ASSESSMENT COMPONENT 2

							Stage 2 Nutrition

Teaching and Learning strategy Assessment Component 2: Practical and Collaborative Work

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This assessment component is weighted at 20%, and consists of four practical assessment tasks, each weighted at 5% Of the four practical assessment tasks that students are required to complete, one must come from each core topic. Practical activities may include food preparation, laboratory experiments, diet assessments, and testing of hypotheses. One practical task must be collaborative. The student works as a member of a group to test a hypothesis.

Examples of Practical Tasks
Food Preparation Practicals Examples  Using computer software or food tables, and food preparation methods, modify the energy content of meals (e.g. reduce total saturated fat components of meals).  Using food tables or computer software, and food preparation methods, undertake menu-planning and nutritional analysis (e.g. prepare a balanced meal for a young child or an elderly person).  Investigate a diet related disorder, and plan and prepare a meal that meets the needs of this group. Laboratory Experiments Examples
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Core Topic 3: Food Selection and Dietary Evaluation 2: Diet, Lifestyle and Health 2: Diet, Lifestyle and Health Core Topic 1: The fundamentals of Human Nutrition 1: The fundamentals of Human Nutrition 3: Food Selection and Dietary Evaluation Core Topic 3: Food Selection and Dietary Evaluation 3: Food Selection and Dietary Evaluation 3: Food Selection and Dietary Evaluation Core Topic 4: Food, Nutrition and the Consumer 3: Food Selection ad Dietary Evaluation

Test to identify the main food sources of macronutrients (e.g. fats, carbohydrates, protein)  Test to identify the main food sources of micronutrients: vitamin C.
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Using food tables or laboratory processes, undertake calorimetric measurement of food energy (e.g. use a calorimeter).
Diet assessment Examples  Monitor sodium intake against recommendations in food tables or suitable computer software (e.g. analyse a diet suitable for an athlete).  Using computer software or food tables, undertake dietary analysis and assessment (e.g. analyse own diet; a published diet for pregnancy).  Investigate a diet suitable for a diet related disorder: see examples included in the curriculum statement. Testing Hypotheses (collaborative practical tasks) Examples  Investigate cost in comparison with nutrient content of foods (e.g. a packet of potato crisps compared with a steamed potato).  Investigate costs (economic factors) of food production in relation to final food product by referring to tables and charts. Plan and compare meals with different food production costs, and examine their nutritional benefits (e.g. foods lower in the food chain require less fuel and energy to produce than do those higher in the food chain).  Investigate food spoilage and contamination (e.g. culture bacterial growth on food, contaminants from the body).  Analyse packaged food (e.g. compare the nutrient content of fresh, canned, and dried fruit).  Investigate, through experimentation, the suitability of packaging materials for different food products.  Analyse unintentional and intentional changes in water quality (e.g. test for salt content and impurities of bottled water).  Investigate the effects of various factors on blood glucose levels by examining data from tables or graphs (e.g. consider the effects of exercise, type of carbohydrate).  Investigate the effects of production, storage, or processing practices on foods by testing (e.g. test for nutrient loss or fortification of processed and fresh orange juice).

4: Food, Nutrition and the Consumer 4: Food, Nutrition and the Consumer 4: Food, Nutrition and the Consumer 4: Food, Nutrition and the Consumer 2: Diet, Lifestyle and Health 4: Food, Nutrition and the Consumer

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