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IGCSE · Cambridge (CIE) · 0610

Use machinery to increase food production

Agricultural machinery can make it possible to use larger areas of land and improve efficiency.

Food supply pathway · 20.1

Core and Extended; Biology 0610, 2026–2028. Use the stated specimen features and evidence. Diagrams are schematic. Written practice is self-checked

Before you begin

  • Know that crop and livestock production depend on both management and environmental conditions.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

Which syllabus-linked effect can agricultural machinery have?

What you will learn

  • Describe how agricultural machinery can increase the area used for production
  • Explain efficiency as output relative to time or input, using the supplied context

Connect machinery with area and efficiency

Agricultural machinery can help farmers prepare, plant, manage and harvest larger areas of land. Machines can complete some operations more quickly or with less labour per unit of land, improving efficiency. The syllabus links machinery with using larger areas and improving efficiency.

A machine does not by itself guarantee a larger harvest. Output still depends on factors such as the crop, soil, water, timing and pests. Keep the stated benefit precise: machinery can increase the area that can be managed and make some production operations more efficient.

Measure efficiency with a stated denominator

Efficiency is meaningful only when the output and input are clear. A question may compare harvested mass per hectare, land cultivated per worker, or time needed to harvest a field. Use the denominator in the data rather than calling the largest total automatically the most efficient.

More land can increase total output even if yield per hectare stays the same. Separate total harvest from yield per unit area and from labour or time efficiency. These measures answer different questions.

Pause and explain

A machine raises total harvest while area also increases. What should you calculate before claiming yield rose?

Put the idea to work

Worked example

A farm harvests 18 tonnes from 6 hectares by hand and 42 tonnes from 14 hectares using a machine. What changed, and did yield per hectare rise?

Show the worked solution
  1. Compare total harvest and cultivated area.
  2. Calculate each yield per hectare.

Answer Total harvest and area both increased. Each yield is 3 tonnes per hectare, so the data show more total output from more land, not a higher yield per hectare.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

A small farm harvests 12 tonnes from 4 hectares. After acquiring machinery it harvests 27 tonnes from 9 hectares. Calculate both yields and state what the figures show.

Give me a hint

Divide harvested mass by the corresponding area.

Compare my reasoning
  1. 12 ÷ 4 = 3 tonnes per hectare.
  2. 27 ÷ 9 = 3 tonnes per hectare.

Both yields are 3 tonnes per hectare. The larger total harvest came with a larger area; these figures do not show a higher yield per hectare.

Look for these in your work

  • Both yields calculated
  • Total and per-area output separated
2 · Independent

Give two ways agricultural machinery can increase food production according to this syllabus section.

Give me a hint

Use the two linked effects.

Compare my reasoning
  1. It can help farmers use larger areas of land.
  2. It can improve efficiency of production operations.

Machinery can make it possible to use larger areas and can improve efficiency, for example by completing field operations faster or with less labour per unit of land.

Look for these in your work

  • Larger area included
  • Efficiency explained
3 · Transfer

A report says a new machine increased harvest from 30 to 45 tonnes. What additional information would help determine whether production became more efficient?

Give me a hint

Identify a relevant input or denominator.

Compare my reasoning
  1. Area cultivated would allow yield-per-area comparison.
  2. Time or labour used would allow another efficiency comparison.

Compare area cultivated to calculate yield per hectare, and compare time or labour if the claim concerns those inputs. Total harvest alone cannot establish efficiency.

Look for these in your work

  • Denominator requested
  • Measure matched to claim

Common mistakes

  • Confusing total harvest with yield per hectare
  • Claiming machinery guarantees a higher yield
  • Calling output efficient without stating an input
Recall without your notes

What can you explain now?

Which syllabus-linked effect can agricultural machinery have?

Compare with the explanation

It can help use larger areas and improve efficiency

These are the stated benefits.

After trying it yourself, choose your next review. This is your self-assessment.

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Make it stick

How can machinery affect the area used and efficiency, and why must total harvest be separated from yield per hectare?

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Biology

Course scope and assessment

780 sequenced lessons provide 2340 guided, independent and application problems in characteristics, classification, cells, organisation, specimen size, membrane transport, biological molecules, enzymes, plant and human nutrition, plant transport, circulatory systems, the heart, blood vessels, blood, disease transmission, body defences, immunity, gas exchange in humans, respiration energy uses and investigations, aerobic respiration, anaerobic respiration and recovery, excretion in humans, coordination and response, sense organs, hormones, homeostasis, tropic responses, drugs, asexual reproduction, sexual reproduction, sexual reproduction in plants, sexual reproduction in humans, sex hormones in humans, sexually transmitted infections, chromosomes, genes and proteins, mitosis, meiosis, monohybrid inheritance, variation, adaptive features, selection, energy flow, food chains and webs, nutrient cycles, population, community, ecosystem, population-growth phases, food supply, habitat destruction, pollution, conservation, biotechnology and genetic modification. 61 of 61 syllabus sections have linked teaching and staged practice. The earlier inheritance overview remains introductory, and the monohybrid pathway develops the relevant Core and Supplement requirements. This is not full programme completion or guaranteed exam readiness. Written practice is self-checked.

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