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OCR LEVEL 2 CAMBRIDGE TECHNICALCERTIFICATE/DIPLOMA IN
SCIENCE
FOOD PRODUCTIONT/505/3099
LEVEL 2 UNIT 7
GUIDED LEARNING HOURS: 60
UNIT CREDIT VALUE: 10
TECHNICALSCambridge
2www.ocr.org.uk
FOOD PRODUCTIONT/505/3099
LEVEL 2
AIM AND PURPOSE OF THE UNIT In recent years there has been a massive change in the way our food is grown and an even bigger change in food preparation and storage techniques. Shelf-life, best before dates, organic produce and GM crops are just some of the topics that are at the forefront of news. By completing this unit learners will understand the key factors that affect crop production and how crop yields can be maximised. Learners will understand how crops are treated to ensure freshness, the impact of food miles and different farming methods on the environment. Learners will show how modern scientific techniques could help with the world food problems.
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Food Production Level 2 Unit 7
ASSESSMENT AND GRADING CRITERIA
Learning Outcome (LO)
The learner will:
Pass
The assessment criteria are the pass requirements for this unit.
The learner can:
Merit
To achieve a merit the evidence must show that, in addition to the pass criteria, the learner is able to:
Distinction
To achieve a distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to:
1 Understand the different practices used in commercial farming.
P1 describe different farming practices
M1 identify and explain the advantages and disadvantages of different farming practices
D1 evaluate the commercial benefits of different farming practices
2 Understand the key factors that affect crop production.
P2 explain the key factors that may affect crop growth and crop yield
M2 explain how farming practices can influence crop yields
3 Know how food gets from the field to the supermarket.
P3 describe the techniques that are used on farm produced products so that they are ready for sale
M3 explain how preservation and ripening methods have changed over time
D2 evaluate how modern technology can improve the shelf-life of fresh food
4 Understand the role of innovative science in addressing food production.
P4 explain how modern scientific practices are used in food production
D3 identify an example of a GM crop and explain the advantages and disadvantages of producing GM plants
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TEACHING CONTENTThe unit content describes what has to be taught to ensure that learners are able to access the highest grade.
Anything which follows an i.e. details what must be taught as part of that area of content.
Anything which follows an e.g. is illustrative, it should be noted that where e.g. is used, learners must know and be able to apply relevant examples to their work though these do not need to be the same ones specified in the unit content.
LO1 Understand the different practices used in commercial farming.
• Farming practices i.e. - Intensive/industrial - Organic - Hydroponics - Rare breeds
• Advantages and disadvantages of the above farming practices e.g. - Intensive
• Advantages e.g. Significantly increased yield per acre
• Disadvantages e.g. Destroys natural habitats of, and leads to soil erosion
- Organic • Advantages e.g. Enhances soil nourishment and
maintains soil structure• Disadvantages e.g. Reduction in yield per acre
- Hydroponics • Advantages e.g. Water and nutrients are conserved • Disadvantages e.g. Starting costs are very high
- Rare breeds • Advantages e.g. To conserve the gene pool of
native breeds• Disadvantages e.g. Sometimes more expensive for
consumers
• Evaluation of the commercial benefits of the different farming practices e.g. intensive farming – increased yield per acre therefore maximising profit.
LO2 Understand the key factors that affect crop production.
Although the process of photosynthesis is not covered in the learning outcomes and assessment criteria it would be advisable to spend some time revising the topic to ensure that the learners have a good understanding of the impor tance of the process in food production.
• Limiting factors on plant growth: light, temperature and carbon dioxide, and an understanding of why it is important to control these limiting factors
• Mineral deficiencies in soils
• How commercial growers utilise technology to overcome these problems: i.e. glass houses and poly tunnels using artificial lighting, temperature control, addition of carbon dioxide to maximise photosynthesis and therefore rate of growth and yield
• How irrigation systems affect crop production: e.g. Crop production in hot climates, watering of crops in northern European summers
• The importance of drainage in wetter climates
• How the yield of crop plants can be affected by mineral deficiencies e.g. magnesium, phosphate, nitrate and potassium, and the application of different types of fertilisers
• The effect of pests on crop yields and how pesticides and biological control can limit the damage caused
• Environmental protection such as prevention of water pollution by pesticide and fertiliser run-off.
• Social responsibility such as minimal use of pesticides or high levels of animal welfare.
• Economic viability such as recreational use of the countryside with the development of agri-tourism.
LO3 Know how food gets from the field to the supermarket.
• Immersion freezing, chilling, storage, etc.
• Traditional methods of storage e.g. salt, sugar, pickling, smoking and drying
• Storage, shelf-life and best before dates. This could look at the misconceptions in society
• Food miles and the effect on the environment. This could take an example such as the availability of a product such as strawberries being available twelve months of the year, where they are grown and how they are transported
• Use of artificial ripening techniques
• Energy in farming practices e.g. the use of glass-houses, indoor livestock rearing etc.
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Food Production Level 2 Unit 7
LO4 Understand the role of innovative science in addressing food production.
• Practices e.g. selective breeding and micro-propagation, genetic engineering with reference to crop production and food shortages, microbiology and the production of single cell protein. How the processes work. How the different practices are helping to overcome food shortages.
• Advantages of GM crops e.g. less pesticide is needed to be used due to insect pest resistant plants and disadvantages of GM crops e.g. spread of new, more resistant ‘super pests’.
6www.ocr.org.uk
DELIVERY GUIDANCE
This unit is centre-assessed and externally moderated.
In order to achieve this unit, learners must produce a portfolio of evidence showing that they can meet all the pass grading criteria.
Portfolios of work must be produced independently.
Centres must confirm to OCR that the evidence provided by learners is authentic.
LO1 Understand the different practices used in commercial farming.
Learners could carry out research into different farming practices.
They could then collate their research in groups in order to present arguments for and against the different farming practices. These arguments could be presented to the whole group as a PowerPoint presentation or the learners could produce individual web pages or blogs on the different practices.
LO2 Understand the key factors that affect crop production.
Learners could investigate the limiting factors of photosynthesis through experimentation where possible e.g. Canadian pondweed (elodea canadensis) can be used to investigate the rate of photosynthesis and light intensity by changing the distance the pondweed is form a light source and counting the number of oxygen bubbles produced in a given time period. A similar set of equipment could be used to investigate the effect of temperature on the rate of photosynthesis using water baths to change temperature and the effect of carbon dioxide could be investigated by varying the mass of sodium hydrogen carbonate added to the water to vary the carbon dioxide concentration. The Science & Plants for Schools (SAPS) website (http://www.saps.org.uk/secondary/teaching-resources/157-measuring-the-rate-of-photosynthesis) has a variety of different practical’s that can be carried out to investigate photosynthesis in the section titled ‘Measuring the rate of photosynthesis’. Alternatively learners can learn about the limiting factors of photosynthesis through interactive computer simulations.
The practical could then be linked into research on how commercial growers increase crop yields through the use of greenhouses/poly tunnels etc.
Visits to such commercial growers would benefit the learners understanding of how the agricultural / horticultural business operates.
As with the limiting factors, learners should be encouraged to undertake an investigation into effect of mineral deficiencies on plant growth. e.g. 2 different types of fertilisers e.g. High Nitrogen, balanced, high ‘Potash’ could be studied and linked to their use with different types of crop. (Once again computer simulations could be used as an alternative to practical investigations.
The use of different types of chemical pesticides could be researched together with alternatives such as biological control. The different types of pesticide should focus on insecticides (to control insect pests), fungicides (to control fungal pests) and herbicides (to control crop weeds).
Irrigation systems could be researched to look at an example of crop production in either a hot, dry climate or watering of crops in Northern European summers. This then links into the importance of drainage and the environmental prevention of water pollution.
Finally alternative use of the countryside could be investigated e.g. agri-tourism.
For M2 the information gathered for P2 needs to be developed to explain the advantages and disadvantages of natural against chemical treatments in pest control and fertilisers.
LO3 Know how food gets from the field to the supermarket.
Learners could study specific crops (e.g. garden peas, tomatoes, strawberries etc.) and find out all of the processes that occur from harvest to the retail outlet to ensure that the crop arrives in optimum condition. This could involve a visit to the supermarket. Learners could produce a photo storyboard showing the different stages involved from when crops are harvested to when they are eventually eaten. This could then be extended to show how preservation methods have changed over time for M3. For D2 learners could include an evaluation of how modern technology can improve the shelf-life of food.
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Food Production Level 2 Unit 7
LO4 Understand the role of innovative science in addressing food production.
Learners could investigate the impact of modern technology on food production. This should include GM foods and microbiology in food production (e.g. cheese, yoghurt, beer, wine, bread, fermented & non-fermented soya products). Learners carry out some research into an example of a genetically modified food such as tomatoes and assess the advantages and disadvantages of such a product. This could then be used to produce an information leaflet for the general public about the benefit of GM crops.
8www.ocr.org.uk
SUGGESTED ASSESSMENT SCENARIOS AND GUIDANCE ON ASSESSMENT
Criteria Assignment Scenario AssessmentLO1 Understand
different practices to commercial farming.
The learner presents their findings into the different practices employed in commercial farming
P1 At pass level learners could produce evidence of their research into farming practices in the form of a report on a visit/ virtual visit to farms where the different practices are employed.
M1 At merit level this should be taken further to assess the advantages and disadvantages of the techniques. This could be in the form of an investigative report for a local newspaper.
D1 At distinction level learners could produce a report from an agricultural consultancy firm to a farmer explaining how factors studied in P1 and M1 could benefit their business.
LO2 Understand the key factors that affect crop production
The learner presents the outcome of their investigations and or research into the key factors that affect crop production
P2 At pass level learners should produce a report on each factor with details of how, for example:
- Additional lighting increases the yield of undercover tomato plants etc.
- Essential plant minerals and how their deficiency would affect plant growth.
- A range of different pesticides together with information on the pests they control. (e.g. fungicides, insecticides, herbicides etc.)
- Biological control – Common crop pests and the biological control available to treat them.
The report could be in the form of informativeleaflets or computer presentations which detail each aspect.
M2 At merit level learners should focus on a specific example of a crop, for example investigate how soft fruit crops are irrigated to promote a consistent crop, together with a report that discusses the relative advantages and disadvantages of chemical and natural fertilisers, and chemical and biological pest control.
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Food Production Level 2 Unit 7
Criteria Assignment Scenario AssessmentLO3 How does food
get from the fieldto the supermarket?
In this assessment learnerspresent the outcomes of theirinvestigation into how our foodis prepared, processed and preserved as it makes the journey from harvest to the supermarketshelf.
P3 At pass level learners could produce an article for a trade magazine which describes the journey that a specific crop undergoes from the field to the shelf of a supermarket. This should be illustrated with images of the process possibly photographs of a visit to a processing plant or a harvesting operation.
M3 At merit level a further article could be written which shows how preservation methods have changed over time, illustrated with images.
D2 At distinction level learners need to investigate how modern technology could have an influence on food shelf-life. This could be in the form of a report persuading a supermarket to stock a range of fruit or vegetables that have been irradiated (e.g. tomatoes that have a greatly increased shelf-life).
LO4 Understand therole of innovativescience inaddressing foodproduction
The learner presents their research into how modern scientific techniques could help alleviate some of the problems with food shortages.
P4 At pass level learners could produce a PowerPoint presentation for the United Nations illustrating how modern scientific techniques (GM foods and microbiology etc.) can help with world food shortages.
D3 At distinction level the learners should focus on the potential of growing a specific GM food. Learners could write a report for a young person’s scientific magazine on the advantages and disadvantages of a specific GM crop (e.g. tomatoes, cotton, soya bean, rice).
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