and efficiently. Consistently demonstrates safe and hygienic work
practices and frequently demonstrates initiative, such as predicting problems before they occur.
Applies safe food preparation and processing skills appropriately to a wide range of practical activities.
Chooses and manages a wide variety of resources, either individually or collaboratively. Devises, modifies
and produces food products and implements detailed workflow or production plans.
Demonstrates consistent application of decision-making skills and a wide range of self-management and
cooperation skills when working collaboratively.
Response
Considers own attitudes, values and beliefs and those of others when reading and interpreting information.
Considers issues and trends in society when reading and interpreting information; provides specific examples.
Considers consequences referring to relevant examples. Makes valid choices with detailed justification.
Draws logical conclusions substantiated by evidence. Refers explicitly to data. Uses personal observations or
research to support arguments and justify claims.
Consistently observes and modifies processes and activities. Gives credit to individual group members for
their input; emphasises team work and cooperation. Specifies all parts of a task and justifies actions. Identifies
leadership qualities in self and others. Discusses new insights.
Investigation
Describes an investigation issue and provides evidence of prior planning.
Gathers, organises and interprets information and data from a variety of relevant primary and secondary
sources.
Provides well written, clear and detailed explanations; uses relevant supporting evidence.
Makes some comparisons and provides realistic solutions, personal responses or recommendations.
Provides mostly logical conclusions; gives decisions and makes relevant and realistic recommendations.
Communicates information and findings using an appropriate structure and format.
Uses several relevant terms.
Shows some evidence of in-text author referencing and provides a reference list.
Production
Performs most tasks safely and efficiently and demonstrates some confidence and initiative. Demonstrates
safe and hygienic work practices and frequently demonstrates initiative, such as predicting problems before
they occur.
Applies safe food preparation and processing skills appropriately to practical activities. Chooses and manages
a variety of resources, either individually or collaboratively. Devises, modifies and produces food products
and implements workflow or production plans.
Demonstrates application of decision-making skills and a wide range of self-management and cooperation
skills when working collaboratively.
Response
Considers own attitudes, values and beliefs and those of others when reading and interpreting information.
Considers issues and trends in society when reading and interpreting information; provides some examples.
Considers solutions and consequences supported by personal opinions and evidence, including data and
relevant examples drawn from own tasks.
Makes valid choices with some detailed justification. Offers a specific solution and/or makes
recommendations.
Observes and analyses processes and activities making evaluations about food products and performance of
self and others. Clearly explains the process undertaken. Considers the logistics of preparing a product;
reflects on time management; explains strengths and identifies some aspects for improvement.
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Appendix 1 – Grade descriptions Year 11
C
Investigation
Identifies a simple investigation issue, outlining it in a general way. Includes limited evidence of planning.
Gathers, organises and evaluates information and data from predictable, though mostly relevant, primary
and secondary sources.
Makes general statements with simplistic explanations. Provides an incomplete record with gaps in
explanations. Does not substantiate or uses very simple, sometimes conflicting, information as supporting
evidence.
Makes some simple comparisons.
Provides a clear, but fairly general, conclusion with few solutions, personal responses or
recommendations.
Provides a small amount of analysis and no evaluation or the evaluation is very brief and superficial.
Communicates information and findings using a given structure and format.
Use of broken sentences, ambiguity and/or excessive repetition interferes with communication.
Uses and defines a small number of simple, relevant terms.
Little or no in-text author referencing is evident; however, a small reference list is provided.
Production
Performs simple tasks safely and efficiently and demonstrates increasing levels of confidence.
Demonstrates safe and hygienic work practices and sometimes shows initiative.
Applies some food preparation and processing skills to a small range of practical activities. Chooses and
manages some resources, either individually or collaboratively. Creates and implements workflow or
production plans, making modifications as needed.
Demonstrates some appropriate decision-making, self-management and cooperation skills when working
collaboratively.
Response
Considers issues and trends in society when reading and interpreting information.
Comments in simple ways about how food producers and marketers respond to consumer attitudes.
Considers simple consequences, identifies some pros and cons and makes general statements.
Draws conclusions and provides some simple justification for decisions, but uses limited supporting
evidence with few relevant examples or references to data.
