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 FBPTEC4009, '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
Elements | Performance Criteria |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Apply common physical phenomena in food ingredients to food production processes | 1.1 Apply an understanding of common physical phenomena to explain relevant changes that occur to ingredients and products during the production process 1.2 Communicate the changes to others in appropriate format for use in production process |
2. Apply the principles of physical states of matter to food production | 2.1 Recognise the three states of matter and the atomic changes that occur at each phase 2.2 Determine the behaviour of each state of matter and its relationship to the production process 2.3 Consider the relationship between pressure and temperature in phase transition in food production |
3. Apply common food science principles to a production process | 3.1 Relate the significance of pH in processing, food safety and cleaning applications 3.2 Track the reactions and properties of carbohydrates, proteins and fats through a given process 3.3 Describe the properties of common emulsions, suspensions and solutions 3.4 Identify commonly occurring chemical reactions, factors required to cause a reaction, and the effects of reactions 3.5 Review safe work procedures for processes that involve chemical reactions or the handling of chemicals |
4. Communicate and interpret technical information | 4.1 Use appropriate technical terms to communicate information about the properties of commonly used foods and materials 4.2 Interpret and apply test results and reporting formats to communicate information on composition, properties and reactions |