FOOD SC 3021RG - Food Product Development III

Regency Park - Semester 2 - 2021

Product Development: Scale of new product development in market place, concept generation, consumer testing, quality function deployment. Research and Development process. Trends and new techniques in processing, for example extrusion, sous vide, high pressure, electrical and magnetic fields, light pulses, minimal processing, home meal replacements, hurdle technology. Food ingredients and their functions.

  • General Course Information
    Course Details
    Course Code FOOD SC 3021RG
    Course Food Product Development III
    Coordinating Unit School of Agriculture, Food and Wine
    Term Semester 2
    Level Undergraduate
    Location/s Regency Park
    Units 3
    Contact Up to 6 hours per week
    Available for Study Abroad and Exchange N
    Assumed Knowledge FOOD SC 3540RG , FOOD SC 2502RG, FOOD SC 2505RG
    Restrictions Available to Bachelor of Food and Nutrition Science students only
    Course Description Product Development: Scale of new product development in market place, concept generation, consumer testing, quality function deployment. Research and Development process. Trends and new techniques in processing, for example extrusion, sous vide, high pressure, electrical and magnetic fields, light pulses, minimal processing, home meal replacements, hurdle technology. Food ingredients and their functions.
    Course Staff

    Course Coordinator: Shantell Cox

    Shantell Cox

    Regency International Centre

    TAFE SA Regency Campus

    137 Days Road

    Regency Park 5010

    Ph: 8348 1915

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes

    Upon successful completion of the subject, students will be able to:-

    1 Demonstrate an understanding of product development in the food and beverage processing industry.
    2 Apply the principles of quality assurance, food safety and GMP to a food product design.
    3 Demonstrate an understanding of the functionality of packaging in new product development.
    4 Demonstrate an understanding of statutory requirements of labelling of food products.
    5 Develop a new food product from concept to prototype or pilot-scale production with inclusion of a critical analysis of the quality, safety, shelf-life, packaging, labelling and cost of the product.
    6 Analyse data collected during the development phase of a new food product.
    7 Produce elements of a HACCP-based food safety program that is applicable to the production of a new food product
    8 Understand legislative requirements in the Food Standards Code that govern the use of food additives and processing aids
    9 Document details and results of product trials and changes to trials are explained and justified
    10 Work collaboratively with others on a major investigative project

    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
  • Learning Resources
    Recommended Resources

    1. Hoefler, A.C. (2004) Hydrocolloids: Practical Guides for the Food Industry. Eagan Press Handbook Series.

    2. Food Processing Technology 2000, P.J Fellows

    3. Side, C. (2002) Food Product Development: Based on Experience. Iowa State Press.

    4. Fuller, G.W. (2005) New Food Product Development: From Concept to Marketplace. CRC Series in Contemporary Food Science

    5. Earle, M., Earle, R. and Anderson, A. (2001) Food Product Development: Maximizing Success

    6. Australia New Zealand Food Standards Code (2008). Commonwealth of Australia.

    Useful websites

    1 Food Standards Code, Commonwealth of Australia.

    2 Codex Alimentarius, FAO/WHO.

    3 USFDA

    4 Codex – Food hygiene

    5 EU microbiological criteria

    6 CAC – Principles of microbiological risk analysis

    7 International commission on Microbiological Specifications for Foods (ICMSF)


    9 Overview of carbohydrates.

    10 Overview of lipids.

    11 Measuring viscosity.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Lectures are used to deliver content relevant to the specified Knowledge Objectives and Practicals are used to enable students to achieve the specified Skill Objectives. Lectures also include open discussion, sample problems and demonstrations. Time allocated to lectures and practicals can be used for tutorials on request.

    Students unable to attend face to face practicals can undertake alternative online assignments.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    A student enrolled in a 3 unit course, such as this, should expect to spend, on average 12 hours per week on the studies required. This includes both the formal contact time required to the course (e.g., lectures and practicals), as well as non-contact time (e.g., reading and revision).
    Learning Activities Summary
    Week Format Topic
    Week 1 Lecture
    • Introduction to new product development (NPD)
    • Determine products for development
    Week 2 Lecture
    • Food standards code
    • Determine steps to developing product
    • Outline trials
    • Determine materials/equipment required Chemical/microbiological testing requirements
    Week 3 Lecture
    • Project proposals (oral presentations)
    • Commence product development
    Week 4 Practical
    • Continue product development
    Week 5 Practical
    • Continue product development
    Week 6 Practical (all day)
    • Continue product development
    Week 7 Practical (all day)
    •  Continue product development
    •  Presentation of interim product to client for feedback and future direction (date may change depending on availability of client
    Week 8 Practical (all day)
    • Continue product development
    Mid Semester Break
    Week 9 Practical (all day)
    • Continue product development
    Week 10 Practical (all day)
    • Continue product development
    Week 11 Practical
    • Sensory analysis of product
    Week 12 Presentation
    • Presentation on final product, analysis, consumer acceptability.
    Note: This timetable is subject to change at late notice.
    Small Group Discovery Experience
    SGDE takes the form of a group research project. Groups of 3-4 students are required to develop a new food product. Students are provided with a brief from a food company outlining the parameters for the new product. The group develops a proposal of how they will go about developing this project and spend 4 weeks developing the product with a mentor before presenting the interim product to the client. The students are provided with feedback and complete the development of the product based on this feedback. In week 11 the students formally present their final product to the client. At the conclusion of their development the students present to the rest of class by way of a seminar.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task and Description Assessment Type % of final marks Hurdle Learning Outcome Due
    Project proposal – oral presentation formative 10 No 1,2,3,8,10
    Project proposal – written formative 10 No 1,2,3,8,10
    Final report – oral presentation summative 20 No 1-10
    Final report – written summative 60 No 1-10
    Total 100

    Students will work in groups of 2 or 3. The oral proposal and final oral presentation will be assessed as a joint project with fellow group members and the written proposal and final written report will be assessed as individual assignments.
    Assessment Related Requirements

    Students must attend practicals.

    Assessment Detail

    Assignments include the following tasks:

    1. Oral presentation of the project proposal that the student group will be investigating over the duration of the course. – group work

    2. Written proposal of the project that the student group will be investigating over the duration of the course. – individual work

    3. Oral presentation of the completed project. – group work

    4. Written research report of the completed project. – individual work

    Assignments must be submitted to the lecturer by 5pm of the due date.

    Penalty for Late Submission of Assessment Tasks

    Assessment tasks must be submitted by the stated deadlines. There will be a penalty for late submission of assessment tasks: the submitted work will be marked ‘without prejudice’ and 10% of the obtained mark will be deducted for each working day (or part of a day) that an assessment task is late, up to a maximum penalty of 50% of the mark attained. An examiner may elect not to accept any assessment task that a student wants to submit after that task has been marked and feedback provided to the rest of the class.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.