Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

FBPTEC4009 Mapping and Delivery Guide
Identify the physical and chemical properties of materials, food and related products

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency FBPTEC4009 - Identify the physical and chemical properties of materials, food and related products
Description
Employability Skills
Learning Outcomes and Application This unit of competency describes the skills and knowledge required to identify the physical and chemical properties of materials, foods and related products within a production environment.The unit applies to individuals who apply knowledge of physical and chemical properties of materials, food and related products, used to inform work in product development, production, testing, communication and problem-solving. No occupational licensing or certification requirements apply to this unit at the time of publication. However, legislative and regulatory requirements for food processing exist, so local requirements must be checked. All work must comply with Australian food safety standards and relevant codes of practice.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Apply common physical phenomena in food ingredients to food production processes
  • Apply an understanding of common physical phenomena to explain relevant changes that occur to ingredients and products during the production process
  • Communicate the changes to others in appropriate format for use in production process
       
Element: Apply the principles of physical states of matter to food production
  • Recognise the three states of matter and the atomic changes that occur at each phase
  • Determine the behaviour of each state of matter and its relationship to the production process
  • Consider the relationship between pressure and temperature in phase transition in food production
       
Element: Apply common food science principles to a production process
  • Relate the significance of pH in processing, food safety and cleaning applications
  • Track the reactions and properties of carbohydrates, proteins and fats through a given process
  • Describe the properties of common emulsions, suspensions and solutions
  • Identify commonly occurring chemical reactions, factors required to cause a reaction, and the effects of reactions
  • Review safe work procedures for processes that involve chemical reactions or the handling of chemicals
       
Element: Communicate and interpret technical information
  • Use appropriate technical terms to communicate information about the properties of commonly used foods and materials
  • Interpret and apply test results and reporting formats to communicate information on composition, properties and reactions
       

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Apply an understanding of common physical phenomena to explain relevant changes that occur to ingredients and products during the production process 
Communicate the changes to others in appropriate format for use in production process 
Recognise the three states of matter and the atomic changes that occur at each phase 
Determine the behaviour of each state of matter and its relationship to the production process 
Consider the relationship between pressure and temperature in phase transition in food production 
Relate the significance of pH in processing, food safety and cleaning applications 
Track the reactions and properties of carbohydrates, proteins and fats through a given process 
Describe the properties of common emulsions, suspensions and solutions 
Identify commonly occurring chemical reactions, factors required to cause a reaction, and the effects of reactions 
Review safe work procedures for processes that involve chemical reactions or the handling of chemicals 
Use appropriate technical terms to communicate information about the properties of commonly used foods and materials 
Interpret and apply test results and reporting formats to communicate information on composition, properties and reactions 

Forms

Assessment Cover Sheet

FBPTEC4009 - Identify the physical and chemical properties of materials, food and related products
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

FBPTEC4009 - Identify the physical and chemical properties of materials, food and related products

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: