Assessment Tasks and Instructions
\nStudent Name
\nStudent Number
\nCourse and Code
\nUnit(s) of Competency and Code(s) SITHCCC001 Use food preparation equipment
\nStream\/Cluster
\nTrainer\/Assessor
\nAssessment for this Unit of Competency\/Cluster Details
\nAssessment 1 Short answer questions
\nAssessment 2 Practical Observation
\nAssessment 3
\nAssessment conducted in this instance: Assessment 1 1 2 0 3 0
\nReasonable Adjustment
\n1. Has reasonable adjustment been applied to this assessment?
\nNo 0 No further information required
\nYes 0 Complete 2.
\n2. Provide details for the requirements and provisions for adjustment of assessment:
\nStudent to complete
\n0
\nMy assessor has discussed the adjustments with me
\n0
\nI agree to the adjustments applied to this assessment
\nSignature Date
\n2nd Assessor to complete
\n0
\nI agree the adjustments applied to this assessment are reasonable
\nName
\nSignature Date
\nAssessment Guidelines
\nWhat will be assessed
\nThe purpose of this assessment is to assess your knowledge required to complete the tasks outlined in elements and performance criteria of this unit:
\n\u2022 meaning and role of mise en place in the process of preparing, cooking and presenting food
\n\u2022 essential features and functions of, and safe operating practices and maintenance requirements for, the following equipment used in food preparation:
\no commercial:
\n? blenders
\n? food processors
\n? graters
\n? mixers
\no knife sharpening equipment
\no sharpening steels and stones
\no knives:
\n? butcher and boning
\n? chef
\n? filleting
\n? palette
\n? utility
\n? vegetable
\no measures
\no peelers, corers, and slicers
\no scales
\no thermometers
\no whisks
\n\u2022 food safety practices for handling different food types
\n\u2022 cleaning practices and agents suitable to range of equipment in use
\n\u2022 precision cuts used in a commercial kitchen:
\no brunoise
\no chiffonnade
\no concasse
\no jardini\u00e8re
\no julienne
\no mac\u00e9doine
\no mirepoix
\no paysanne
\n\u2022 safe operational practices using essential functions and features of equipment used to prepare:
\no dairy products
\no dry goods
\no fruit
\no general food items:
\no meat
\no poultry
\no seafood
\no vegetables
\n\u2022 safe operational practices for maintenance and minor adjustments of equipment:
\no adjusting blades
\no oiling machines.
\nPlace\/Location where assessment will be conducted
\nRTO to complete
\nResource Requirements
\nPen, paper, calculator
\nInstructions for assessment including WHS requirements
\nYou are required to address each question in this assessment.
\nOnce you have completed all questions, check all responses and calculations.
\nYour trainer will be providing you with feedback.
\nStatement of Authenticity
\n0
\nI acknowledge that I understand the requirements to complete the assessment tasks
\n0
\nThe assessment process including the provisions for re-submitting and academic appeals were explained to me and I understand these processes
\n0
\nI understand the consequences of plagiarism and confirm that this is my own work and I have acknowledged or referenced all sources of information I have used for the purpose of this assessment
\nStudent Signature: Date: \/ \/201
\nThis assessment: First Attempt 0
\n2nd Attempt 0
\nExtension 0 \u2013 Date: \/ \/
\nRESULT OF ASSESSMENT Satisfactory 0 Not Yet Satisfactory 0
\nFeedback to Student:
\nAssessor(s) Signature(s): Date: \/ \/
\nStudent Signature Date: \/ \/<\/p>\n
Assessment 1
\nYour task:
\nAnswer the following questions. All questions must be addressed to demonstrate competence.
\n1. Explain the meaning of the following terms in an effective kitchen operation:
\nTerm Meaning in a kitchen operation
\nA) Mise-en-place<\/p>\n
B) Workflow planning<\/p>\n
2. Match the following equipment with the tasks they would be used for:
\nEquipment Used to prepare
\nBlender Preparing a pizza dough
\nFood Processor Parmesan for a pasta dish
\nGrater Making breadcrumbs from stale bread
\nMixer To puree a soup<\/p>\n
3. What is the purpose of the following pieces of equipment? How are they used?
\nEquipment Purpose Instruction for use
\nSharpening steel
\nSharpening stone
\n4. Connect the correct cutting application with the relevant knife
\nType of knife Cutting application
\nChef\u2019s knife (French knife) Trimming, turning and peeling
\nFilleting knife Turning and carving
\nBread knife Larger cuts, slicing, dicing and chopping
\nBoning knife Trimming and boning
\nParing or utility knife Large flat knife for spreading butter and other
\ncondiments
\nTurning knife Removing the meat and skin from fish
\nButcher\u2019s knife Serrated edge for slicing bread or tomatoes
\nPalette knife Long, slightly curved knife for slicing meat
\n5. Provide an example of how each of the following equipment is used in a kitchen when preparing or cooking foods including adjustments where required:
\nEquipment Examples for use in a kitchen
\nMeasures
\nPeelers, corers, and slicers
\nMandoline
\nScales
\nThermometers
\nWhisks<\/p>\n
6. List 5 general requirements for the legal, safe and hygienic use of equipment including provisions for reporting any issues:
\nRequirements
\n1.
