2013 Notes from the Marking Centre – Food Technology
Introduction
This document has been produced for the teachers and candidates of the Stage 6 Food Technology course. It contains comments on candidate responses to the 2013 Higher School Certificate examination, highlighting their strengths in particular parts of the examination and indicating where candidates need to improve.
This document should be read along with:
- the Food Technology Stage 6 Syllabus
- the 2013 Higher School Certificate Food Technology examination
- the marking guidelines
- Advice for HSC students about examinations
- other support documents developed by the Board of Studies, Teaching and Educational Standards NSW to assist in the teaching and learning of Food Technology in Stage 6.
Section II
Question 21
Candidates showed strength in these areas:
- demonstrating knowledge of automated production systems
- explaining a range of advantages of automated production systems (part b)
- understanding the features of a manual system (part b)
- identifying the characteristics of equipment used in large-scale food production systems (part c).
Candidates need to improve in these areas:
- knowing the correct names of industrial food production equipment (part a)
- comparing automated and manual production systems (part b)
- making the relationship between characteristics of equipment and large-scale food production systems (part c).
Question 22
Candidates showed strength in these areas:
- identifying at least one way in which the production of one food affects the environment (part a)
- making a range of modifications to the meal plan to enhance overall nutritional value (part b).
Candidates need to improve in these areas:
- making the relationship between the modifications made and the specific group selected (part b).
Question 23
Candidates showed strength in these areas:
- providing a clear definition of an active non-nutrient (part a)
- recognising that active non-nutrients have specific health benefits (part b)
- using appropriate terminology.
Candidates need to improve in these areas:
- recognising that active non-nutrients may have negative features.
Question 24
Candidates showed strength in these areas:
- demonstrating knowledge of a wide range of advisory groups in the Australian food industry.
Candidates need to improve in these areas:
- not confusing legislation with advisory groups
- making the relationship between advisory groups and the AFI clear.
Question 25
Candidates showed strength in these areas:
- providing reasons for price structure (part a)
- describing advantages and disadvantages of a ‘me-too’ product (part b).
Candidates need to improve in these areas:
- identifying a price structure.
Question 26
Candidates showed strength in these areas:
- demonstrating knowledge of quality assurance related to a specific organisation (part a)
- demonstrating understanding of HACCP as quality assurance.
Candidates need to improve in these areas:
- understanding the difference between quality assurance and quality control.
Question 27
Candidates showed strength in these areas:
- identifying TWO specifications of the product needed with reference to the company’s reputation (part a)
- providing characteristics and features of issues related to financial and/or technical feasibility (part b).
Candidates need to improve in these areas:
- not confusing a SWOT analysis or marketing plan with a feasibility study.
Section III
Question 28
Candidates showed strength in these areas:
- identifying risk(s) associated with emerging technologies (part b)
- identifying internal and external factors (part c).
Candidates need to improve in these areas:
- showing a relationship between a range of internal and external factors
- incorporating course work knowledge across all syllabus components (eg food product development and the AFI)
- identifying emerging technologies.
Section IV
Question 29
Candidates showed strength in these areas:
- knowing a range of preservation processes
- demonstrating understanding of food manufacturing and nutrition
- using appropriate terminology and giving relevant examples
- articulating the relationship between food preservation and health.
Candidates need to improve in these areas:
- applying course work knowledge across all syllabus components
- moving beyond just naming preservation processes or health issues.
NSW Government