Outline

Overview

Working at an advanced level in the food processing industry requires an ability to independently familiarise yourself with new and emerging challenges and technologies, to recognise the potential and limitations of new tools and methods, and to devise innovative solutions. Students in this unit will critically examine a range of issues and technologies in food processing technologies particularly in the areas of energy requirements, product design and process design. New and emerging technologies will be compared with established operating models. The unit will be delivered through seminars and projects in three parts. In the first part, students will evaluate a range of processes based on their energy requirements. In the second part students will investigate particulate food processing and product design. In the third part of the course students will be tasked with devising and justifying their own optimum solution for a selected food processing challenge.

Unit details and rules

Academic unit	Chemical and Biomolecular Engineering
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	Knowledge of fluid mechanics and mathematics at a level typical of an undergraduate degree in chemical engineering. Assumed knowledge is equivalent to CHNG2801 (or AMME2261 or AMME2200 or CIVL2611 or CIVL3612 or CIVL9612) AND CHNG2802 (or AMME2000 or MATH2021 or MATH2061 or MATH2921). This unit is for postgraduate students and also is offered as an elective for fourth year undergraduate students
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Timothy Langrish, timothy.langrish@sydney.edu.au
Tutor(s)	Shu Cheng, sche2348@uni.sydney.edu.au

Type	Description	Weight	Due	Length
Creative assessment / demonstration	Design of a cleaning-in-place system Individual project report	25%	Week 04 Due date: 26 Aug 2022 at 23:00	4 weeks
Outcomes assessed:
Creative assessment / demonstration	Producing powder products from butterfly pea flower extracts Individual project report	25%	Week 08 Due date: 23 Sep 2022 at 23:00	4 weeks
Outcomes assessed:
Tutorial quiz	Quiz Long answer, short essay	25%	Week 09	1 hour
Outcomes assessed:
Creative assessment / demonstration	Mathematical modelling of spray drying for powder production Individual project report	25%	Week 12 Due date: 28 Oct 2022 at 23:00	4 weeks
Outcomes assessed:

Assessment summary

Lectures, laboratories and tutorials will be face to face.

Students will be required to be able to answer individual questions about food engineering in the tutorial quiz (25%).

Laboratory, group work, and individual report writing skills will be addressed in three projects (25% each).

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Exceptional mastery of food engineering principles and outstanding ability to implement them in a wide range of advanced applications and case studies in the food industry.
Distinction	75 - 84	Excellent mastery of food engineering principles and very good ability to implement them in a wide range of advanced applications and case studies in the food industry.
Credit	65 - 74	Solid understanding of food engineering principles and good ability to implement them in a wide range of advanced applications and case studies in the food industry.
Pass	50 - 64	Reasonable understanding of food engineering principles and generally acceptable ability to implement them in a wide range of advanced applications and case studies in the food industry.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard (understanding of food engineering principles and ability to implement them in a wide range of advanced applications and case studies in the food industry).

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Special consideration requests need to be made for missing assessment deadlines and times if there are reasons outside the student's control for missing the deadlines and times. (1) Written work submitted electronically after 11.59 pm on the due date will be considered to have been submitted late. (2) For every calendar day up to and including ten calendar days after the due date, a penalty of 5% of the maximum awardable marks will be applied to late work. (a) The penalty will be calculated by first marking the work, and then subtracting 5% of the maximum awardable mark for each calendar day after the due date. (3) For work submitted more than ten calendar days after the due date a mark of zero will be awarded. The marker may elect to, but is not required to, provide feedback on such work.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Course introduction and design considerations in food engineering; liquid systems	Lecture and tutorial (5 hr)
Week 02	Cleaning in place systems for liquid processing	Lecture and tutorial (5 hr)
Week 03	Sanitary design in food engineering	Lecture and tutorial (5 hr)
Week 04	Materials and cleaning systems for food engineering systems	Lecture and tutorial (5 hr)
Week 05	Standardisation to address biological variability in food processing	Lecture and tutorial (5 hr)
Week 06	New product design in particle food processing	Lecture and tutorial (5 hr)
Week 07	Design of tailored food particles	Lecture and tutorial (5 hr)
Week 08	Mathematical modelling of spray drying processes	Lecture and tutorial (5 hr)
Week 09	The application of mass and energy balances, heat and mass transfer and drying kinetics for particles, in spray drying	Lecture and tutorial (5 hr)
Week 10	Safety hazards of food processing e.g. dust explosions	Lecture and tutorial (5 hr)
Week 11	Solving Ordinary Differential Equations in MATLAB	Lecture and tutorial (5 hr)
Week 12	Applying solvers for Ordinary Differential Equations in MATLAB to final project	Lecture and tutorial (5 hr)

