Overview
This unit explores why foods are prepared the way they are, why certain changes take place in food after undergoing mechanical or chemical manipulation, and how this knowledge may be used to improve food products. Knowledge and skills acquired in this unit form an integral component to the teaching of Home Economics and its related subjects in secondary schools. This unit provides opportunities to develop strategies for designing activities that will challenge and engage students in the classroom and beyond.
Details
Pre-requisites or Co-requisites
Completion of 72 credit points including EDVT11021 in CC13, CM60 or CG85 OR completion of EDVT11021 in CC10.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from SUTE data
Update content with more recent real-world food molecule examples.
Review and update content.
Feedback from Verbal student feedback
Residential School assists students to network with peers and practice kitchen skills in a safe and supportive learning environment.
Continue Residential Schools.
- Design and perform a series of food-based experiments that develop practical skills associated with cookery and recipe construction
- Apply appropriate problem-solving procedures to plan, sequence, implement and assess food production processes used in recipe construction
- Recognise and apply skills, sequences and procedures using design and problem-solving processes required for teaching a range of cookery skills
- Critically evaluate specific applications of recipes and ingredients used in the production of edible foods
- Apply appropriate workplace health and safety practices for cookery.
This unit aligns with the following Australian Professional Standards for Teachers (Graduate Career Stage):
Standard 2: Know the content and how to teach it
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
Standard 4: Create and maintain supportive and safe learning environments
4.4 Maintain student safety
Standard 7: Engage professionally with colleagues, parents/carers and the community
7.2 Comply with legislative, administrative and organisational requirements
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Laboratory/Practical - 40% | |||||
| 2 - Practical Assessment - 0% | |||||
| 3 - Presentation - 40% | |||||
| 4 - Peer assessment - 20% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- MS Teams
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
j.deagon@cqu.edu.au
Module/Topic
Water
Chapter
- Measurements and Units
- Basic Food Chemistry
- Water in Culinary Science
Events and Submissions/Topic
Commence Part A of AT1. Prepare Part A Lab Report Template for AT1. Explore GenAI tools for learning.
Module/Topic
Water continued
Chapter
Water in Culinary Science
Events and Submissions/Topic
Continue Part A of AT1.
Module/Topic
Fats & Oils
Chapter
Fats & Oils in Culinary Science
Events and Submissions/Topic
Commence testing of food experiment for Part A of AT1. Seek lecturer feedback on progress.
Module/Topic
Fats & Oils continued
Chapter
Fats & Oils in Culinary Science
Events and Submissions/Topic
Finalise Results and Scientific Analysis in Part A Lab Report Template for AT1
Module/Topic
Carbohydrates
Chapter
Carbohydrates in Culinary Science
Events and Submissions/Topic
Finalise Critical Reflection in Part A Lab Report Template for AT1.
Commence Part B Design Brief of AT1.
Module/Topic
Chapter
Events and Submissions/Topic
Continue Part B Design Brief of AT1.
Module/Topic
Carbohydrates continued
Chapter
Carbohydrates in Culinary Science
Events and Submissions/Topic
Finalise Part A & Part B of AT1.
Commence AT3 Teacher Demonstration to be presented at Res School.
Module/Topic
Proteins
Chapter
Proteins in Culinary Science
Events and Submissions/Topic
Continue to prepare AT3.
Applied Food Experimentation and Teaching Resource Design Due: Week 7 Friday (5 Sept 2025) 11:45 pm AEST
Module/Topic
Proteins continued
Chapter
Proteins in Culinary Science
Events and Submissions/Topic
Check the suitability of AT3 with the lecturer.
Module/Topic
Food Additives and Food Preservation
Chapter
Events and Submissions/Topic
Email AT3 ingredient list to lecturer by 4:00 PM Monday 15th September 2025 (one week prior to Residential School)
Module/Topic
Residential School
Dates: Monday 22 September to Wednesday 24 September 2025
Times: 8.30am to 5.00pm (or as otherwise directed)
Venue: B Block, Rockhampton City Campus, Canning Street, Rockhampton
Chapter
Kitchen Safety & Hygiene
Events and Submissions/Topic
Residential School: Compulsory attendance and participation in all Residential School activities (all days inclusive).
AT3 Teacher Demonstration: Be prepared to present at the allocated time. All written work is to be submitted via Moodle by Friday 26 September 2025 by 11:00 PM.
Practical Cookery: Residential School Due: Week 10 Monday (22 Sept 2025) 11:45 pm AEST
Teacher Demonstration Due: Week 10 Monday (22 Sept 2025) 11:45 pm AEST
Module/Topic
Food Modification and New Food Development
Chapter
Events and Submissions/Topic
Commence AT4 Peer Reviews.
Module/Topic
Peer reviews and professional reflection
Chapter
Events and Submissions/Topic
Finalise AT4 Peer Reviews.
Peer Assessment Due: Week 12 Friday (10 Oct 2025) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Essential Equipment Checklist for This Unit
To successfully complete the learning activities in this unit - including at-home experiments - it is assumed you have access to the following equipment and resources.
Functioning Kitchen Requirements
You will need access to a kitchen with the following working appliances:
- Fridge
- Freezer
- Stovetop
- Oven
- Microwave
- Sink with both hot and cold running water
Basic Cooking Equipment
Please ensure you have these essential kitchen tools and utensils:
- Measuring jug(s) with litre and millilitre markings
- Measuring cups and spoons
- Kitchen scales (preferably digital/electronic)
- Cooking pots in various sizes
- Oven trays
- Frypan
- Cooking utensils: spatula, tongs, colander or strainer
- Handheld juicer (for citrus fruit)
- Sharp knife
- Cutting boards
- Kitchen thermometer with a probe
Thermometer Requirements
A probe thermometer is essential for food experiments and must meet the following specifications:
- Measures to at least one decimal place (e.g. 0.0°C)
- Can register temperatures below 0°C (e.g. -1.4°C) and above 100°C (e.g. 125.4°C)
- Infrared “gun” thermometers are not suitable
- Must be food-grade, waterproof, and safe for use in hot and cold conditions
- Recommended probe length: 150 mm – 200 mm
- Cost estimate: $50–$100 depending on quality
Important Safety Note: Do not use thermometers intended for medical, baby, pet, weather, or general household use. Only use a kitchen-safe thermometer designed specifically for food.
For detailed guidance on selecting a suitable thermometer, see Chapter 3 of the Australia New Zealand Food Standards Code (search “Thermometers and using them with potentially hazardous food” on the FSANZ website).
Experiment Equipment
You may also need the following items for experiments and practical activities:
- Experiment instructions (available on Moodle)
- Specific food ingredients for each experiment (listed on Moodle)
- Calculator
- Timer (or stopwatch function)
- 30 cm plastic or metal ruler
- Pen
- Any additional materials as outlined in experiment instructions
Tip: Make sure you check Moodle regularly for updated experiment requirements and ingredient lists.
If you have questions about equipment suitability or access, please contact your Unit Coordinator early in the term.
1 Laboratory/Practical
Purpose
In this assessment, students will explore the scientific foundations of food through the design and testing of a food science experiment, while also engaging with emerging technologies to design an AI-supported classroom resource.
The task combines hands-on experimentation with digital innovation, offering students the opportunity to deepen their understanding of food science, develop engaging educational resources for secondary school learners and explore Generative Artificial Intelligence (GenAI) literacy.
The Task
- Design and test one food science experiment, aligned with core topics from the unit.
- Design a teaching resource using GenAI tools, based on food science principles, without physical testing.
- Critically evaluate how GenAI can be ethically and effectively integrated into educational design.
This task encourages professional-level scientific literacy, practical experimentation, critical thinking, and curriculum-relevant resource development. Food molecule topics include: water, lipids, carbohydrates - as explored in Weeks 1-6 content.
What you will submit
- Part A - Lab Report for a tested food science experiment.
- Part B - Design Brief for an AI-supported teaching resource.
Templates and detailed task instructions are provided via Moodle.
AI Assessment scale tool
Level 5: You should use AI creatively to solve the task, potentially co-designing new approaches with your instructor. Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity.
Students are expected to actively engage with GenAI tools responsibly and transparently, following academic integrity and ethical technology use policies.
Week 7 Friday (5 Sept 2025) 11:45 pm AEST
Week 9 Friday (19 Sept 2025)
- Apply culinary science theory and technical concepts
- Generate, record, analyse and interpret food experiment data and observations
- Construct educational resources for theoretical and practical culinary science lessons
- Demonstrate professional levels of personal and GenAI literacy
- Design and perform a series of food-based experiments that develop practical skills associated with cookery and recipe construction
- Apply appropriate problem-solving procedures to plan, sequence, implement and assess food production processes used in recipe construction
- Recognise and apply skills, sequences and procedures using design and problem-solving processes required for teaching a range of cookery skills
- Critically evaluate specific applications of recipes and ingredients used in the production of edible foods
- Apply appropriate workplace health and safety practices for cookery.
2 Practical Assessment
Compulsory attendance at Residential School
Complete all practical cookery tasks as instructed. In groups and individually, students will perform a variety of food experiments and receive instruction on teaching and learning strategies to facilitate safe and efficient practices for high-risk kitchen environments.
Topics may include:
- Water
- Lipids
- Carbohydrates
- Proteins
- Re-thinking Food Waste
- Allergies and Alternatives
- Sensory Testing
- Recipe Modifications
- Procedures and considerations for conducting food experiments in schools
Safety, pedagogy and management:
- Workplace health & safety procedures
- High-risk activity management
- Behaviour management and organisation skills
- Time management and kitchen organisation
- Planning and delivery of theory and practical lessons
Further information about Residential School is available in Moodle.
AI Assessment scale tool:
Level 1: You must not use Al at any point during the assessment. You must demonstrate your core skills and knowledge. Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity.
