Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver FDFTEC4009A, 'Identify the physical and chemical properties of materials, food and related products'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Identify the physical and chemical properties of materials, food and related products' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Apply understanding of common physical phenomena in the food industry | 1.1. An understanding of common physical phenomena is applied to explain relevant changes that occur to ingredients and product through the production process 1.2. Information on the changes that occur is communicated to others in appropriate formats |
2. Apply an understanding of the physical states of matter | 2.1. The three states of matter and the atomic changes that occur at each phase are identified 2.2. The behaviour of each type of matter and its relationship to the production process is described 2.3. The relationship between pressure and temperature in phase transition is identified |
3. Apply an understanding of common food science principles to a production process | 3.1. The significance of pH for processing, food safety and cleaning applications is identified 3.2. The reactions and properties of carbohydrates, proteins and fats can be tracked through a given process 3.3. The properties of common emulsions, suspensions and solutions can be described 3.4. Common chemical reactions that occur, factors required to cause a reaction and the effect of reactions can be identified 3.5. Safe work procedures for processes requiring handling of chemicals and/or involving chemical reactions are reviewed and/or established |
4. Communicate and interpret technical information | 4.1. Appropriate technical terms are used to communicate information on properties of food and materials commonly used in the food industry 4.2. Test results and reporting formats to communicate information on composition, properties and reactions are interpreted and applied |