Project

General knowledge of the various course units taught throughout the programme.

The course unit adopts student-centred teaching methodologies oriented towards the development of an applied project in the agri-food sector, with particular emphasis on the integration and application of knowledge acquired throughout the programme:

1. Project-Based Learning (PBL), through the conception, development, evaluation, and optimisation of a food product;

2. Theoretical and practical instruction, comprising sessions aimed at providing the conceptual framework, methodologies, and tools required for project development;

3. Tutorial guidance and project supervision, through continuous feedback sessions in small groups to monitor the different stages of the project, analyse difficulties, define improvement strategies, and clarify questions.

1. Analyse relevant scientific, technical, and market information in order to identify opportunities, requirements, and constraints associated with the development of a food product.

2. Define and justify the product concept and specifications, selecting appropriate raw materials, ingredients, processes, equipment, packaging, and storage conditions.

3. Apply, in an integrated manner, the knowledge acquired throughout the programme to the design and development of a food product prototype at laboratory or pilot scale.

4. Plan, conduct, and interpret physicochemical, microbiological, and sensory evaluation tests, using methods appropriate for the characterisation of product quality and safety.

5. Critically evaluate the quality, safety, stability, and feasibility of the developed product, identifying limitations and proposing evidence-based improvement measures.

6. Plan and manage the different stages of the project, organising tasks, resources, responsibilities, and deadlines, while demonstrating autonomy, accountability, and teamwork skills.

7. Communicate and defend the project in a structured and technically substantiated manner, using appropriate written and oral communication and critically justifying the decisions made.

1. Project conception and contextualisation for the development of a food product

1.1. Search, selection, and analysis of scientific and technical information, statistical data, and market studies.

1.2. Identification of consumer trends, market needs, and opportunities for new product development.

1.3. Market segmentation, definition of the target audience, and product positioning.

1.4. Definition of the concept, objectives, and specifications of the product to be developed.

2. Characterisation and development of the food product

2.1. Product characterisation and definition of its intended use.

2.2. Selection and characterisation of raw materials, ingredients, and processing aids.

2.3. Product formulation and development at laboratory or pilot scale.

2.4. Definition of the manufacturing process, unit operations, process parameters, and technological options.

2.5. Identification of the main quality and food safety requirements associated with the product and manufacturing process.

3. Packaging, labelling, storage, and distribution

3.1. Selection of packaging materials and preparation and assessment of product labelling in accordance with applicable requirements.

3.2. Definition of storage and preservation conditions, dispatch, transport, distribution, and display at points of sale.

3.3. Consideration of sustainability criteria associated with the product, process, packaging, and distribution.

4. Evaluation of the quality and safety of the developed product

4.1. Definition of quality evaluation criteria, parameters, and methods.

4.2. Assessment of physicochemical and microbiological indicators and sensory evaluation of the product.

4.3. Analysis and interpretation of the results obtained.

4.4. Assessment of product stability and estimation of shelf life, where applicable.

5. Product optimisation and critical evaluation

5.1. Identification of deviations, limitations, and opportunities for improvement.

5.2. Reformulation and optimisation of the product and/or process based on the results obtained.

5.3. Integrated assessment of product quality, safety, consumer suitability, and technical feasibility.

6. Project management, communication, and defence

6.1. Planning of project activities, resources, responsibilities, and schedule.

6.2. Organisation, processing, and presentation of information and results.

6.3. Preparation of the project’s scientific and technical report.

6.4. Oral presentation and defence of the project, including substantiation and critical discussion of the decisions made.

A) CONTINUOUS ASSESSMENT

Continuous assessment, centred on the progressive development of the project, comprises four assessment components (C):

· C1. Project Development and Implementation (10%)

Assessment focuses on project planning, completion of the established stages, application of technical and scientific knowledge, problem-solving ability, autonomy, initiative, and progression of the work throughout the project.

o AI Guideline: Not applicable.