Observes and analyses processes and activities, recounts steps and makes simple evaluations.
D
Investigation
Identifies an investigation problem, but provides inadequate evidence of planning. Undertakes a very
minimal investigation, using given resources. Gathers little information or data from resources.
Provides a personal response, but few solutions, conclusions or recommendations or those offered are
conflicting or very unclear. Makes some general statements without supporting explanations.
Communicates information and findings, but the structure and format are ineffective or inappropriate to
the task.
Uses simple terminology, some of it incorrectly and frequently reverts to informal language.
Provides little evidence of referencing.
Production
Often does not identify or anticipate health and safety issues or adopt suitable practices.
Applies limited food preparation and processing skills to practical activities.
Implements simple food products using provided resources but finds it difficult to maintain focus,
contribute appropriately and complete basic tasks.
Applies only a few appropriate decision-making and self-management skills when working individually or
collaboratively.
Response
Superficially considers issues and trends in society when interpreting information.
Draws simple, irrelevant or superficial conclusions with very limited substantiation or justification for
decisions and little use of evidence. Makes simple recommendations, but often misjudges, or does not
consider, consequences.
Observes processes and activities and briefly outlines some choices, but offers little or no analysis or
evaluation.
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Investigation
Provides little or no description of an investigation issue and no evidence of planning.
Gathers little, or almost entirely inappropriate, information or data from resources. Provides incorrect or
no solutions, personal responses or recommendations. Makes generalised statements without supporting
explanations. Communicates some information and/or findings, but the structure and format are
inadequate or inappropriate for the task.
Uses terminology inappropriately or communicates entirely in informal language.
Provides no evidence of referencing.
Production
Does not identify or anticipate health and safety issues or adopt suitable practices. Needs constant
assistance.
Applies few relevant food preparation and processing skills to practical activities.
Typically does not maintain focus, needs close supervision and does not contribute appropriately. Leaves
food planning and production tasks incomplete or omits important parts.
Demonstrates few or no decision-making or self-management skills when working individually or in
groups.
Response
Has difficulty reflecting on processes and activities or stimulus materials sufficiently to draw valid
conclusions or substantiate opinions.
E
Grading
Schools report student achievement in terms of the following grades:
Grade
Interpretation
A
Excellent achievement
B
High achievement
C
Satisfactory achievement
D
Limited achievement
E
Very low achievement
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Unit 1 2015
Syllabus:
Task
Type
Course Food choices and health
School Curriculum and Standards Authority Food Science and Technology *
Task
Weight
Task Description
Task 1 Investigating raw and processed foods - Investigate
Investigation
15%
Investigate raw and processed foods, food selection models, nutrients and laws
related to food packaging & labelling
15%
Respons
e
Production
30%
30%
10%
Task 2 Using raw and processed foods
Classify foods as raw or processed
Economic cost of raw v’s processed foods
Cost the 2 dishes using Excel
Factors that influence food choices
Task 1– Investigating raw and processed foods Devise & Produce
Interpret and prepare a number of recipes that use a combination of raw &
processed foods that incorporate various cooking methods
Weeks
Due
Term 1
Week 1
to
Term 2
Week 3
Term 2
Week 2
th
2 May
2015
Term 2
Week 3
to
Week 5
Term 1
Week 1
to
Term 2
Week 3
Term 2
Week 5
st
21 May
Term 2
Week 2
th
2 May
2015
Task 2–Using raw and processed foods Devise & Produce
Devise ,interpret and prepare a meal using a combination of raw & processed
foods that incorporates various cooking methods
Term 2
Week 3
to
Week 5
Term 2
Week 5
st
21 May
Task 2 - Using raw and processed foods Evaluate
Evaluate the produced meal using a combination of raw & processed foods
Term 2
Week 3
to
Week 5
Term 2
Week 5
st
21 May
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Mark
Assessment
Outcomes
1
2
3
4
15
√
√
15
√
√
√
√
√
30
30
10
√
√
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Unit 1 Food choices and health
Task 1 Investigating RAW
ASSESSMENT TYPE: Investigate
Production
OUTCOMES:
and PROCESSED foods
Outcome 1: Understanding food
Outcome 2: Developing food opportunities
Outcome 3: Working in food environments
Outcome 4: Understanding food in society
UNIT CONTENT:
NATURE OF FOOD-Food as a commodity, Properties of food Nutrition
PROCESSING FOOD-Food Products and processing systems
FOOD IN SOCIETY-Influences, issues and trends. Laws and regulations.
TASK DURATION: 11 weeks
TASK WEIGHTING:45%
Task 1
This unit focuses on the sensory and physical properties of food that affect the consumption of raw and
processed foods. Students investigate balanced diets, the function of nutrients in the body and apply
nutrition concepts that promote healthy eating
Students devise food products, interpret and adapt recipes to prepare healthy meals and snacks that meet
individual needs.
Part A: Look at sensory and physical properties of raw and processed foods.
Part B: Prepare recipes using foods to develop skills required in the hospitality
industry
What we need to do ?
Part A: Investigate the sensory and properties of raw and processed foods.
1. Study the food selection models (Healthy Living Pyramid & The Australian
Guide to Healthy Eating) to meet the nutrition requirements for good health.
2. Classify foods then look at the physical and sensory properties when raw and
processed.
3. Investigate the nutrients and water looking at function, main food sources and
nutritional requirements for adolescents.
4. Link foods to these nutrients and investigate the classification, availability,
selection, storage, uses and suitable cooking methods for each of these foods.
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Part B: Prepare recipes using foods that are both raw and processed to develop
skills required when cooking for other people
1. Prepare and serve recipes using a variety of raw and processed foods looking at
how the sensory and physical properties change with cooking
2. Use a variety of cooking methods when preparing these recipes.
3. Display Mise en place skills that relate to each recipe
What needs to be submitted for assessment?
Due date –end week 2 Term2-due 2th May 2015
• Food selection models
• Classification of foods table
• Properties of food essay
• Nutrient work sheets
• Regular attendance and participation in practical skills classes
Part A : Raw and processed foods
• Food Selection Models
3 models + questions 10 marks each
= 30 marks ÷ 10 = TOTAL 3
Max
Allocated
possible
mark
mark
3
• Australian food labelling requirements
4
• Properties of food essay
10 marks ÷2.5= TOTAL 4
4
• Nutrients charts & questions
Protein, vitamins, minerals, lipids,
carbohydrates & water 10 marks each
60 ÷ 15 = TOTAL 4 marks
4
Part B : Prepare recipes using basic foods to
develop skills required in the hospitality
industry
• Participate and demonstrate practical
skills in class (20 food lessons)
5 marks per recipe = 100 ÷ 5= 40
TOTAL
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10 per
recipe
=30
/45
Nature of food
Classification of food
Sensory properties
Processing food
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Food as a commodity
Classification of food
Food can be place into 4 groups –
1. Animal products
2. Plant products
3. Raw foods
4. Processed foods
Write a definition of each group then complete 10 examples of
foods that fall into the sub groups.
Classification
Definition
Examples
of food
Animal products
Meat
Animal products
Plant products
Fruit
Vegetables
Grains
Raw foods
Processed foods
Canned
Frozen
Dried
Pickled/Salted/ Preserves
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Nutritional
Content
TASTING ORANGE JUICES
Type
Taste
Appearance
Packaging
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Texture
Stoned Fruit
Raw: stoned fruit
Processed: poached
Sensory Properties
Appearance
Texture
Aroma
Flavour
Sound
Physical Properties
Size
Shape
Colour
Volume
Viscosity
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Processed: tinned
Fish
Raw: Fish
Processed: Poached
Sensory Properties
Appearance
Texture
Aroma
Flavour
Sound
Physical Properties
Size
Shape
Colour
Volume
Viscosity
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Fish
Processed: Steamed
Processed: Tinned
Eggs
Raw: Egg
Processed: Frittata Fried Grill
Sensory Properties
Appearance
Texture
Aroma
Flavour
Sound
Physical Properties
Size
Shape
Colour
Volume
Viscosity
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Processed: Crème caramel
Bake
Eggs
Processed: Pavlova
Pasta
Raw:
Processed:
Sensory Properties
Appearance
Texture
Aroma
Flavour
Sound
Physical Properties
Size
Shape
Colour
Volume
Viscosity
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Rice
Raw:
Processed:
Fruit
GROUPS/
TYPES
AVAILABILITY
EXAMPLES OF
WHEN IN SEASON
PROCESSED
PRODUCTS
Examples
In Season
Citrus
Cost
In Season
Core
Cost
In Season
Stone
Cost
In Season
Berry
Cost
In Season
Tropical
Cost
In Season
Vine
Cost
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STORAGE
OF
Commodity
And main
NUTRIENT
content
SENSORY
PROPERTIES
PHYSICAL
PROPERTIES
APPEARANCE
TEXTURE
AROMA
FLAVOUR
SOUND
SIZE
SHAPE
COLOUR
VOLUME
VISCOSITY
FISH
GROUPS/TYPES
Examples
EXAMPLES
OF
PROCESSED
PRODUCTS
Fish
AVAILABILITY
STORAGE
WHEN IN SEASON OF Commodity
In Season
Cost
In Season
Shell fish
Cost
In Season
Crustacea
Cost
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SENSORY
PROPERTIES
PHYSICAL
PROPERTIES
APPEARANCE
TEXTURE
AROMA
FLAVOUR
SOUND
SIZE
SHAPE
COLOUR
VOLUME
VISCOSITY
Poultry
Eggs
GROUPS/TYPES
Examples
EXAMPLES
OF
PROCESSED
PRODUCTS
Poultry
Eggs
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Main
STORAGE
NUTRIENT OF Commodity
Content
SENSORY
PROPERTIES
PHYSICAL
PROPERTIES
APPEARANCE
TEXTURE
AROMA
FLAVOUR
SOUND
SIZE
SHAPE
COLOUR
VOLUME
VISCOSITY
Function of eggs
Complete each section showing the functions
Physical Properties of eggs
What is coagulation & when does this occur?
__________________________________________________________
__________________________________________________________
__________________________________________________________
References
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Bread tasting
Sample the various bread types on display and record reactions.
As a class, discuss the effects of processing on the nutrient content
SENSORY
PHYSICAL
LEVEL OF
TYPE
COST
PROPERTIES
PROPERTIES
PROCESSING
OF
APPEARANCE
SIZE
Effect on
TEXTURE
SHAPE
BREAD
nutrient content
AROMA
COLOUR
FLAVOUR
SOUND
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VOLUME
VISCOSITY
CHEESE TASTING
Name of Cheese
Type of Cheese
Description
ie: Colour
Flavour
Texture
Smell
Uses
Cheddar
Philadelphia
Gouda
Cottage
Blue Vein
Edam
Matured
Fruit
Camembert
Stuck for words? Soft (ripened)
Try These Soft (unripened)
Firm, hard
Processed
Light Yellow
Mild, strong Soft
Red rind Cream
Tangy
Dark Yellow
Smoked
Holes, Veins
Nutty, Lacks
Blue White
Salty Bland
Light
Cheeseboard
Cream
Mild
Fondues
Rubbery Dry
Strong
Toppings
Smooth, Crumbly Pungent
Salads
Strong
Pies
Quiche
What is the NUTRIENT content of Cheese
___________________________________________________________________________________________________________
Explain the best way to
1. Store Cheese __________________________________________________________________________________________________________
2. Select Cheese _________________________________________________________________________________________________________
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DAIRY
PRODUCTS
GROUPS/
TYPES
EXAMPLES AVAILABILITY
OF
WHEN IN
PROCESSED
SEASON
PRODUCTS
In Season
Butter
Cost
In Season
Milk
Cost
In Season
Yoghurt
Cost
In Season
Cream
Cost
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SENSORY
PROPERTIES
PHYSICAL
PROPERTIES
APPEARANCE
TEXTURE
AROMA
FLAVOUR
SOUND
SIZE
SHAPE
COLOUR
VOLUME
VISCOSITY
STORAGE
Main
NUTRIENTS
of
Commodity
Meat
Main
NUTRIENTS
EXAMPLES AVAILABILITY
OF
WHEN IN
PROCESSED
SEASON
PRODUCTS
In Season
Lamb
Cost
In Season
Beef
Cost
In Season
Chicken
Cost
References
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STORAGE
OF
Commodity
SENSORY
PROPERTIES
PHYSICAL
PROPERTIES
APPEARANCE
TEXTURE
AROMA
FLAVOUR
SOUND
SIZE
SHAPE
COLOUR
VOLUME
VISCOSITY
Nutrient Study
Carbohydrates
Lipids
Protein
Vitamins
Minerals
Water
RDA for adolescents
S.Home Ec Workbooks
Food Sc & Tech Yr 11Unit 1 Task 1
28
CARBOHYDRATES
1. Carbohydrates consist of ________________, ____________________ and________________
2. Sources of carbohydrates
STARCH
SUGAR
FIBRE
3. What are some of the physical health effects of over eating sugar & starch ?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
4. What is the function fibre in the diet?
________________________________________________________________________________________
________________________________________________________________________________________
5.“There is no specific guide for the daily intake of carbohydrates (RDA).”
Explain this statement.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
6. What is the difference between a simple carbohydrate and a complex carbohydrate?
________________________________________________________________________________________
________________________________________________________________________________________
ReferencesS.Home Ec Workbooks
Food Sc & Tech Yr 11Unit 1 Task 1
29
NUTRIENT- FATS or
LIPIDS
FOOD SOURCES
FUNCTION
RDA for ADOLESCENCE
Animal fats
Vegetable fats
1. In your own words explain the differences between ANIMAL Fats and VEGETABLE Fats.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
2. What is cholesterol and how does this contribute to heart disease?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
3.How does over eating of lipids effect our physical health
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
References-
S.Home Ec Workbooks
Food Sc & Tech Yr 11Unit 1 Task 1
30
PROTEIN
Proteins are essential for life, they are the building blocks of the
body. Proteins are made up of smaller units amino acids.
1. What are the main functions of having protein for the body.
• __________________________________________
• __________________________________________
• __________________________________________
• __________________________________________
High quality protein foods supply most of the essential amino
acids give 5 examples of HIGH quality protein foods.
• __________________________________________
• __________________________________________
• __________________________________________
• __________________________________________
• __________________________________________
Give 3 examples of LOW quality protein foods
• __________________________________________
• __________________________________________
• __________________________________________
What is the Recommended Daily Allowance of Protein for –
Girls
Boys
11-15 Years
_____________
_____________
15-18 Years
_____________
_____________
Why are there differences in the RDA? - explain your answer
____________________________________________________
__________________________________________________
____________________________________________________
__________________________________________________
References
S.Home Ec Workbooks
Food Sc & Tech Yr 11Unit 1 Task 1
31
List five foods in each circle that is high in each nutrient and daily requirements for
teenagers-sedentary and active.
Vitamins A
Food Sources(5)
Vitamin B complex
Food Sources(5)
Function
Function
RDA
RDA
Vitamin C
Food Sources(5)
Vitamin D
Food Sources(5)
Function
Function
RDA
RDA
Calcium
Food Sources(5)
Iron
Food Sources(5)
Function
Function
RDA
RDA
Phosphorus
Food Sources(5)
Function
S.Home Ec Workbooks
Food Sc & Tech Yr 11Unit 1 Task 1
32
Clickview: Nutrients, the Basics
There are 2 types of vitamins______________________ and ______________
List 3 bodily functions vitamins are need for:
___________________________________________________________________
___________________________________________________________________
__________________________________________________________
Vitamin_____ is made in the body.
Only about __________% of our body weight is made up of minerals.
Minerals are found in
Teeth
yes/no
Bones
yes/no
Muscles
yes/no
Soft tissues yes/no
Blood cells yes/no
Nerve Cells yes/no
Saliva
yes/no
Anaemia is caused by the deficiency of ________________________________
List 3 ways iron is lost from the body:
___________________________________________________________________
___________________________________________________________________
__________________________________________________________
In western countries about______% of boys and _____% of girls consume less
than half the recommended daily intake for iron and that places them at risk of
getting _______________________
Mostly, calcium in the body is found in the _____________________________
Girls and women should ensure they get enough calcium during the 3 major
development stages:
_______________________________________________________________
Around _______% of kids between the ages of 10 and 15 consume less than half of
the recommended daily intake of calcium.
