Australian College of the ProfessionsRTO No. 41201 CRICOS No. 03608KACP-SITHCCC006 V1.2020- LW 1 | P a g eSITHCCC006Prepare appetisers and saladsLEARNER WORKBOOKSIT40516 Certificate IV in Commercial CookeryStudent ID:Student Name:Assessor Name:Date: FOR TRAINER ONLYAssessment AttemptCompletion StatusFINAL RESULTCompletion Date:Assessed by:TRAINER SIGNATURE Australian College of the ProfessionsRTO No. 41201 CRICOS No. 03608KACP-SITHCCC006 V1.2020- LW 2 | P a g eUnit Assessment Pack (UAP) Cover SheetStudent and Trainer/Assessor Details Student IDStudent nameContact numberEmail addressTrainer/Assessor name Course and Unit Details Course codeCourse nameUnit codeSITHCCC006Unit namePrepare appetisers and salads Assessment Submission Method ? By hand to trainer/assessor? By email totrainer/assessor? Online submission via LearningManagement System (LMS)? By Australia Post to RTO? Any other method_________________________________________________(Please mention here) Student Declaration I certify that the work submitted for this assessment pack is my own. I have clearlyreferenced any sources used in my submission. I understand that a false declaration is aform of malpractice; I have kept a copy of this assessment pack and all relevant notes, attachments, andreference material that I used in the production of the assessment pack; For the purposes of assessment, I give the trainer/assessor of this assessment thepermission to:o Reproduce this assessment and provide a copy to another member of staff; ando Take steps to authenticate the assessment, including communicating a copy ofthis assessment to a checking service (which may retain a copy of the assessmenton its database for future plagiarism checking).Student signature: ________________________________Date: ____/_____/______________ Australian College of the ProfessionsRTO No. 41201 CRICOS No. 03608KACP-SITHCCC006 V1.2020- LW 3 | P a g eAssessment PlanTo demonstrate competence in this unit, you must be assessed as satisfactory in each of thefollowing assessment tasks. Evidence recordedEvidence Type/ Method of assessmentSufficient evidencerecorded/OutcomeUnit Assessment Task 1Unit Knowledge Test (UKT)S / NS (First Attempt)S / NS (Second Attempt)Unit Assessment Task 2Unit Skills Test (UST)S / NS (First Attempt)S / NS (Second Attempt)Final resultC/NYCDate assessedTrainer/AssessorSignature Assessment Conditions Unit purpose/application This unit describes the performance outcomes, skills and knowledge required to prepare appetisersand salads following standard recipes. It requires the ability to select and prepare ingredients and touse relevant equipment and cookery and food storage methods.The unit applies to cooks working in hospitality and catering organisations. This could includerestaurants, educational institutions, health establishments, defence forces, cafeterias, kiosks, cafes,residential caterers, in-flight and other transport caterers, and event and function caterers.It applies to individuals who work with very little independence and under close supervision andguidance of more senior chefs. They follow predefined organisational procedures and reportdiscrepancies to a higher-level staff member for action.No occupational licensing, certification or specific legislative requirements apply to this unit at thetime of publication. What the student can expect to learn by studying this unit of competency Select ingredients Select, prepare and use equipment. Portion and prepare ingredients. Prepare appetisers and salads. Present and store appetisers and salads.Australian College of the ProfessionsRTO No. 41201 CRICOS No. 03608KACP-SITHCCC006 V1.2020- LW 4 | P a g e Training and assessment resources required for this unit of competency The student will have access to the following: Learner guide PowerPoint presentation Unit Assessment Pack (UAP) Access to other learning materials such as textbooksThe resources required for these assessment tasks also include: Business-related environment area, this can be a:o Real industry workplaceo Simulated industry environment Codes of practice and standards issued by government regulators or industry groups Submission instructions The learner shall be given one chance to resubmit their assessment after consulting with the trainer onthe improvement areas.Re-assessment feesAssessment- $180 per assessmentPractical/ Examination- $100 per practical/examinationLate Assessment feesUp to 2 days late $25 per assessmentFrom 3 up to 5 days late $50 per assessmentMore than 5 days late $180 per assessmentIf the assessment has been found to be plagiarised there will be no second attempt for the studentand the student will be deemed incompetent Academic integrity, plagiarism and collusion Academic IntegrityAcademic Integrity is about the honest presentation of your academic work. It means acknowledgingthe work of others while developing your own insights, knowledge and ideas.As a student, you are required to: Undertake studies and research responsibly and with honesty and integrity Ensure that academic work is in no way falsified Seek permission to use the work of others, where required Acknowledge the work of others appropriately Take reasonable steps to ensure other students cannot copy or misuse your work.Australian College of the ProfessionsRTO No. 41201 CRICOS No. 03608KACP-SITHCCC006 V1.2020- LW 5 | P a g ePlagiarismPlagiarism means to take and use another persons ideas and or manner of expressing them and topass them off as your own by failing to give appropriate acknowledgement. This includes materialsourced from the internet, RTO staff, other students, and from published and unpublished work.Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, whichincludes: Paraphrasing and presenting work or ideas without a reference Copying work either in whole or in part Presenting designs, codes or images as your own work Using phrases and passages verbatim without quotation marks or referencing the author orweb page Reproducing lecture notes without proper acknowledgement.CollusionCollusion means unauthorised collaboration on assessable work (written, oral or practical) with otherpeople. This occurs when a student presents group work as their own or as the work of someone else.Collusion may be with another RTO student or with individuals or students external to the RTO. Thisapplies to work assessed by any educational and training body in Australia or overseas.Collusion occurs when you work without the authorisation of the teaching staff to: Work with one or more people to prepare and produce work Allow others to copy your work or share your answer to an assessment task Allow someone else to write or edit your work (without RTO approval) Write or edit work for another student Offer to complete work or seek payment for completing academic work for other students.Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion andacademic misconduct in group work please refer to the RTOs policy on academic integrity, plagiarismand collusion.Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students whoengage in plagiarism and collusion as outlined in RTOs policy.Proven involvement in plagiarism or collusion may be recorded on students academic file and couldlead to disciplinary action. Other important unit specific Information N/A Unit outcome This unit is not graded and the student must complete and submit all requirements for theassessment task for this cluster or unit of competency to be deemed competent. Students will receive a satisfactorily completed (S) or not yet satisfactorily completed (NS)result for each individual unit assessment task (UAT). The final unit result will be recorded as competency achieved/competent (C) or competencynot yet achieved/not yet competent (NYC).Australian College of the ProfessionsRTO No. 41201 CRICOS No. 03608KACP-SITHCCC006 V1.2020- LW 6 | P a g e Prerequisite/s SITXFSA001 Use hygienic practices for food safety Co-requisite/s Nil Foundation Skills The Foundation Skills describe those required skills (learning, oral communication, reading, writing,numeracy, digital technology and employment skills) that are essential to performance. Foundation skillsessential to performance are explicit in the performance criteria of this unit of competency. Relevant Legislation Food Standards Australia New Zealand Act 1991 Food Standards Australia New Zealand Regulations 1994 Imported Food Control Act 1992 Food Act 1984 Food Act 2006 Food Regulation 2006 Food Production (Safety) Act 2000 Food Production (Safety) Regulation 2014 Food Act 2003 Food Regulation 2015 Australian Human Rights Commission Act 1986 Age Discrimination Act 2004 Disability Discrimination Act 1992 Racial Discrimination Act 1975 Sex Discrimination Act 1984 Code of ethics and codes of conduct Ethical Principles in the Workplace Codes of practice The Privacy Act 1988 (Privacy Act) and the Australian Privacy Principles (APPs) Occupational Health and Safety Act 2004 Work Health and Safety Act of 2011 Principles of assessment and rules of evidence All assessment tasks will ensure that the principles of assessment and rules of evidence are adheredto.The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent.The rules of evidence state that evidence must be sufficient, valid, current and authentic.Australian College of the ProfessionsRTO No. 41201 CRICOS No. 03608KACP-SITHCCC006 V1.2020- LW 7 | P a g e AQF Level AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth ofachievement and the autonomy required to demonstrate that achievement.All assessment tasks must ensure compliance with the requirements of AQF level and the AQF levelcriteria. For more information, please visit http://www.aqf.edu.au/ Further Information For further information about this unit go to https://training.gov.au/Training/Details/SITHCCC006Additional Information This information will be managed by the provisions of the Privacy Act and the Freedom ofInformation Act.) Students are required to satisfactorily complete and submit all assessment tasks thatcontribute to the assessment for a unit. Students will be provided with one more attempt to complete this Unit assessment pack(UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unitassessment task (UAT). Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensurethe student is ready for the assessment. Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance andquality assurance department/administration department in your RTO for continuouslyimproving our assessment and student resources.Feedback to studentFeedback on students assessment performance is a vital element in their learning. Its purpose is tojustify to students how their competency was assessed, as well as to identify and reward specificqualities in their work, to recommend aspects needing improvement, and to guide students on whatsteps to take.Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject.At its best, feedback should: Be provided for each Unit Assessment Task (UAT) Guide students to adapt and adjust their learning strategies Guide trainers/assessors to adapt and adjust teaching to accommodate students learningneeds Be a pivotal feature of learning and assessment design, not an add-on ritual Focus on course and unit learning outcomes Guide students to become independent and self-reflective learners and their own critics Acknowledge the developmental nature of learning.If students have not received proper feedback, they must speak to the compliance and qualityassurance department/administration department in the RTO/person responsible for looking after thequality and compliance services of the RTO.For more information, please refer to the RTOs Student Handbook.Australian College of the ProfessionsRTO No. 41201 CRICOS No. 03608KACP-SITHCCC006 V1.2020- LW 8 | P a g eUnit Pre-Assessment Checklist (UPAC)UAT 1 Unit Knowledge Test (UKT)Purpose of the checklistThe pre-assessment checklist helps students determine if they are ready for assessment. Thetrainer/assessor must review the checklist with the student before the student attempts theassessment task. If any items of the checklist are incomplete or not clear to the student, thetrainer/assessor must provide relevant information to the student to ensure they understand therequirements of the assessment task. The student must ensure they are ready for the assessment taskbefore undertaking it.Section 1: Information for Students Please make sure you have completed the necessary prior learning before attempting thisassessment. Please make sure your trainer/assessor clearly explained the assessment process and tasks tobe completed. Please make sure you understand what evidence is required to be collected and how. Please make sure you know your rights and the Complaints and Appeal process. Please make sure you discuss any special needs or reasonable adjustments to be consideredduring the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiatethese with your trainer/assessor). Please make sure that you have access to a computer and the internet (if you prefer to typethe answers). Please ensure that you have all the required resources needed to complete this UnitAssessment Task (UAT). Due date of this assessment task is according to your timetable. In exceptional (compelling and compassionate) circumstances, an extension to submit anassessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together withyour request for an extension to submit your assessment work. Request for an extension to submit your assessment work must be made before the due dateof this assessment task.Section 2: Reasonable adjustments Students with carer responsibilities, cultural or religious obligations, English as an additionallanguage, disability etc. can request for reasonable adjustments. Please note, academic standards of the unit/course will not be lowered to accommodate theneeds of any student, but there is a requirement to be flexible about the way in which it isdelivered or assessed. The Disability Standards for Education requires institutions to take reasonable steps to enablethe student with a disability to participate in education on the same basis as a student withouta disability. Trainer/Assessor must complete the section below Reasonable Adjustment StrategiesMatrix to ensure the explanation and correct strategy have been recorded and implemented. Trainer/Assessor must notify the administration/compliance and quality assurancedepartment for any reasonable adjustments made. All evidence and supplementary documentation must be submitted with the assessment packto the administration/compliance and quality assurance department.Australian College of the ProfessionsRTO No. 41201 CRICOS No. 03608KACP-SITHCCC006 V1.2020- LW 9 | P a g e Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)CategoryPossible IssueReasonable Adjustment Strategy(select as applicable)? LLN? Speaking? Reading? Writing? Confidence? Verbal assessment? Presentations? Demonstration of a skill? Use of diagrams? Use of supporting documents such as wordlists? NonEnglishSpeakingBackground? Speaking? Reading? Writing? Culturalbackground? Confidence? Discuss with the student and supervisor (if applicable)whether language, literacy and numeracy are likely toimpact on the assessment process? Use methods that do not require a higher level oflanguage or literacy than is required to perform the job role? Use short sentences that do not contain large amountsof information? Clarify information by rephrasing, confirm understanding? Read any printed information to the student? Use graphics, pictures and colour coding instead of, or tosupport, text? Offer to write down, or have someone else write, oralresponses given by the student? Ensure t
hat the time available to complete theassessment, while meeting enterprise requirements, takesaccount of the students needs?Indigenous? Knowledge andunderstanding? Flexibility? Services? Inappropriatetraining andassessment? Culturally appropriate training? Explore understanding of concepts and practicalapplication through oral assessment? Flexible delivery? Using group rather than individual assessments? Assessment through completion of practical tasks in thefield after demonstration of skills and knowledge.? Age? Educationalbackground? Limited studyskills? Make sure font size is not too small? Trainer/Assessor should refer to thestudents experience? Ensure that the time available to complete theassessment takes account of the students needs? Provision of information or course materials in anaccessible format.? Changes in teaching practices, e.g. wearing an FMmicrophone to enable a student to hear lectures? Supply of specialised equipment or services, e.g. a notetaker for a student who cannot write? Changes in lecture schedules and arrangements, e.g.relocating classes to an accessible venue Australian College of the ProfessionsRTO No. 41201 CRICOS No. 03608KACP-SITHCCC006 V1.2020- LW 10 | P a g e ? Changes to course design, e.g. substituting anassessment task? Modifications to physical environment, e.g. installinglever taps, building ramps, installing a lift?Educationalbackground? Reading? Writing? Numeracy? Limited studyskills and/orlearning strategies? Discuss with the Student previous learning experience? Ensure learning and assessment methods meet thestudents individual need? Disability? Speaking? Reading? Writing? Numeracy? Limited studyskills and/orlearning strategies? Identify the issues? Create a climate of support? Ensure access to support that the student has agreed to? Appropriately structure the assessment? Provide information or course materials in an accessibleformat, e.g. a textbook in braille? Changes in teaching practices, e.g. wearing an FMmicrophone to enable a student to hear lectures? Supply of specialised equipment or services, e.g. a notetaker for a student who cannot write? Changes in lecture schedules and arrangements, e.g.relocating classes to an accessible venue? Changes to course design, e.g. substituting anassessment task? Modifications to the physical environment, e.g. installinglever taps, building ramps, installing a lift Explanation of reasonable adjustments strategy used (If required) Australian College of the ProfessionsRTO No. 41201 CRICOS No. 03608KACP-SITHCCC006 V1.2020- LW 11 | P a g eUnit Assessment Task (UAT)Assessment Task 1 Unit Knowledge Test (UKT)Assessment type: Written QuestionsAssessment task description: This is the first (1) unit assessment task you have to successfully complete to be deemedcompetent in this unit of competency. The Unit Knowledge Test is comprised of twenty-one (21) short answer type questions You must respond to all questions and submit them to your Trainer/Assessor. You must answer all questions to the required level, e.g. provide the number of points, to bedeemed satisfactory in this task You will receive your feedback within two weeks you will be notified by your Trainer/Assessorwhen results are available.Applicable conditions: All knowledge tests are untimed and are conducted as open book tests (this means you areable to refer to your textbook during the test). You must read and respond to all questions. You may handwrite/use computers to answer the questions. You must complete the task independently. No marks or grades are allocated for this assessment task. The outcome of the task will beSatisfactory or Not Satisfactory. As you complete this assessment task you are predominately demonstrating your written skillsand knowledge to your trainer/assessor. The trainer/assessor may ask you relevant questions on this assessment task to ensure thatthis is your own work.Resubmissions and reattempts: Where a students answers are deemed not satisfactory after the first attempt a resubmissionattempt will be allowed. You must speak to your Trainer/Assessor if you have any difficulty in completing this task andrequire reasonable adjustments (e.g. can be given as an oral assessment) For more information, please refer to your RTO Student Handbook.Location: This assessment task may be completed in a learning management system (i.e. Moodle) or anindependent learning environment. Your trainer/assessor will provide you with further information regarding the location forcompleting this assessment task.Instructions for answering written questions: Complete a written assessment consisting of a series of questions. You will be required to correctly answer all the questions. Do not start answering questions without understanding what is required from you. Read thequestions carefully and critically analyse them for a few seconds, this will help you to identifywhat is really needed.Australian College of the ProfessionsRTO No. 41201 CRICOS No. 03608KACP-SITHCCC006 V1.2020- LW 12 | P a g e Your answers must demonstrate an understanding and application of relevant concepts,critical thinking, and good writing skills. Be concise to the point and write answers according to the given word-limit to each questionand do not provide irrelevant information. Be careful, quantity is not quality. Be careful to use non-discriminatory language. The language used should not devalue,demean, or exclude individuals or groups on the basis of attributes such as gender, disability,culture, race, religion, sexual preference or age. Gender-inclusive language should be used. When you quote, paraphrase, summarise or copy information from the sources you are usingto write your answers/research your work, you must always acknowledge the source.How your trainer/assessor will assess your work? This assessment task requires the student to answer all the questions. Answers must demonstrate the students understanding and knowledge of the unit. If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C). If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcomeis Not Yet Competent (NYC). Once all assessment tasks allocated to this Unit of Competency have been undertaken,trainer/assessor will complete an Assessment plan to record the unit outcome. The outcomewill be either Competent (C) or Not Yet Competent (NYC). The Assessment Plan is available with the Unit Assessment Pack (UAP) Cover Sheet.Purpose of the assessment task:The purpose of this assessment task is to assess the students knowledge essential to prepareappetiser and salad and development in a range of contexts and industry settings. Knowledge to choose and use cookery methods for salads and appetisers. Knowledge to calculate ingredients amount. Knowledge to add dips, sauces and garnishes to recipes. Knowledge to safely assemble and ensure the cleanliness of equipment. Knowledge to prepare sauces and dressings. Knowledge to clean work area, and dispose of or store surplus and re-usable by-products. Knowledge to create portions according to the recipe. Knowledge to weigh and measure ingredients. Knowledge to use suitable service-ware to present dishes. Knowledge to find and choose appetiser and salad ingredients from stores. Knowledge to store dishes in suitable environmental conditions. Knowledge to clean and cut salad ingredients using basic culinary cuts. Knowledge to choose the type and size of equipment. Knowledge to sort and assemble ingredients. Knowledge to follow standard recipes and make food quality adjustments. Knowledge to enhance food production requirements from food preparation list and standardrecipes. Knowledge to visually evaluate the dish and adjust the presentation. Knowledge to use equipment safely and hygienically. Knowledge to minimise wastage for maximise profitability. Knowledge to check perishable supplies prior to preparation. Reading knowledge to locate information in food preparation lists and standard recipes todetermine food preparation requirements as well as locate and read date codes and rotationlabels on food products. Numeracy knowledge to calculate the number of portions and determine cooking times andtemperatures.Australian College of the ProfessionsRTO No. 41201 CRICOS No. 03608KACP-SITHCCC006 V1.2020- LW 13 | P a g eAssessment Task 1 Unit Knowledge Test (UKT)Instructions: This is an individual assessment. The purpose of this assessment task is to assess the students knowledge essential toprepare appetisers and salads in a range of contexts and industry settings. To make full and satisfactory responses you should consult a range of learning resources,other information such as handouts and textbooks, learners resources and slides. All questions must be answered in order to gain competency for this assessment.Question 1:1a) You have been given the following recipe below, for a cheese puff appetiser. This recipe has ayield value of twenty (20) (that is it creates 20 portions of cheese puffs).You require a yield of fifty (50) portions. Calculate the conversion factor required to achieve thisusing the appropriate formula and be sure to show your calculations in the space provided. 300g Butter 500mL Milk 5 mL Salt 230 g Sifted flour 2 Large eggs 460g Grated cheese Australian College of the ProfessionsRTO No. 41201 CRICOS No. 03608KACP-SITHCCC006 V1.2020- LW 14 | P a g e1b) Now that you have calculated the conversion factor, calculate the new measurements/weightsthat are required for an updated yield of fifty (50) for the recipe.1c) The cheese puffs were for a party that you are organising, however you have just beeninformed that there will be additional 10 people attending and so sixty (60) portions are nowrequired, rather than the fifty (50) you originally planned for. You are required to adjust the recipeportion sizes from: 150 grams with 50 portions to 120 grams with 60 portions. Ensure you demonstrateyour calculations in the space below. BUTTERMILKSALTSIFTED FLOUREGGSGRATED CHEESE Australian College of the ProfessionsRTO No. 41201 CRICOS No. 03608KACP-SITHCCC006 V1.2020- LW 15 | P a g e1d) Write any ten (10) ingredients required for preparing appetisers and salads.Question 2: a) How can you ensure that you use equipment safely, hygienically and according to themanufacturers instructions? Answer in 50-100 words.b) What are the standard safety features of a commercial mixer? List any three (3).c) Name any ten (10) pieces of equipment used to prepare appetisers and salads.d) Discuss the steps you would take to dissemble the equipment, ensure the cleanlinessof equipment and assemble it again, in a safe manner.Australian College of the ProfessionsRTO No. 41201 CRICOS No. 03608KACP-SITHCCC006 V1.2020- LW 16 | P a g eQuestion3: List any ten (10) different salads.Question4: Discuss about the importance and requirements of mise en place to produce for appetisersand salads in kitchen. Write your answer in 50-100 words.Question5: a) Write down any five (5) benefits of sorting and assembling ingredients before foodproduction.b) Discuss various methods to weigh and measure ingredients according to the recipes.Answer in 50-100 words.c) What do you mean by portion? How can you calculate the number of portions from adish? Answer in 30-40 words.Australian College of the ProfessionsRTO No. 41201 CRICOS No. 03608KACP-SITHCCC006 V1.2020- LW 17 | P a g eQuestion6: Explain what role quality standards play, in using basic culinary cuts, when preparing toclean and cut salad ingredients? Write your answer in 50 -100 words.Question7: List any six (6) different cuts used for salad ingredients according to recipe requirement.Australian College of the ProfessionsRTO No. 41201 CRICOS No. 03608KACP-SITHCCC006 V1.2020- LW 18 | P a g eQuestion8: What can be done before preparation to maintain perishable supplies and avoid spoilageand contamination? Answer in 50-100 words.Question9: Name any ten (10) different appetisers.Question10: Write any five (5) environmental conditions to consider when storing dishes.Question11: Give five (5) tips to clean and store salad ingredients according to quality standards?Australian College of the ProfessionsRTO No. 41201 CRICOS No. 03608KACP-SITHCCC006 V1.2020- LW 19 | P a g eQuestion12: Match the derivatives from the dressings accordingly. 1. Herb dressings vinaigrette flavoured with Roquefort cheese2. Gribiche dressing a single herb or a mixture to flavour the vinaigrette3. Roquefort dressing chopped capers, gherkins, fine herbs and mustard Question13: Write about the given characteristics for the appetisers and salads below according tothe recipes: (refer to appendix 3 for ingredients) Appearance and presentation Classical and contemporary variations Freshness and other quality indicators Nutritional value Service style Taste Texture CharacteristicsRecipe 1(Basic GardenSalad)Recipe 2(Summery chickenpasta salad)Recipe3(Cucumbersandwiches)Recipe 4(Fruit Kebabs withyoghurt dip)Appearance andpresentationDiscuss classicaland contemporaryvariations of thisdish.Outline two (2)freshness andother qualityindicators for thisdish.What is theapproximatenutritional value ofthis dish?What service stylewould best suitthis dish?Outline whichtaste types this Bitter Salty Umani Sweet Bitter Salty Umani Sweet Bitter Salty Umani Sweet Bitter Salty Umani Sweet Australian College of the ProfessionsRTO No. 41201 CRICOS No. 03608KACP-SITHCCC006 V1.2020- LW 20 | P a g e dish would mostlikely fit into. Sour Sour Sour SourWhat types oftexture would thisdish have? Clean Crunchy Creamy Crisp Fibrous Moist Velvety Rich Slippery Smooth Mouse (lightand fluffy) Clean Crunchy Creamy Crisp Fibrous Moist Velvety Rich Slippery Smooth Mouse (lightand fluffy) Clean Crunchy Creamy Crisp Fibrous Moist Velvety Rich Slippery Smooth Mouse (lightand fluffy) Clean Crunchy Creamy Crisp Fibrous Moist Velvety Rich Slippery Smooth Mouse (lightand fluffy) Question14: List any eight (8) common garnishes and dips that can be used in appetisers and salads.Question15: Write the ten (10) steps used to clean the kitchen equipment and premises safelyaccording to the food safety standards.Australian College of the ProfessionsRTO No. 41201 CRICOS No. 03608KACP-SITHCCC006 V1.2020- LW 21 | P a g eQuestion16: a) List any four (4) contents of stock date codes and reasons to use rotation labels.b) List seven (7) tips that will help reduce waste to increase profitability of the foodproduced?Question17: Give any five (5) adjustments that can be made to the presentation of a dish by visuallyevaluating the dish before it is served.Question18: Write eight (8) steps to dispose of or store re-usable by-products, according toorganisational procedures and environmental considerations, to ensure food safety.Australian College of the ProfessionsRTO No. 41201 CRICOS No. 03608KACP-SITHCCC006 V1.2020- LW 22 | P a g eQuestion19: Match the following dishes with the appropriate sauces which they can be served with. S.No. Dishes Sauces1 Wantons Tartar sauce2 Goujonettes Tomato sauce3 Sausage rolls Soy sauce Question20: What type of service-ware can be used to present appetisers and salads? What factorsshould be kept in mind while selecting the service-ware for presentation? Answer in 100-150 words.Question21: Explain each of the following cookery methods used, to prepare appetisers and salads.Answer in one (1) or two (2) sentences. Preparation methods Description of methodBakingPoachingSteaming Australian College of the ProfessionsRTO No. 41201 CRICOS No. 03608KACP-SITHCCC006 V1.2020- LW 23 | P a g eUnit Assessment Result Sheet (UARS)Assessment Task 1 Unit Knowledge Test (UKT)Student and Trainer/Assessor Details Unit codeSITHCCC006Unit namePrepare appetisers and saladsOutcome of UnitAssessment Task (UAT)First attempt:Outcome (please make sure to tick the correct checkbox):Satisfactory (S) ? or Not Satisfactory (NS) ?Date: _______(day)/ _______(month)/ ____________(year)Second attempt:Outcome (please make sure to tick the correct checkbox):Satisfactory (S) ? or Not Satisfactory (NS) ?Date: _______(day)/ _______(month)/ ____________