This assessment must be submitted by the specified due date and time. Due to the nature of this task, the standard 72-hour grace period does not apply. We recognise that unexpected circumstances may arise, and encourage students to reach out as early as possible if they are experiencing difficulties, so that appropriate support or adjustments can be considered in line with university policy.
Week 10 Monday (22 Sept 2025) 11:45 pm AEST
3-day Residential School: Monday 22 September, Tuesday 23 September, Wednesday 24 September 2025. 8.30am to 5.00pm daily (unless otherwise advised). All days inclusive. All days compulsory.
Ongoing feedback will be provided at Residential School.
- Demonstrate a range of practical cookery skills
- Apply decision-making skills to select and use appropriate methods, techniques and equipment
- Collaborate and manage groups and work independently
- Consider food waste, ethics and sustainability practices suitable for kitchen environments
- Implement personal hygiene, food safety and workplace health and safety procedures.
- Design and perform a series of food-based experiments that develop practical skills associated with cookery and recipe construction
- Apply appropriate problem-solving procedures to plan, sequence, implement and assess food production processes used in recipe construction
- Apply appropriate workplace health and safety practices for cookery.
3 Presentation
Purpose
Food educators not only require the skills and knowledge to demonstrate specific practical cookery skills, but also have the confidence to simultaneously deliver theory to an audience. A demonstration provides a "snapshot" of a complex task.
Food experiments are a fun and interactive way to engage an audience with content but require considerable organisation and preparation. Practical Home Economics, Food & Nutrition or Food Technology classes are set apart from many other school subjects because of their 'hands-on' pedagogies. Especially relevant in busy kitchen environments, students need to understand explicitly what is required and expected. To scaffold (coach) students through new cookery knowledge and techniques, a “show and tell” demonstration usually precedes each practical cookery lesson and can take 10 minutes or a whole lesson to complete.
The Task
You will research, plan and present “in kitchen” theory and food experiment demonstrations suitable for secondary schools.
Requirements
Research: write a theory statement that explains the scientific procedures and processes for a "play with your food" themed experiment. The theory statement must explain the complex chemical and/or mechanical reactions that occur (approx. 500-700 words).
Plan: develop teaching tools, including lesson plan and workplan to effectively deliver the teacher demonstration.
Present: teacher demonstration to your peers at Residential School at an allocated time.
A detailed task description will be provided in Moodle.
AI Assessment scale tool:
Level 2 - You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas. Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity.
This assessment must be submitted by the specified due date and time. Due to the nature of this task, the standard 72-hour grace period does not apply. We recognise that unexpected circumstances may arise, and encourage students to reach out as early as possible if they are experiencing difficulties, so that appropriate support or adjustments can be considered in line with university policy.
Week 10 Monday (22 Sept 2025) 11:45 pm AEST
Week 12 Monday (6 Oct 2025)
Feedback on the final assessment task will be provided prior to certification of grades
- Research and apply culinary science theory and technical language
- Develop innovative and stimulating food science activities tailored for senior secondary school students
- Implement comprehensive planning and preparation strategies to deliver a high-quality cookery demonstration
- Plan and execute a cookery demonstration for a live audience, ensuring clarity and engagement
- Simultaneously demonstrate cooking techniques, explain chemical reactions, and manage audience interaction
- Apply educational frameworks to structure and support student learning, appropriate for senior secondary education.
- Design and perform a series of food-based experiments that develop practical skills associated with cookery and recipe construction
- Apply appropriate problem-solving procedures to plan, sequence, implement and assess food production processes used in recipe construction
- Recognise and apply skills, sequences and procedures using design and problem-solving processes required for teaching a range of cookery skills
- Critically evaluate specific applications of recipes and ingredients used in the production of edible foods
- Apply appropriate workplace health and safety practices for cookery.
4 Peer assessment
Purpose
The purpose of peer assessment is to help educators refine their feedback skills. Students will be given guidelines about how to respond to peers’ work so they can practice giving constructive feedback in a supported environment.
The Task
Students will complete an assessment of their peers’ work and teacher demonstrations.
Focus areas
- Clarity of concepts
- Quality of presentation and materials
- Use of voice and personal presence
- Command of space and time
- Audience engagement
AI Assessment scale tool:
Level 1: You must not use Al at any point during the assessment. You must demonstrate your core skills and knowledge. Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity.
This assessment must be submitted by the specified due date and time. Due to the nature of this task, the standard 72-hour grace period does not apply. We recognise that unexpected circumstances may arise, and encourage students to reach out as early as possible if they are experiencing difficulties, so that appropriate support or adjustments can be considered in line with university policy.
Week 12 Friday (10 Oct 2025) 11:45 pm AEST
Exam Week Friday (24 Oct 2025)
Final results released after certification of grades
- Engage in constructive peer feedback
- Critically reflect on teaching practice and performance.
- Recognise and apply skills, sequences and procedures using design and problem-solving processes required for teaching a range of cookery skills
- Critically evaluate specific applications of recipes and ingredients used in the production of edible foods
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
