CCEA GCE Specimen Assessment Material For Nutrition And .
GCECCEA GCE SpecimenAssessment Material forNutritionand Food ScienceFor first teaching from September 2016For first award of AS level in Summer 2017For first award of A level in Summer 2018Subject Code: 3310
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ForewordCCEA has developed new specifications which comply with criteria for GCE qualifications.The specimen assessment materials accompanying new specifications are provided to givecentres guidance on the structure and character of the planned assessments in advance ofthe first assessment. It is intended that the specimen assessment materials contained inthis booklet will help teachers and students to understand, as fully as possible, the markers’expectations of candidates’ responses to the types of tasks and questions set at GCE level.These specimen assessment materials should be used in conjunction with CCEA’s GCENutrition and Food Science specification.
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GCE Nutrition and Food ScienceSpecimen Assessment MaterialsContentsSpecimen PapersAssessment Unit AS 1:Assessment Unit AS 2:Assessment Unit A2 1:Assessment Unit A2 1:3Principles of NutritionDiet, Lifestyle and HealthOption A: Food Security and SustainabilityOption B: Food Safety and Quality3132223Mark Schemes25General Marking InstructionsAssessment Unit AS 1: Principles of NutritionAssessment Unit AS 2: Diet, Lifestyle and HealthAssessment Unit A2 1: Option A: Food Security and SustainabilityAssessment Unit A2 1: Option B: Food Safety and Quality2731456074
Subject CodeQAN3310601/8370/6601/8371/8A CCEA Publication 2016You may download further copies of this publication from www.ccea.org.uk
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Centre NumberADVANCED SUBSIDIARY (AS)General Certificate of Education2017Candidate NumberNutrition and Food ScienceAssessment Unit AS 1assessingPrinciples of Nutrition[CODE]SPECIMEN PAPERTIME1 hour 30 minutes.INSTRUCTIONS TO CANDIDATESWrite your Centre Number and Candidate Number in the spacesprovided at the top of this page.Answer all questions in Section A and two questions from Section B.Write your answers to Section A in the Question Paper.Write your answers to Section B in the Answer Booklet provided.Use the treasury tag provided to attach your Answer Booklet to theQuestion Paper at the end of the examination.For Examiner’suse onlyQuestionNumber1INFORMATION FOR CANDIDATES2The total mark for this paper is 80.Quality of written communication will be assessed in Questions 6–8.Figures in brackets printed down the right side of pages indicate themarks awarded to each question or part question.345678TotalMarks3Marks
Section AExaminer OnlyMarks Re-markAnswer all questions in this section in the spaces provided.1(a) (i) Identify the type of fatty acid below.HHHHHHHCC CCC CCHHH[1](ii) Name one food source of this type of fatty acid.[1](b) Explain why omega–3 and omega–6 long chain polyunsaturated fattyacids are important during infancy.[2]4
(c) Consider the health implications for adults of the information below.Examiner OnlyMarks Re-markDietary ReferenceValueSaturated fattyacids11% of food energyCurrent average intakein adults12.8% in men12.6% in women British Nutrition Foundation 20152[5](a) Explain how carbohydrate in the diet has a protein sparing effect.[3](b) Identify two vitamins needed for the metabolism of carbohydrate.[2]5
(c) Using the information in the table below, justify the decision to choosewholemeal bread over white bread.Per 100gEnergy 9/93146.13.442.71.9 British Nutrition Foundation 2015[5](d) Complete the following table with the Dietary Reference Values(DRVs) for carbohydrate and fat as a percentage of energy intake.DRVs, % of dailytotal energy intake(including alcohol)Total carbohydrate:––47of which non-milkextrinsic sugarsTotal fat:––of which saturatedfatty acids––of which trans fattyacids33 British Nutrition Foundation 20156[3]Examiner OnlyMarks Re-mark
(e) The National Diet and Nutrition Survey of UK Adults (2014) found thatthe intake of non-milk extrinsic sugar (NMES) exceeded the dietaryreference value in all age groups and was highest in children.Assess the impact of this finding on the oral health of children.3[5](a) Explain the consequences of too much vitamin A in the diet.[5]7Examiner OnlyMarks Re-mark
(b) Outline the antioxidant role of vitamin E.Examiner OnlyMarks Re-mark[3](c) Explain the term bioavailability in relation to vitamins and minerals.[4](d) Explain why vitamin D supplements are recommended duringpregnancy.8
Examiner OnlyMarks Re-mark4[5](a) Discuss one factor that impacts on hydration.[3](b) Suggest a reason why selenium is important in the diet of an adultman.[2](c) Give two reasons why women of child-bearing age are at risk of irondeficiency anaemia.[2]9
5Compare and contrast Quorn and red meat in relation to nutrition andhealth.Examiner OnlyMarks Re-mark[5]10
Section BExaminer OnlyMarks Re-markQuality of written communication is assessed in this section.Answer two questions from this section.Write your answers in the Answer Booklet provided.6Discuss the specific nutritional requirements of teenagers.[12]7 Examine the risk factors and consequences of dehydration in older adults.[12]8Explain the importance of calcium and folate for adult women. Supportyour answer with relevant food sources for each nutrient.[12]11
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Centre NumberADVANCED SUBSIDIARY (AS)General Certificate of Education2017Candidate NumberNutrition and Food ScienceAssessment Unit AS 2assessingDiet, Lifestyle and Health[CODE]SPECIMEN PAPERTIME1 hour 30 minutes.INSTRUCTIONS TO CANDIDATESWrite your Centre Number and Candidate Number in the spacesprovided at the top of this page.Answer all questions in Section A and three questions from Section B.Write your answers to Section A in the Question Paper.Write your answers to Section B in the Answer Booklet provided.Use the treasury tag provided to attach your Answer Booklet to theQuestion Paper at the end of the examination.For Examiner’suse onlyQuestionNumber1INFORMATION FOR CANDIDATES2The total mark for this paper is 80.Quality of written communication will be assessed in Questions 5–8.Figures in brackets printed down the right-hand side of pages indicatethe marks awarded to each question or part question.345678TotalMarks13Marks
Section AExaminer OnlyMarks Re-markAnswer all questions in this section in the spaces provided.1(a) (i) Using the information in the table below, suggest why boys haveslightly higher requirements for energy than girls.Estimated Average Requirements (EARs) for EnergyAge4–6 years7–10 years15–18 yearsBoys’ EARsMJ/(kcal)/day7.16 (1715)8.24 (1970)11.5 (2755)Girls’ EARsMJ/(kcal)/day6.46 (1545)7.28 (1740)8.83 (2110) British Nutrition Foundation 2015[2](ii) Explain why there is an upward trend in energy requirements.[2](b) (i) Circle the correct body mass index (BMI) scale for a healthyweight range.18.5–24.925–29.930–34.9[1](ii) State one other way overweight and obesity can be measured.[1]14
(c) Describe the changes in energy balance which contribute to weightgain.Examiner OnlyMarks Re-mark[3]15
2(a) Describe the possible impact of alcohol intake on the health of adultmen.[5](b) Explain the risks to the baby of alcohol consumption in pregnancy.[4]16Examiner OnlyMarks Re-mark
3(a) Identify two symptoms of Type 2 diabetes.Examiner OnlyMarks Re-mark[2](b) Explain how an understanding of glycaemic index could help anindividual manage Type 2 diabetes.4[5](a) Explain the role of homocysteine as a risk factor for cardiovasculardisease.[4]17
(b) The consumption of oily fish reduces the risk of cardiovasculardisease. Comment on this advice.Examiner OnlyMarks Re-mark[3](c) Explain why eating fewer fast foods could reduce the risk of breastcancer.[3]18
Section BExaminer OnlyMarks Re-markQuality of written communication is assessed in this section.Answer three questions from this section.Write your answers in the Answer Booklet provided.5Propose and justify dietary and lifestyle recommendations to achieve ahealthy weight in childhood.[15]6Explain how the following food choices can increase cancer risk: 7high salt dietlow fruit and vegetable intakeeating meat daily.[15]Describe the development of cardiovascular disease. Explain howsmoking and excessive alcohol intakes are involved in the development ofthe disease.[15]8 Discuss the potential health benefits of regular physical activity for adults.[15]19
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ADVANCEDGeneral Certificate of Education2018Nutrition and Food ScienceAssessment Unit A2 1assessingOption A: Food Security and SustainabilityorOption B: Food Safety and Quality[CODE]SPECIMEN PAPERTIME2 hours 30 minutes.INSTRUCTIONS TO CANDIDATESWrite your Centre Number and Candidate Number on the Answer Booklet provided.Choose either Option A or Option B.Option A: Food Security and Sustainability.Answer the one question in Section A and three questions from Section B.Option B: Food Safety and Quality.Answer the one question in Section A and three questions from Section B.INFORMATION FOR CANDIDATESThe total mark for this paper is 85.Quality of written communication will be assessed in all questions.Figures in brackets printed down the right side of pages indicate the marks awarded to eachquestion or part question.21
Option A: Food Security and SustainabilityQuality of written communication will be assessed in all questions.Section AAnswer the one question in this section.1(a) Outline the arguments that could be used to convince consumers to buy Fairtradecertified products.[10](b) Explain how the following assurance schemes assist consumers who want to makeenvironmental and ethical food choices: LEAF Rainforest Alliance Marine Stewardship Council.[15]Section BAnswer three questions from this section.2Examine the role of the consumer as a contributor to the problem of food and associatedpackaging waste.[20]3Consider the social and environmental cost of shopping for food in supermarkets.[20]4Discuss the barriers that prevent consumers from making sustainable food choices.[20]5Argue the ethical and environmental merits of the following advice from Sustain: buy local, seasonally available ingredients buy food from farming systems that minimise harm to the environment such ascertified organic produce.[20]22
Option B: Food Safety and QualityQuality of written communication will be assessed in all questions.Section AAnswer the one question in this section.1(a) Explain how consumers can avoid food poisoning from Campylobacter.[10](b) Describe the work carried out by the Environmental Health Practitioner (EHP) toreduce the possibility of food poisoning for consumers.[15]Section BAnswer three questions from this section.2Explore the controversy surrounding the use of additives in food.3Explain the work of the Food Standards Agency (FSA) and the Department of Agricultureand Rural Development (DARD) in relation to food safety.[20]4Discuss the reasons why food allergies are increasing and outline the current food allergenlabelling and information regulations.[20]5Describe the possible risks to public health of each of the following chemical contaminants: dioxins heavy metals such as mercury, lead and cadmium Bisphenol-A (BPA).[20]23[20]
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General Certificate of EducationNutrition and Food ScienceGENERAL MARKINGINSTRUCTIONS27
General Marking InstructionsIntroductionThe main purpose of the mark scheme is to ensure that examinations are marked accurately,consistently and fairly. The mark scheme provides examiners with an indication of the natureand range of candidates’ responses likely to be worthy of credit. It also sets out the criteriawhich they should apply in allocating marks to candidates’ responses.Assessment objectivesBelow are the assessment objectives for Nutrition and Food Science.Candidates should be able to demonstrate:AO1knowledge and understanding of the specified contentAO2the ability to apply knowledge, understanding and skills in a variety of situations and toanalyse problems, issues and situations using appropriate skillsAO3the ability to gather, organise and select information, evaluate acquired knowledge andunderstanding, and present and justify an argumentQuality of candidates’ responsesIn marking the examination papers, examiners should be looking for a quality of responsereflecting the level of maturity that may reasonably be expected of a 17 or 18-year-old, the ageat which the majority of candidates sit their GCE examinations.Flexibility in markingMark schemes are not intended to be totally prescriptive. No mark scheme can cover all theresponses which candidates may produce. In the event of unanticipated answers, examinersare expected to use their professional judgement to assess the validity of answers. If ananswer is particularly problematic, then examiners should seek the guidance of the SupervisingExaminer.Positive markingExaminers are encouraged to be positive in their marking, giving appropriate credit for whatcandidates know, understand and can do rather than penalising candidates for errors oromissions. Examiners should make use of the whole of the available mark range for anyparticular question and be prepared to award full marks for a response which is as good asmight reasonably be expected of a 17 or 18-year-old GCE candidate.Awarding zero marksMarks should only be awarded for valid responses and no marks should be awarded for ananswer which is completely incorrect or inappropriate.Types of mark schemesMark schemes for tasks or questions which require candidates to respond in extended writtenform are marked on the basis of levels of response which take account of the quality of writtencommunication.Other questions which require only short answers are marked on a point for point basis withmarks awarded for each valid piece of information provided.28
Levels of responseIn deciding which level of response to award, examiners should look for the ‘best fit’ bearing inmind that weakness in one area may be compensated for by strength in another. In decidingwhich mark within a particular level to award to any response, examiners are expected to usetheir professional judgement.The following guidance is provided to assist examiners. Threshold performance: Response which just merits inclusion in the level andshould be awarded a mark at or near the bottom of the range.Intermediate performance: Response which clearly merits inclusion in the level andshould be awarded a mark at or near the middle of the range.High performance: Response which fully satisfies the level description and should beawarded a mark at or near the top of the range.Quality of written communicationQuality of written communication is taken into account in assessing candidates’ responses toall tasks and questions that require them to respond in extended written form. These tasksand questions are marked on the basis of levels of response. The description for each level ofresponse includes reference to the quality of written communication.For conciseness, quality of written communication is distinguished within levels of response asfollows:Level 1:Level 2:Level 3:Level 4:Quality of written communication is basic.Quality of written communication is adequate.Quality of written communication is competent.Quality of written communication is highly competent.In interpreting these level descriptions, examiners should refer to the more detailed guidanceprovided below:Level 1 (Basic): The candidate makes only a limited attempt to select and use an appropriateform and style of writing. The organisation of material may lack clarity and coherence. There islittle use of specialist vocabulary. Presentation, spelling, punctuation and grammar may be suchthat the intended meaning is not clear.Level 2 (Adequate): The candidate makes a reasonable attempt to select and use anappropriate form and style of writing. Relevant material is organised with some clarity andcoherence. There is some use of appropriate specialist vocabulary. Presentation, spelling,punctuation and grammar are sufficiently competent to make meaning evident.Level 3 (Competent): The candidate makes a good attempt to select and use an appropriateform and style of writing. Relevant material is organised with a good degree of clarity andcoherence. There is widespread use of appropriate specialist vocabulary. Presentation,spelling, punctuation and grammar are of a sufficiently high standard to make meaning clear.Level 4 (Highly competent): The candidate successfully selects and uses the mostappropriate form and style of writing. Relevant material is succinct, well organised and displaysa high degree of clarity and coherence. There is extensive and accurate use of appropriatespecialist vocabulary. Presentation, spelling, punctuation and grammar are of the higheststandard and ensure that meaning is absolutely clear.29
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ADVANCED SUBSIDIARY (AS)General Certificate of Education2017Nutrition and Food ScienceAssessment Unit AS 1assessingPrinciples of Nutrition[CODE]SPECIMENMARKSCHEME31
Section A1AVAILABLEMARKS(a) (i) Identify the type of fatty acid below. (AO1) polyunsaturated fatty acid[1](ii) Name one food source of this type of fatty acid. (AO1) vegetable oils, e.g. corn, sunflower, soya bean nuts, except coconut and cashew soft margarine, e.g. soya and sunflower oily fishAll other valid points will be given credit.[1](b) Explain why omega-3 and omega-6 long chain polyunsaturated fattyacids are important during infancy. (AO1, AO2) brain and retina development: major brain growth occursthroughout the first two years of life. During these times, infantshave the greatest need for omega-3 and omega-6.All other valid points will be given credit.[1] basic explanation[2] competent explanation[2](c) Consider the health implications for adults of the information below.(AO1, AO2, AO3)Dietary ReferenceValueSaturated fattyacidsCurrent average intakein adults11% of food energy12.8% in men12.6% in women British Nutrition Foundation 2015 the current average intake of saturated fatty acids in adults isabove the recommended dietary reference value (DRV) blood cholesterol: saturated fat is the dietary component with thegreatest negative influence on total blood cholesterol and LDLcholesterol levels heart disease: high levels of cholesterol can increase risk ofheart disease such as, heart attack, stroke and atherosclerosisAll other valid points will be given credit.[1–2] basic consideration of data[3–4] competent consideration of data[5] highly competent consideration of data[5]329
2(a) Explain how carbohydrate in the diet has a protein sparing effect.(AO1, AO2) glucose: the body’s tissues require a constant supply of glucose,the main source being dietary carbohydrate but it can also besynthesised from protein protein: if the diet is low in carbohydrate, a greater percentageof dietary protein is used to provide glucose, which means less isavailable for the growth and repair of body tissuesAll other valid points will be given credit.[1] basic explanation[2] competent explanation[3] highly competent explanation[3](b) Identify two vitamins needed for the metabolism of carbohydrate.(AO1, AO2) vitamin B1 - thiamine vitamin B2 - riboflavin niacin vitamin B12All other valid points will be given credit.[1] for each correctly identified vitamin[2](c) Using the information in the table below, justify the decision to choosewholemeal bread over white bread. (AO1, AO2, AO3)Per 100gEnergy value olemealbread217/92242.02.839.35.0White bread219/93146.13.442.71.9 British Nutrition Foundation 2015 non-starch polysaccharides (NSP): both bre
Nutrition and Food Science [CODE] SPECIMEN PAPER Assessment Unit A2 1 assessing. 21 Option A: Food Security and Sustainability or Option B: Food Safety and Quality. 22 Option A: Food Security and Sustainability Quality of written communication will be assessed in all questions. Section A Answer the one question in this section. 1 (a) Outline the arguments that could be used to convince .
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