\n2.
\n3.
\n4.
\n5.
\n7. Describe the dimensions of the following cuts and provide a menu example that uses each cut
\nCut Description Menu
\nBrunoise
\nJulienne
\nMirepoix
\nJardini\u00e8re
\nPaysanne
\nMac\u00e9doine
\nConcass\u00e9
\nChiffonade
\n8. Give three (3) examples of how you could use vegetable trimmings economically:
\nTrimmings Use
\n1
\n2
\n3<\/p>\n
9. Indicate the correct order for the steps needed to clean a whole fresh fish, received fresh from the supplier:
\nCleaning procedures and storage for further preparation
\nGut the fish by making an incision in the belly from the vent to the gills. Be careful not to damage the gall bladder.
\nRemove any scales by using a fish scaler or by scraping the fish with the back of the knife.
\n1 Sanitise workbench, board and utensils, prepare sanitised bowls and trays for fish and trimmings etc.
\nStore on a perforated tray with ice and a drip tray, cover and label with description, name, date.
\nWash the fish to remove any excess scales and then pat dry.
\nWash the fish under cold running water to remove all traces of blood and any excesses from the gut to ensure the fish is thoroughly cleaned.
\n10. Indicate the correct order for the steps involved in crumbing fish fillets:
\nSequential steps for crumbing
\nAdd flour (remove excess)
\nCrumbs (coat and slightly pat for better adherence)
\n1 Dry food items
\nEgg wash (remove excess)
\nSeason
\nStore flat with grease proof paper between layers<\/p>\n
11. Provide an example for the use of each of the following by-products:
\nBy-product Example for use (i.e. Mince)
\nA) Fish carcasses
\nB) Meat off-cuts
\nC) Poultry carcasses
\n12. Provide 5 examples of how you can help prevent food poisoning by maintaining hygiene standards for equipment:
\n1.
\n2.
\n3.
\n4.
\n5.
\n13. Calculation
\nComplete the following recipe conversion for each quantity adjusted for 10 portions each:
\nHint: If you divide the quantity by 4 you will know the requirements for 1 portion
\nItem Specification Requirements for 4 portions Requirements for 10 portions
\nAsian Vermicelli 0.030 kg 0.075 kg
\nDried Mushrooms 0.002 kg
\nOnion 0.050 kg
\nGarlic 0.004 kg
\nGreen Prawn Meat 0.100 kg
\n14. What are the specific points of care when cleaning blenders, food processors and mixers to prevent potential health hazards? List the cleaner you would use and where you would use a sanitiser:
\nEquipment Points of care Cleaning Chemical used Is Sanitiser used?
\nBlender
\nFood Processor
\nMixer
\n15. List 4 examples of safety aspects which must be considered when using or cleaning equipment:
\n1.
\n2.
\n3.
\n4.
\n16. You intend to use the meat slicer to cut salami. The machine won\u2019t start. What should you check and what should you do if you cannot resolve the problem?
\n17. Provide 6 examples of how you can reduce environmental impacts and save energy and resources in a commercial kitchen environment:
\nExamples for measures you can take to reduce environmental impacts, save energy and resources
\n1.
\n2.
\n3.
\n4.
\n5.
\n6.
\n18. Connect the correct preparation method with the relevant type of batter:
\nBeer Batter Make a well with the flour, ferment yeast in a little milk. When risen add the rest of the ingredients. Prove, knock back and then draw the floured item through the batter \u2013 Used for desserts, fish, and meat.
\nYeast Batter Sift flour and cornflour, work in iced water and egg white to batter consistency. Used for seafood and vegetables
\nTempura Batter Sift flour, add salt, egg and beer slowly to form a smooth batter. Add the water to adjust the consistency \u2013 Used for desserts and fish.<\/p>\n
19. Read the following recipe and answer the questions below:
\nAVOCADO AND ORANGE SALAD
\nKey Ingredient: Avocado, orange
\nKey Skills: Knife skills, dressing preparation
\nEquipment Needs: Bowl, chef\u2019s knife, pan, whisk
\nPreparation Time: 30 minutes
\nCooking Time: 10 minutes
\nDifficulty: **
\nServes 2
\nIngredients:
\n50g Carrots
\n\u00bd
\nCoral lettuce
\n30g Celery
\n30g Leek
\n50g Capsicum
\n400g Orange
\n1 Avocado
\n2 White bread slices
\n40g Butter
\n40mL Vinaigrette
\nPreparation Steps:
\nWash, peel re-wash the carrots. Wash the lettuce, celery, leek and capsicum. Tear the lettuce into bite-sized pieces and place into a colander in the fridge. Cut the carrots, celery, leek and capsicum into julienne. Segment the orange. Cut the avocado in half. Remove the stone and peel the avocado. Slice into half moon shapes. Cut the bread into ~5mm squares. Prepare the vinaigrette
\nCooking Steps:
\n1. Blanch and refresh the celery, leek, carrots and capsicum
\n2. Clarify the butter. Add the croutons and fry until browned and crisp. Drain on absorbent paper
\nPlating:
\n1. Layer the avocado and orange segments on a chilled plate
\n2. Place the remaining ingredients into a bowl and dress the salad. Place in the middle of the plate and garnish as desired
\nQuestions:
\nA. How many serves will this recipe yield?
\nResponse: \u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac_______________________
\nB. How much time will you need to plan to prepare, cook and plate this salad, if plating will take 3 minutes?
\nResponse: \u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac_______________________
\nC. The recipe lists for equipment needs: \u201cBowl, chef\u2019s knife, pan, whisk\u201d. What other equipment will you need to prepare this salad?
\nResponse: _________________________________________________________________________
\n_________________________________________________________________________
\nD. List the preparation steps in order using numbered steps:
\nPreparation steps in numbered sequence:
\n1.
\nE. What should be the temperature of the plate you will use to plate the salad?
\nResponse: \u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac_______________________
\nF. When should you dress the salad?
\nResponse: \u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac\u00ac______
\n—>
\nA) Mise-en-place is a French term meaning “putting in place” or “setting up.” In a kitchen operation, it refers to the process of organizing and preparing all ingredients, equipment, and tools before beginning to cook. This includes measuring and chopping ingredients, arranging utensils and equipment, and making sure everything is clean and in its proper place.<\/p>\n
B) Workflow planning refers to the process of organizing and planning the flow of tasks and activities in a kitchen operation. This includes determining the most efficient order for completing tasks, assigning roles and responsibilities, and identifying and addressing any potential bottlenecks or delays in the workflow.<\/p>\n
Equipment Used to prepare
\nBlender – pureeing, emulsifying, and mixing liquids
\nFood Processor – grating, chopping, and mixing dry ingredients
\nGrater – grating and shredding cheese, vegetables, and fruits
\nMixer – Mixing and kneading dough, whipping cream and egg whites<\/p>\n
Equipment Purpose Instruction for use
\nSharpening steel – is used to hone and maintain the edge on knives. It is used by holding the steel vertically, and running the edge of the knife along the steel at a 20-degree angle.
\nSharpening stone – is used to sharpen knives by removing metal from the blade to create a new edge. It is used by holding the knife at a 20-degree angle and running the blade across the stone.<\/p>\n
Type of knife Cutting application
\nChef\u2019s knife (French knife) Slicing, dicing and chopping
\nFilleting knife Filleting fish
\nBread knife slicing bread
\nButcher knife breaking down large cuts of meat
\nPalette knife spreading condiments and frosting
\nUtility knife peeling, trimming and slicing small fruits and vegetables
\nVegetable knife peeling and cutting vegetables into small pieces<\/p>\n","protected":false},"excerpt":{"rendered":"
Assessment Tasks and Instructions Student Name Student Number Course and Code Unit(s) of Competency and Code(s) SITHCCC001 Use food preparation equipment Stream\/Cluster Trainer\/Assessor Assessment for this Unit of Competency\/Cluster Details Assessment 1 Short answer questions Assessment 2 Practical Observation Assessment 3 Assessment conducted in this instance: Assessment 1 1 2 0 3 0 Reasonable Adjustment […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[124],"tags":[948],"class_list":["post-1845","post","type-post","status-publish","format-standard","hentry","category-assessment-assignment-help","tag-sithccc001-use-food-preparation-equipment"],"_links":{"self":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/posts\/1845","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/comments?post=1845"}],"version-history":[{"count":0,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/posts\/1845\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/media?parent=1845"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/categories?post=1845"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/tags?post=1845"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}