S.Home Ec Workbooks
Food Sc & Tech Yr 11Unit 1 Task 1
33
WATER as a Nutrient
70% of the body is made up of WATER. It is essential for life.
Water is the basis of our body secretions and is needed for a
number of body systems for example.
• _______________________________
• _______________________________
• _______________________________
List 4 other functions of water in the body
• _______________________________
• _______________________________
• _______________________________
• _______________________________
How much water should we be consuming daily?
(in litres or glasses)
______________________________________________
List some good sources of water in our diet
____________________________________________________
____________________________________________________
__________________________________
What advantage does water have over soft drinks ?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
________________
What are the consequences of insufficient water intake?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
References__________________________________________________________________
S.Home Ec Workbooks
Food Sc & Tech Yr 11Unit 1 Task 1
34
Food Selection Models
Australian Dietary Guidelines
Australian Guide to Healthy Eating
Healthy Living Pyramid
S.Home Ec Workbooks
Food Sc & Tech Yr 11Unit 1 Task 1
35
AUSTRALIAN DIETARY GUILDLINES 3 marks
In 2013 the ADG changed from 9 guidelines to 5 guidelines
Guidelines prior to 2013
Changes in 2013 4 marks
1._______________________ 1.________________________
2.
2.
3
4._______________________ _________________________
5.
3.
6.
7.
8.____________________
______________________
9._____________________
4.____________________
5.
1.Explain why you think the above charges have been
made to the ADG in 2013. 3 marks
______________________________________________
______________________________________________
______________________________________________
______________________________________________
2. Why has the 5th ADG been added? 2 marks
______________________________________________
______________________________________________
______________________________________________
3 Looking at the SERVE SIZES chart for 14-18 year olds
Answer these questions.
a. What is the average serve size per day for cereal? 1 mark
________________________________________
b. Why is there any increase in serves sizes for this age
group? 2 marks
______________________________________________
______________________________________________
______________________________________________
______________________________________________
12÷4=3 marks
S.Home Ec Workbooks
Food Sc & Tech Yr 11Unit 1 Task 1
36
Food Selection Models
Study the Australian Guide to Healthy Eating on the next page
then complete the chart
1. Colour the circles and complete the key
2. Place suitable food choices in model
• 6 excellent choices for Bread & Cereals
• 5 good choices for Fruit & Vegetables
• 5 fair choices for Meat Chicken etc.
• 4 excellent choices for Milk
2. Explain the
• Strengths of Australian Guide to Healthy Eating
model
____________________________________________
____________________________________________
________________________________________2 marks
• Weaknesses of Australian Guide to Healthy Eating
model
____________________________________________
____________________________________________
________________________________________2 marks
3. Complete the Healthy Living Pyramid then explain the
• Strengths of the Healthy Living Pyramid
____________________________________________
____________________________________________
____________________________________________
________________________________________2 marks
• Weaknesses of the Healthy Living Pyramid
____________________________________________
____________________________________________
____________________________________________
________________________________________2 marks
S.Home Ec Workbooks
Food Sc & Tech Yr 11Unit 1 Task 1
37
AUSTRALIAN GUIDE to HEALTHY EATING
6 marks
Fruit & Vegetables
Bread & Cereals
Meat & Protein
Foods
Milk & Dairy
Products
Butter & Fats
Colour circlesEXCELLENT CHOICES
low- in fat, sugar & salt
added
high in fibre
GOOD CHOICES
sugar & low fibre
S.Home Ec Workbooks
Food Sc & Tech Yr 11Unit 1 Task 1
BAD CHOICES
high in fat & salt,
38
FOOD SELECTION MODELS
HEALTHY LIVING PYRAMID
Label each section of the pyramid and place as many
examples of food into the correct section 6 marks
The Five Food groups
S.Home Ec Workbooks
Food Sc & Tech Yr 11Unit 1 Task 1
39
Food Labelling Requirements for Food & Beverages in
Australia. Marks total 4
In Australia, foods must be labelled in accordance with the
requirements of the Australian New Zealand Foods Standard Code
(RSANZ, 2003)
Choose a food label and paste it onto the space below. Identify the
requirements for a label.
