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 FBPTEC4004, 'Apply basic process engineering principles to food processing'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Apply basic process engineering principles to food processing' 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
Elements | Performance Criteria |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Map a production process | 1.1 Identify the scope of a production process for mapping 1.2 Select and use appropriate process mapping symbols 1.3 Develop a map that identifies the relationship of each step in the process |
2. Calculate yields and efficiencies of a production process | 2.1 Identify inputs and outputs of a production processing system 2.2 Collect information required to monitor the performance of a production process 2.3 Calculate yields, efficiencies and material variances |
3. Apply principles of fluid flow to a production process | 3.1 Identify fluid properties of food that affect flow 3.2 Identify components and related equipment used in a food pumping process 3.3 Identify features of the system design that affect performance of the pumping system 3.4 Identify the effect of pumping on fluid properties 3.5 Establish the operating capacity of pumping systems used in the production process 3.6 Review or establish procedures for the safe use of pumping equipment |
4. Apply principles of heat transfer to a production process | 4.1 Identify types of heat transfer in a food production process 4.2 Identify methods and related equipment used to transfer heat 4.3 Recognise types of heat transfer media 4.4 Identify and contrast operating principles of cooling, chilling and freezing processes 4.5 Assess effects of heat transfer on product and material properties 4.6 Establish operating capacity of heat transfer equipment used in the production process 4.7 Review or establish procedures for the safe use of heat transfer equipment |
5. Apply principles of evaporation to a production process | 5.1 Identify methods and related equipment used for controlling evaporation in food processing 5.2 Analyse the effect of evaporation on product and material properties 5.3 Identify tests used to determine the concentration of a liquid 5.4 Establish the operating capacity of evaporation equipment used in the production process 5.5 Review or establish procedures for the safe use of evaporation equipment |
6. Apply principles of drying to a production process | 6.1 Identify methods and related equipment used for drying food 6.2 Assess the effect of drying on product and material properties 6.3 Identify tests used to determine moisture content of materials and products 6.4 Establish operating capacity of drying equipment used in the production process 6.5 Review and establish procedures for the safe use of drying equipment |
7. Apply principles of process control to management of production processes | 7.1 Locate sensors and instrumentation providing input information to the control system 7.2 Identify consequences of a system malfunction |