· C2. Laboratory/Pilot-Scale Work and Analysis of Results (20%)

Assessment focuses on the performance of experimental work, the appropriate application of methods, the organisation and processing of data, the interpretation of results, and the ability to propose improvements to the product or process.

o AI Guideline: Level 1 (minimal risk) is permitted for basic editing. Level 2 (limited risk) is permitted as a tool to support data analysis, subject to human review. Level 4 (high risk) is permitted for exploring alternative solutions in the development of the food product. Levels 3 and 5 are not permitted. Students are required to submit an AI Use Declaration, including a list of the prompts used and a record demonstrating their critical engagement with, and evaluation of, the AI-generated output.

· C3. Technical and Scientific Project Report (30%)

Assessment focuses on the structure and scientific rigour of the report, the justification of the choices made, the integration of relevant technical and scientific information, the presentation and discussion of results, the conclusions drawn, and the quality of the references used.

o AI Guideline: Level 1 (minimal risk) is permitted for basic editing. Level 2 (limited risk) is permitted as a support tool for the organisation, structuring, and drafting of the report, provided that such use is based on the student’s own work. Level 4 (high risk) is permitted to support the substantiation of the choices made during project development. Levels 3 and 5 are not permitted. Students are required to submit an AI Use Declaration, including a list of the prompts used and a record demonstrating their critical engagement with, and evaluation of, the AI-generated output.

· C4. Oral Presentation and Defence (40%)

Assessment focuses on the clarity and organisation of the presentation, mastery of the relevant technical and scientific knowledge, communication and synthesis skills, the ability to substantiate conclusions and proposals for improvement, critical analysis, and the ability to respond appropriately to questions raised by the assessment panel.

o Generative AI Guideline: Level 0 (Entirely AI-free).

Final Continuous Assessment Grade (CF)

CF = 0.1 × C1 + 0.2 × C2 + 0.3 × C3 + 0.4 × C4

Student Worker Status (TE): Students holding Student Worker Status are exempt from attendance requirements relating to C2. Group work may be replaced by an individual project; however, components C1, C3, and C4 remain compulsory.

B) EXAM ASSESSMENT

Students who do not complete the course through continuous assessment, or who fall within circumstances provided for by law, may undertake a final examination comprising two assessment components (E):

· E1. Written Component (40%)

Analysis of a case study or project report concerning the development of a food product, provided by the lecturer. The assessment includes a critical analysis of the product concept; the product specifications and technological process; justification of the choices relating to raw materials, packaging, labelling, and storage conditions; identification of strengths and weaknesses; and the formulation of substantiated proposals for improvement.

o AI Guideline: Level 1 (minimal risk) is permitted for basic editing. Level 2 (limited risk) is permitted as a support tool for the organisation, structuring, and drafting of the work, provided that such use is based on the student’s own work. Level 4 (high risk) is permitted to support the substantiation of the choices made in relation to project development. Levels 3 and 5 are not permitted. Students are required to submit an AI Use Declaration, including a list of the prompts used and a record demonstrating their critical engagement with, and evaluation of, the AI-generated output.

E2. Oral Presentation and Defence (60%)

Presentation of the project, technical justification of the decisions and conclusions reached, and presentation of proposals for improvement. Assessment focuses on the student’s ability to communicate scientific and technical information clearly, coherently, and in a structured and well-substantiated manner.

o AI Guideline: Level 0 (Entirely AI-free).

Final Examination Grade (CE)

CE = 0.4 × E1 + 0.6 × E2

Artificial intelligence may not replace students’ own analysis, substantiation, decision-making, or authorship. Nor may it be used to manipulate references, data, or responses with the intention of misleading the assessment process. Prohibited practices include, but are not limited to, the fabrication or falsification of references or data and the concealment or misrepresentation of plagiarism.

Any use of AI that is subject to disclosure must be declared in accordance with the procedures established in the relevant institutional regulations and must be subject to appropriate human oversight and validation. Students remain fully responsible and accountable for all content submitted for assessment.

NAO