Using the book “Nutrition the inside story” Chapter 6 Page 64 complete this chart.&
http://www.foodstandards.gov.au/consumer/labelling/Pages/default.aspx Click view
Requirements
Benefits to the consumer
20marks
S.Home Ec Workbooks
Food Sc & Tech Yr 11Unit 1 Task 1
40
1.What information must be listed in the nutritional information panel.
4 marks
1._____________________________________________________
______________________________________________________
2,_____________________________________________________
______________________________________________________
3._____________________________________________________
______________________________________________________
4._____________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
2. On the nutritional information panel, percentage labelling can be
listed, explain how this works. 2 marks
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
3.What are the rules when it comes to the name or description of the
food? 2 marks
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
4.A label must contain information about foods that can cause an
allergy how and where on the label must these warnings be? 2 marks
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
S.Home Ec Workbooks
Food Sc & Tech Yr 11Unit 1 Task 1
41
5.What are the rules for
• Date Making
2 marks
____________________________________________________
____________________________________________________
____________________________________________________
• Ingredients List 4 marks
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
• Country of Origin 2 marks
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
• Food Recall Information 2 marks
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
• Weight/measures 1 marks
____________________________________________________
____________________________________________________
____________________________________________________
• What information is providing in a barcode? 2 marks
List the references used
1 marks
TOTAL 44÷11= 4
S.Home Ec Workbooks
Food Sc & Tech Yr 11Unit 1 Task 1
42
What’s In It For Me? – All About Food Labelling
During Viewing the Program
1. Who is the regulatory body for food labelling?
a. What does this acronym stand for?
2. What is the role of FSANZ?
3. List the responsibilities of FSANZ.
4. What publication sets the food standards?
5. Who can create new food standards?
6. Who enforces the food standards laws?
S.Home Ec Workbooks
Food Sc & Tech Yr 11Unit 1 Task 1
43
7. Why must food labels be truthful and accurate?
What does NIP stand for?
8. What products do not require a NIP?
9. What does ‘Best Before’ mean?
10. What does ‘Use-By’ mean?
11. How is bread labelled?
12. Explain what ‘Made in Australia’ and ‘Product of Australia’ refer to.
13. Why are contact details and lot numbers necessary?
14. In what order should ingredients be listed on a food label?
15. What is a characterising component or ingredient?
S.Home Ec Workbooks
Food Sc & Tech Yr 11Unit 1 Task 1
44
16. When can nutritional claims be made?
17. What may ‘Light’ be referring to?
18. What are daily percentage intakes based on?
19. What does GI refer to?
20. Which food items can cause severe allergic reactions?
21. What is an example of a disclaimer?
a. Why is a disclaimer used on chocolate?
22. When can food additives be used?
23. What does GM stand for?
S.Home Ec Workbooks
Food Sc & Tech Yr 11Unit 1 Task 1
45
24. Explain why irradiation is used on some food products?
ho is AQIS?
25. What foods do not require NIP?
26. What needs to be displayed on unpackaged foods?
a. What types of food must show this?
33333333333333333
27. What symbols might appear on food products?
29
Food recall information needs to be included on labels why?
________________________________________________________
________________________________________________________
30 How do the labelling and packaging requirements for food and beverage products in
Australia differ?
__________________________________________________________
___________________________________________________________
___________________________________________________________
S.Home Ec Workbooks
Food Sc & Tech Yr 11Unit 1 Task 1
46
Properties of Food Essay
At the end of this unit you will have looked at a large number of
foods and their properties in both a raw and processed state.
Choose one of these foods and discuss the effects of the
processing techniques on sensory and physical properties of the
food under the headings of
• Changes in appearance
• Changes in texture
• Changes in flavour
Include a list of references at the end of you essay. Don’t
forget to refer to your sensory notes in the front of your book
Use this page to help plan you essay. This is just a suggested
plan.
Introduction
Paragraph 1 Changes in appearance
Paragraph 2 Changes in appearance
Paragraph 3 Changes in flavour
Conclusion
References
S.Home Ec Workbooks
Food Sc & Tech Yr 11Unit 1 Task 1
47
S.Home Ec Workbooks
Food Sc & Tech Yr 11Unit 1 Task 1
48