Agricultural Sciences
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Reg. No.: 2011/011959/07
Agricultural Sciences
Facilitator’s guide
Grade 11
Sample
CAPS aligned
M Kotzè JC Zandberg
INTRODUCTION
What does Agricultural Sciences involve?
Agricultural Sciences is the study of the relationship between soil, plants and animals in the production and processing of food, fibre, fuel and any other agricultural product, which has an economic, aesthetic and cultural value.
It is an integrated science, which combines the knowledge and skills of Physical Sciences, Life Sciences, Social Sciences, Soil Sciences, Engineering, Mathematics and Economics. This subject must be seen within the holistic science framework and not as an isolated science. Agricultural Sciences embeds a sustainable agricultural environment by integrating theory and skills in the study of the food production chain and processing. It focuses on the management skills needed to sustain production in a viable way.
The main topics in the Agricultural Sciences curriculum are:
1. Soil sciences
2. Plant studies
3. Animal studies
4. Agricultural economics
5. Basic agricultural chemistry
6. Basic genetics and biological concepts
7. Sustainable natural resource utilisation
8. Agroecology
ADDITIONAL SOURCES
Agricultural Sciences for All by W Burger: N Phewa; M Burger
Focus on Agricultural Sciences by J de Fontaine; B Letty; K Morrison; A Smuts
The New Agricultural Science by Burger; Moolman Agricultural magazines: Farmer’s Weekly, Agri Farmer and Stock Farm. The internet.
RESOURCES
You need the following resources to complete the subject successfully:
• Impaq study guide
• Impaq facilitator ’s guide
• Impaq portfolio book
• June examination
• November examination
• Clothes, shoes and equipment needed for physical activities
• A farm where practical work can be done
LESSON ELEMENTS
LEARNING AIMS
What the learner should know at the end of the lesson. Taken from CAPS.
IMPORTANT TERMINOLOGY
New terminology to extend understanding of the subject as part of the lesson.
DEFINE
Definitions of concepts to help the learner understand the content.
IMPORTANT
A summary or explanation of key concepts explained in the lesson.
TIPS
Information in addition to the content to guide the learner through the learning process.
FOR THE CURIOUS
Encouragement for the learner to do in-depth research about the content on his/her own.
CORE CONTENT
Reinforcement of core content; in-depth explanation of a specific section of the lesson.
ACTIVITY
Formative assessment to test the learner’s progress and knowledge of each completed lesson.
EXERCISE
Formative assessment to test the learner’s progress and knowledge of each completed unit.
STUDY/REVISION
Demarcation or summary of work to be revised in preparation for tests and examinations.
* All lesson elements are not necessarily used in this guide.
Every lesson will consist of the following learning activities:
• A challenge
• Agricultural Sciences content
• Activities to solve the challenge
• Application and revision
As well as:
• Learning outcomes
• Definitions
• Enrichment activities (For the curious)
• Summaries
• Self-assessment activities
TIMETABLE AND TIME MANAGEMENT
The suggested time allocation for Agricultural Sciences in Grade 11: Number of units per year
Total number of weeks available to study this content in Grade 1130
Number of lessons per unit 7-10 lessons Duration per lesson 45 minutes
* Try to work at least one hour per day. You may choose which four days a week to spend on Agricultural Sciences.
Requirements for Agricultural Sciences as subject:
• Each learner should have a study guide.
• Keep in mind that the learners also have to complete tasks in Agricultural Sciences and therefore have to allow enough time to work on those.
• Learners must have access to a farm where the required practical assessment tasks can be done.
• Review the previous day’s work daily.
• Make use of the assignments in the study guide. Completing the assignments will help with preparation for the examination.
• Assignments in the study guide do NOT form part of the portfolio work.
• Portfolio work consists of the seven tasks as set in the assessment plan in the portfolio book and must be handed in separately – ONLY these tasks form part of the portfolio.
• NO portfolio = NO marks. It is very important to keep the portfolio up-to-date and submit tasks or the marks according to the dates provided in the assessment plan in the portfolio book.
Task 1
Task 2
Task 3
Task 4
Task 5
Task 6
Task 7.1
Task 7.2
ASSESSMENT REQUIREMENTS
Portfolio
Practical assignment
Term 1 test
Practical investigation
June examination
Research project
Term 3 test
November examination 1
November examination 2
* The assessment tasks contribute 25% to the final mark.
50See portfolio book
75See portfolio book
50See portfolio book
150See portfolio book
50See portfolio book
75See portfolio book
150See portfolio book
150See portfolio book
* The work done in terms 1 and 2 are assessed in the June examination.
Format of November examination
The June examination (only one paper) will have the same format, but not all the content since not all the content will have been covered yet.
The November examination (two papers) will consists of the following:
* The final examination marks are 300 – thus 75% of the total mark.
* The SBA marks are 100 – thus 25% of the total mark.
Total marks = 100 + 300 = 400 ÷ 4 = 100
STUDY TIPS AND METHODS
Agricultural Sciences is a science – therefore, learners taking this subject must spend a lot of time on intensive study to master all the facets and facts of the subject.
• Don’t let the work pile up and become too much – study on a daily basis.
• After completing a chapter, make sure you learn the facts and make summaries.
• Make sure you understand all the material and ask somebody to explain it if you do not.
• If you wait too long until you ask for an explanation, you may discover that the material does not make sense and you then need more time to learn the work.
• Make use of diagrams, redraw the sketches yourself and underline the important facts.
• Sketches in tests and examinations can differ from the study guide sketches. Use other text books or google different images for the same topic.
• Make columns of the difficult names – make sure that you know the meaning of each of those names.
• Use the activities in the study guide as tests – after completing a lesson, first study the material and complete the questions in the activity as you would do in a test – in this way, you will be able to see, which part of the work you haven’t mastered yet.
TERM 1
1 BASIC AGRICULTURAL CHEMISTRY
11Introduction to chemistry
22Chemical bonding
33Inorganic and organic compounds
44Alkanes and alcohols
55Fatty acids, bio-molecules and lipids/fats
66Proteins
77Carbohydrates
2SOIL SCIENCE
88Soil texture
99Soil structure 1010Soil colour and pores
2SOIL SCIENCE
1111 Soil air
TERM 2
moisture
temperature
morphology 1515 Soil classification 1616Soil colloids and soil acidity 1717Soil alkalinity and salinity
TERM 3
2SOIL SCIENCE
1818
1919
3PLANT STUDIES
Soil organic matter: Living organic matter
Soil organic matter: Non-living organic matter
2020Plant nutrition and photosynthesis
2121Water and nutrients
2222
Mineral nutrition: Macro- and micro-elements
2323Plant nutrient uptake and analysis
2424Organic and inorganic fertilisers
2525Organic fertilisers and fertilisation practices
2626
2727
Plant reproduction:
Sexual reproduction and pollination
Fertilisation and ablactation
Seeds and fruit setting
Seed germination
TERM 4
3PLANT STUDIES
2828Plant reproduction: Asexual reproduction
2929Plant improvement and biotechnology
3030Weed control management
3131Plant diseases/pests and their control
4OPTIMAL
1 Sample
LESSON 1: Introduction to chemistry
Test yourself 1
1.1
1.2
1.3
1.4
1.5
1.6
1.7
2.
Atoms: The smallest building blocks that make up everything around us.
Molecules: A neutral group of two or more atoms tied together, strong enough to act as a separate unit in a chemical reaction.
Periodic Table: Elements are arranged according to their chemical and physical properties.
Isotopes: Atoms with the same atom number, but different masses.
Elements: An element is a pure substance. Elements contain only one type of atom and therefore cannot be broken down into smaller substances.
Compounds: A compound is formed when two or more elements connect to each other chemically in a strong connection.
Solutions: Pure homogeneous mixtures of substances, which are present in the same phase and consist of two or more substances in the same phase. (16)
MIXTURES
HOMOGENEOUS MIXTURES
Substances in the mixture are in the same phase, e.g. Air (N2 (gas), O2 (gas), CO2 (gas)).
Components cannot be distinguished from each other, e.g. salt water (solution of salt in water).
Is a mixture with a uniform composition, e.g. cool drink (concentrate in water).
Mixtures that are also called solutions, e.g. Gaseous solution: Air
A mixture of two or more gasses
Gas-liquid solution: Soda water
A gas dissolved in a liquid
Liquid solution: Water and methanol
A mixture of two or more miscible liquids
Solid solution: Seawater
A solid fully dissolved in a liquid.
HETEROGENEOUS MIXTURES
Substances in the mixture are in different phases, e.g. mud (sand in water)
Easily distinguishable, e.g. feed mix (maize, molasses syrup, ground lucerne and soybean oilcake).
Is a mixture with a non-uniform composition, e.g. feed mix (dry molasses powder, lucerne and coarse salt).
Are not solutions but suspensions, e.g. mud (sand in water)
Water and oil
Conglomerate rock.
3.
ELEMENTS
Pure substance
Consists of one type of element
Consists of one type of atom
Cannot be separated
COMPOUNDS MIXTURES
Pure substance
1.3.1 Impure substance
1.3.2 A chemical bond of two or more types of elements A physical combination of two or more elements
1.3.3 Consists of the same elements in the same mass ratio
1.3.4 Can only be separated by chemical methods
Has own, unique propertiesProperties of the compound is different to the properties of the elements
Quantities of substances in a mixture can vary
1.3.5 Can be separated by physical methods
1.3.6 Substances in the mixture retain their unique properties (9)
4. The electrons always occupy the orbitals with the lowest possible energy value first.
Each orbital can contains a maximum of two electrons, provided they spin in opposite directions.
A single electron in an orbital is called an unpaired electron. Electron pairing can only take place (two electrons in one orbital) when all the orbitals of the same energy level contain at least one electron.
5. A molecule that consists of two atoms of the same element. (1)
6. An element; it consists of one type of atom/it can’t be separated. (2)
7.
(Everything correct for each element x 1 mark) = (9)
(36 x ¼) = (9) 9.1 Electrons , in energy levels. (2)
9.2 i. Atom number; it indicates the amount of protons in the core. (2) ii. Number 4 in presentation: Amount of protons and neutrons in core. Number 2 in the illustration: Core with protons and neutrons. (2) Total: 70
LESSON 2: Chemical bonding
Test yourself 2
1.1 A chemical bond is a force that holds atoms together to create a single unit called a molecule in most cases.
1.2 A molecule is a group of covalently bonded atoms.
1.3 Anions are negatively charged ions.
1.4 Cations are positively charged ions.
1.5 Ionic compounds form when electrons are transferred from one element gained by another element and electrostatic forces (attraction forces) pull the positively charged ion and the negatively charged ion together in a crystal lattice. (10)
2. A molecule of water (H2O) consists of 2 hydrogen atoms and 1 oxygen atom. As water consists of more than one type of atom, it is called a compound. (3)
3. Give the structural formulae for:
3.1 Hydrogen gas (H2): H – H
3.2 Oxygen gas (O2): O = O
3.3 Carbon dioxide (CO2): O = C = O (6)
4. A covalent bond is formed by two atoms sharing one or more valence electrons so that the atoms combine to form molecules.
Covalent bonding occurs because the atoms in the compound have a similar tendency for electrons to fill their valence electrons.
The bond is usually formed between two non-metallic elements, which combine to form a molecular compound.
For every pair of electrons shared between two atoms, a single covalent bond is formed. (4)
5. An ionic bond is when electrons are transferred. One atom is the electron donor and forms a positive ion (cation) and the other atom is the proton receiver and forms a negative (anion). The positive and negative ions attract each other by electrostatic forces to form an ionic crystal lattice. (4)
6. Magnesium reacts with fluorine to form magnesium fluoride. For this reaction:
7. The diagram shows the structure of various compounds. Sample
6.1 Mg + F2 → MgF2 reactants products balanced. (3)
6.2 Ionic bond. (1)
6.3 Electrostatic forces keep the particles together. (1)
6.4 Crystal lattice. (1)
6.5 High melting point. A lot of energy required to overcome the ionic forces between positive and negative ions. (2)
6.6 Only conducts in a solution or when melted. Solids are bonded together in crystal lattices and cannot move. (2)
7.1 A – (polar) covalent
B – (polar) covalent
C – ionic
D – (polar) covalent
E – ionic (5)
7.2 The two lines represent double bonds between atoms or two bonds between atoms. (2)
7.3 7 (1)
7.4 The two elements in B are oxygen (O) and carbon (C)
The element that exists as a diatomic molecule in its natural form is oxygen, therefore:
Molecular formula: O2
Structural formula: O = O (5)
LESSON 3: Inorganic and organic compounds
Test yourself 3
2.
Total: 50
1. a. All compounds are known as inorganic or organic, depending on the composition of elements in the compound. Inorganic compounds deal with the make-up of non-living things and organic compounds include carbon and hydrogen. (5)
b. Water is the main component. It primarily serves as the solution to the other organic and inorganic compounds and serves as the medium in which chemicalreactions take place. (4)
c. When carbon (C) is combined with the element hydrogen (H), an organic compound is formed. (4)
Sample
Water
Glucose
Carbon dioxide
Magnesium sulphate
Sodium chloride
Compound
a. H2O
b. C6H12O6
c. CO2
d. MgSO4
e. NaCI (5)
3. Water is made up of two elements, hydrogen (H) and oxygen (O).
The subscript 2 indicates that 2 hydrogen atoms bond with 1 oxygen atom. (4)
4. The structures consist of:
The symbol of a particular element.
Dots representing the valence electrons.
Lewis dot structures show each atom and its position in the structure of the molecule,using its chemical symbol.
Excess electrons that form lone pairs are represented as pairs of dots. (7)
5. Water is an important solvent.
Mineral salts that are in soil dissolve in water and are then absorbed through plant roots.
Gases, such as carbon dioxide and oxygen, must be dissolved in water to enter body cells.
All chemical reactions in living organisms take place in water.
Substances are dissolved in water, so that they can be transported around the body.
Plants and animals need water to keep their bodies cool.
The cytoplasm of cells consists mainly of water. (7)
6. All living things contain carbon in some form.
Carbon has a very important attribute in that it can bond with other carbon atoms to form long carbon chains or ring structures – also called aliphatic compounds.
Carbon serves as a building block for biomolecules.
It is the primary component of macromolecules, including proteins, lipids, nucleic acids (RNA and DNA) and carbohydrates.
Carbon is common in the food we grow, in the fibres we produce (such as cotton and wool) and in the fuels we use (coal and petroleum products).
Carbon can also form single, double and triple bonds with itself. (Any five) (5)
Sample
7. Monomers are small molecules, which can be chemically bonded to other monomers to form a polymer.
Polymers are compounds made up of long, repeating chains of atoms like beads on a string. (4)
8. oxygen, hydrogen, carbon nitrogen, small quantities of other elements. (5)
Total: 50