Cambridge
TECHNICALS
OCR LEVEL 2
CAMBRIDGE TECHNICAL
CERTIFICATE/DIPLOMA IN
SCIENCE
FOOD PRODUCTION
T/505/3099
LEVEL 2 UNIT 7
GUIDED LEARNING HOURS: 60
UNIT CREDIT VALUE: 10
FOOD PRODUCTION
T/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.
www.ocr.org.uk
2
Food Production Level 2 Unit 7
ASSESSMENT AND GRADING CRITERIA
Learning Outcome (LO)
Pass
Merit
Distinction
The assessment criteria are
the pass requirements for
this unit.
To achieve a merit the
evidence must show that, in
addition to the pass criteria,
the learner is able to:
To achieve a distinction the
evidence must show that,
in addition to the pass and
merit criteria, the learner is
able to:
D1 evaluate the
commercial benefits
of different farming
practices
The learner will:
The learner can:
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
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
4 Understand the role
of innovative science
in addressing food
production.
P4 explain how modern
scientific practices
are used in food
production
D2 evaluate how modern
technology can
improve the shelf-life of
fresh food
D3 identify an example of
a GM crop and explain
the advantages and
disadvantages of
producing GM plants
3
TEACHING CONTENT
The 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.
• 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
• Farming practices i.e.
-- Intensive/industrial
-- Organic
-- Hydroponics
-- Rare breeds
• How irrigation systems affect crop production: e.g. Crop
production in hot climates, watering of crops in northern
European summers
• 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
• 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.
• Evaluation of the commercial benefits of the different
farming practices e.g. intensive farming – increased yield
per acre therefore maximising profit.
• Traditional methods of storage e.g. salt, sugar, pickling,
smoking and drying
LO2 Understand the key factors that affect crop production. • Storage, shelf-life and best before dates. This could look at
the misconceptions in society
Although the process of photosynthesis is not covered in
the learning outcomes and assessment criteria it would be
• Food miles and the effect on the environment. This could
advisable to spend some time revising the topic to ensure that
take an example such as the availability of a product such
the learners have a good understanding of the impor tance of
as strawberries being available twelve months of the year,
the process in food production.
where they are grown and how they are transported
• Limiting factors on plant growth: light, temperature
and carbon dioxide, and an understanding of why it is
important to control these limiting factors
• Use of artificial ripening techniques
• Energy in farming practices e.g. the use of glass-houses,
indoor livestock rearing etc.
• Mineral deficiencies in soils
www.ocr.org.uk
4
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’.
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DELIVERY GUIDANCE
This unit is centre-assessed and externally moderated.
Visits to such commercial growers would benefit the learners
understanding of how the agricultural / horticultural business
operates.
In order to achieve this unit, learners must produce a portfolio
of evidence showing that they can meet all the pass grading
criteria.
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.
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.
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).
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.
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
LO2 Understand the key factors that affect crop production. water pollution.
Finally alternative use of the countryside could be investigated
e.g. agri-tourism.
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-ofphotosynthesis) 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.
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 shelflife of food.
The practical could then be linked into research on how
commercial growers increase crop yields through the use of
greenhouses/poly tunnels etc.
www.ocr.org.uk
6
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.
7
SUGGESTED ASSESSMENT SCENARIOS AND GUIDANCE ON ASSESSMENT
Criteria
Assignment
Scenario
Assessment
LO1
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 informative
leaflets 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.
www.ocr.org.uk
8
Food Production Level 2 Unit 7
Criteria
Assignment
Scenario
Assessment
LO3
How does food
get from the field
to the
supermarket?
In this assessment learners
present the outcomes of their
investigation into how our food
is prepared, processed and
preserved as it makes the journey
from harvest to the supermarket
shelf.
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 shelflife).
LO4
Understand the
role of innovative
science in
addressing food
production
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).
9
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