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 - 2026
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
Adjust peer assessment for clarity and purpose
Review task description and criteria for peer review assessment task.
Feedback from SUTE data
Include more discussion about theory at Residential School
Review Residential School structure to discuss more theory about experiments performed.
Feedback from Email from student
Unit directly related to content knowledge and teaching skills/delivery
Continue to align content, pedagogy, curriculum and skills.
- 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 - First Nations Knowledges | |||||
| 11 - 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
Week 1
Begin Date: 13 Jul 2026Module/Topic
Water
Chapter
- Measurements and Units
- Basic Food Chemistry
- Water in Culinary Science
Events and Submissions/Topic
Commence AT1 Experiment 1 (supplied textbook-based food science experiment).
Prepare lab report template.
Explore GenAI tools for learning.
Week 2
Begin Date: 20 Jul 2026Module/Topic
Water continued
Chapter
Water in Culinary Science
Events and Submissions/Topic
Continue Experiment 1 testing and observations.
Week 3
Begin Date: 27 Jul 2026Module/Topic
Fats & Oils
Chapter
Fats & Oils in Culinary Science
Events and Submissions/Topic
Complete Experiment 1 testing.
Commence drafting Experiment 1 lab report.
Week 4
Begin Date: 03 Aug 2026Module/Topic
Fats & Oils continued
Chapter
Fats & Oils in Culinary Science
Events and Submissions/Topic
Commence AT1 Experiment 2
(AI-supported food science experiment).
Continue Experiment 1 lab report.
Week 5
Begin Date: 10 Aug 2026Module/Topic
Carbohydrates
Chapter
Carbohydrates in Culinary Science
Events and Submissions/Topic
Complete Experiment 2 testing and analysis.
Continue drafting Experiment 1 and Experiment 2 lab reports.
Week 6
Begin Date: 17 Aug 2026Module/Topic
Carbohydrates continued
Chapter
Carbohydrates in Culinary Science
Events and Submissions/Topic
Finalise Experiment 1 and Experiment 2 lab reports.
Commence AT3 Teacher Demonstration planning.
Vacation Week
Begin Date: 24 Aug 2026Module/Topic
Chapter
Events and Submissions/Topic
Week 7
Begin Date: 31 Aug 2026Module/Topic
Proteins
Chapter
Proteins in Culinary Science
Events and Submissions/Topic
Draft AT3 theory statement (500–700 words).
Week 8
Begin Date: 07 Sep 2026Module/Topic
Proteins continued
Chapter
Proteins in Culinary Science
Events and Submissions/Topic
Continue AT3 planning and preparation.
Develop lesson plan and supporting materials.
Check suitability of AT3 with lecturer.
Week 9
Begin Date: 14 Sep 2026Module/Topic
Food Additives and Food Preservation
Chapter
Events and Submissions/Topic
Finalise AT3 planning, materials, and organisation.
Email AT3 ingredient list to lecturer by Monday 4:00pm.
Week 10: Residential School
Begin Date: 21 Sep 2026Module/Topic
Residential School
Dates: Tuesday 22 September to Thursday 24 September 2026
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
Attend Residential School (compulsory).
Present AT3 Teacher Demonstration at allocated time.
Submit AT3 written components (theory statement and planning documents) via Moodle.
Week 11
Begin Date: 28 Sep 2026Module/Topic
Food Modification and New Food Development
Chapter
Events and Submissions/Topic
Commence AT4 Peer Review (based on videos recorded during Residential School and uploaded to FeedbackFruits).
Week 12
Begin Date: 05 Oct 2026Module/Topic
Peer reviews and professional reflection
Chapter
Events and Submissions/Topic
Finalise AT4 Peer Review.
Peer Assessment Due: Week 12 Friday (9 Oct 2026) 11:45 pm AEST
Exam Week
Begin Date: 12 Oct 2026Module/Topic
Chapter
Events and Submissions/Topic
Vacation/Exam Week
Begin Date: 19 Oct 2026Module/Topic
Chapter
Events and Submissions/Topic
1 Laboratory/Practical
In this assessment, you will conduct and report on two food science experiments aligned with core topics from Weeks 1–6. The experiments are completed progressively, allowing you to apply learning from the first to the second.
You will complete one supplied experiment and one AI-supported experiment that you generate. Through testing, observation, analysis, and reflection, you will develop your understanding of key food molecules (water, lipids, and carbohydrates) and evaluate the use of Generative Artificial Intelligence (GenAI) in culinary science contexts.
The task
Students will:
- complete and report on two food science experiments
- connect each experiment to the relevant unit content
- document practical testing with observations and photographic evidence
- explain the food science demonstrated in each experiment
- compare the reliability and usefulness of a textbook-based experiment and an AI-supported experiment
- use GenAI responsibly and transparently
What you will submit
- Experiment 1 Lab Report: Supplied textbook-based food science experiment
- Experiment 2 Lab Report: Student-generated AI-supported food science experiment
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.
72-Hour Grace Period
The 72-hour grace period applies to this assessment. If you need longer than 72 hours, you must apply through the Assessment Extension System.
Vacation Week Monday (24 Aug 2026) 11:45 pm AEST
Week 8 Friday (11 Sept 2026)
- Apply culinary science theory and technical concepts
- Generate, record, analyse and interpret food experiment data and observations
- Construct and communicate findings suitable for culinary science learning contexts
- 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 AI 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.
3-day Residential School: Tuesday 22 September, Wednesday 23 September, Thursday 24 September 2026. 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
In this assessment, you will plan and deliver a food science demonstration that integrates practical skills with theoretical explanation.
You will research, plan and present a short theory statement, plan teaching materials, and present your demonstration during Residential School. This task allows you to apply culinary science knowledge in a teaching context, demonstrating clear communication, organisation, and safe practice while engaging an audience.
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 AI 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.
In allocated time slot at Residential School
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 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
In this assessment, you will provide constructive peer feedback on three recorded demonstrations. You will evaluate the clarity, accuracy, organisation, and effectiveness of each demonstration, identifying key strengths and areas for improvement. This process supports the development of professional feedback skills, critical reflection, and the ability to analyse teaching practice in a purposeful and respectful manner.
The Task
You will review three peer teacher demonstration videos allocated via FeedbackFruits and provide structured feedback for each. For each video, you are required to comment on:
- Clarity and accuracy of the food science concept
- Quality and suitability of presentation resources
- Effectiveness of voice, explanation, and personal presence
- Organisation of space, timing, and demonstration flow
- Audience engagement and accessibility
You must also identify:
- One key strength of the demonstration
- One constructive suggestion for improvement
Feedback must be professional, respectful, and specific. Comments should be clearly linked to observable aspects of the demonstration and provide meaningful, actionable guidance to support improvement prior to use in a teaching or presentation context.
AI Assessment scale tool:
Level 1: You must not use AI 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 (9 Oct 2026) 11:45 pm AEST
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?