Attendance and class requirements

Tutorial: After each lecture, there will be a tutorial, where students will work on a project that is related to the material covered in the lecture.
Independent study: Students are expected to spend about 3-4 hours of self directed learning outside the specified contact periods.
Laboratory: Each student will conduct an experiment in weeks 5-8. An individual report should be submitted at the end of week 8.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Singh, R.P. (2014), Introduction to Food Engineering, Elsevier, Academic Press, Amsterdam, available online as an ebook in the University of Sydney library.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Work in teams to design food products and processes, while writing individual reports to assess individual learning outcomes
LO2. Design food industry processes and equipment, including considerations of product quality and safety
LO3. Design and synthesize new food products from an understanding of fundamental science and engineering
LO4. Demonstrate expertise in the mathematical and physical analysis of new and existing food processes.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Engineers Australia Curriculum Performance Indicators - 2.4. Advanced knowledge and capability development in one or more specialist areas through engagement with: (a) specific body of knowledge and emerging developments and (b) problems and situations of significant technical complexity. 4.5. An ability to undertake problem solving, design and project work within a broad contextual framework accommodating social, cultural, ethical, legal, political, economic and environmental responsibilities as well as within the principles of sustainable development and health and safety imperatives. Stage 1 Competency Standard for Professional Engineer (UG) - 2.3 (L3). Engineering design. (Level 3- Exceeding required standard) Application of systematic engineering synthesis and design processes. 3.2 (L3). Communication. (Level 3- Exceeding required standard) Effective oral and written communication in professional and lay domains. 3.6 (L3). Team skills. (Level 3- Exceeding required standard) Effective team membership and team leadership.
	Engineers Australia Curriculum Performance Indicators - 2.4. Advanced knowledge and capability development in one or more specialist areas through engagement with: (a) specific body of knowledge and emerging developments and (b) problems and situations of significant technical complexity. 4.5. An ability to undertake problem solving, design and project work within a broad contextual framework accommodating social, cultural, ethical, legal, political, economic and environmental responsibilities as well as within the principles of sustainable development and health and safety imperatives.

Engineers Australia Curriculum Performance Indicators -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice.
1.2		Tackling technically challenging problems from first principles.
2.1		Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks.
2.2		Application of enabling skills and knowledge to problem solution in these technical domains.
2.3		Meaningful engagement with current technical and professional practices and issues in the designated field.
2.4		Advanced knowledge and capability development in one or more specialist areas through engagement with: (a) specific body of knowledge and emerging developments and (b) problems and situations of significant technical complexity.
3.1		An ability to communicate with the engineering team and the community at large.
3.2		Information literacy and the ability to manage information and documentation.
3.3		Creativity and innovation.
3.4		An understanding of and commitment to ethical and professional responsibilities.
3.6		An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams.
3.7		A capacity for lifelong learning and professional development and appropriate professional attitudes.
4.1		Advanced level skills in the structured solution of complex and often ill defined problems.
4.2		Ability to use a systems approach to complex problems, and to design and operational performance.
4.3		Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria.
4.4		Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements.
5.1		An appreciation of the scientific method, the need for rigour and a sound theoretical basis.
5.2		A commitment to safe and sustainable practices.
5.3		Skills in the selection and characterisation of engineering systems, devices, components and materials.
5.4		Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

There is now more focus on individual learning outcomes and individual work in the revised projects for this year. Lecture material has been updated.

Additional information

Work, health and safety

Staff and students must comply with all University WHS requirements. Extra precautions and actions will be necessary as per CoVID19 requirements, for physical distancing in lectures, tutorials and laboratories. Please do not attend university if you are unwell.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

CHNG5606: Advanced Food Processing

Semester 2, 2022 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect