Agricultural Science for CSEC Examinations, Second Edition

Page 1

for CSECÂŽ Examinations 100% match to the latest CXC ÂŽ syllabus

Produced in close consultation and with input from teachers, agricultural specialists and students from across the Caribbean

Packed with engaging visual and practical student-centric features that get the best out of students

Marion Perrett-Pearson & Ronald Ramharacksingh Series Editor: Mike Taylor Available Early 2020

9781380054562

2nd Edition

Agricultural Science


What’s new for Agricultural Science for CSECŽ Examinations, Second Edition Updated to match the needs of the latest CSEC syllabus

Includes new material which has been carefully written to cover the demands of the technological age and the importance of both the personal and corporate agricultural industries in the Caribbean

New features and updated layout, designed to make the book easier to use as a text and a revision aid

Covers the requirements of both the single and double award School Based Assessment and includes a new sample SBA project


Look inside Agricultural Science for CSEC® Examinations, Second Edition At the beginning of each unit Section B: Crop production

4

Anatomy and physiology By the end of this unit you should be able to: ✔ ✔ ✔ ✔ ✔ ✔

explain the uses of plants in agriculture describe the internal and external structure of plants describe the physiological functions of plants distinguish between sexual and asexual reproduction in plants demonstrate the techniques used in plant propagation describe conditions necessary for germination of seeds, growing of seedlings and vegetative propagation.

Anatomy and physiology Uses of plants in agriculture

Concept map Structure and functions of plants

Monocots and dicots Seeds Stem Root Leaf

Sexual reproduction in plants

Parts of a flower Pollination Fertilisation Seed formation

Asexual reproduction and techniques used in plant propagation

Natural Rhizome Sucker Corm Bulb Tuber Runner Stolon Artificial Budding Grafting Tissue culture Layering Stem cutting Root cutting

Crop production

Sexual and asexual reproduction Advantages Disadvantages

Conditions for growing seedlings and vegetative propagation Types Hypogeal Epigeal Conditions

Plant processes Photosynthesis Respiration Translocation Absorption Transportation Photoperiodism Phototropism

Light Water Temperature Sowing seeds and care of seedlings

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Each unit opens with a concept map which includes the key themes and topics covered

Each unit opens with a checklist of learning objectives to orientate students within the topic quickly


Throughout the unit In text questions check and consolidate students’ knowledge and answers to all ITQs are provided in the book

Key terms are defined in the text with margin call-outs to show where they appear – there’s also a handy index at the back

Text is fully updated to match the latest CSEC® syllabus

Section A: Introduction to agriculture

environmental degradation ▶

atmospheric pollution ▶

ITQ 8 What are the consequences of sewage leaking into fresh water? water pollution ▶

Practical activity: Have a look at the rivers in your local area, being very careful to stay well away from the riverbanks. Look particularly at the growth and extent of the water plants. Do you think that nutrients are washing off farmland into the rivers?

3: Challenges in agriculture

Environmental degradation refers to the environment being damaged in some way. Environmental degradation is brought about by the following factors. Atmospheric pollution Pollution occurs when the environment is contaminated by toxic substances. Atmospheric pollution is pollution of the air. It is caused mainly by burning fossil fuels, often to generate electricity. Smoke, dust particles and gases (carbon dioxide, sulphur dioxide, nitrogen) are released. Sulphur dioxide is poisonous and dissolves in rainwater to form acid rain, which damages crops. An increase in carbon dioxide contributes to global warming. Atmospheric pollution is difficult to control, other than by reducing dependence on fossil fuels and reducing carbon ‘footprints’.

land pollution ▶

Figure 3.8 This landfill is an example of land pollution. greenhouse gases ▶

Water pollution Water pollution describes toxic substances getting into streams, rivers and oceans. Some of these substances come from pollutants in the atmosphere. Others result from sewage, excessive use of fertilisers (eutrophication) and pesticide runoff. Organic matter and nutrients in fresh water can cause algae to grow rapidly and crowd out other water plants. When the algae die, they are broken down by bacteria, and the process uses up oxygen in the water. The result is that other aquatic organisms die through lack of oxygen. In marine ecosystems, agricultural runoff can upset the food webs. Oil spillage kills seabirds and affects plankton, which marine organisms are dependent upon for food.

greenhouse effect ▶

Land pollution Land pollution can be caused by agricultural activities, urban waste disposal and mineral extraction. Land that is severely polluted cannot revert to productive agricultural land to grow crops without great cost. This land will be lost, and will poison flora and fauna, thus reducing the biodiversity of the Caribbean. Waste from crops and animals should be composted and recycled for use as fertiliser. Pesticides should be the last resort in managing pests, after cultural methods, so that excessive runoff from fertilisers and pesticides is minimised.

Global warming The Earth is surrounded by the atmosphere, which is a blanket of air made up of many gases. Two of these gases, carbon dioxide and methane, are called greenhouse gases. In a greenhouse, the glass roof and walls trap the heat energy of the sun and keep it within the greenhouse. This process maintains a warm temperature in the greenhouse and the enclosed plants thrive. Carbon dioxide and methane in the atmosphere act rather like a greenhouse, producing what is known as the greenhouse effect. When the sun’s rays strike the Earth, some heat energy is absorbed and some is radiated back into space. The greenhouse gases in the atmosphere trap the energy and keep it in, warming the air and enabling all forms of life to survive. If this energy was not trapped, it would be too cold to sustain life on Earth.

heat energy radiated into space

Eutrophication on the Rio Cobre, Jamaica

atmosphere • greenhouse gases

Sun

incoming heat energy • methane • carbon dioxide

• trapped heat energy

On the Rio Cobre in Jamaica there is a problem with eutrophication. Excess nutrients from fertilisers, cattle faeces or human sewage that enter the river have resulted in a build-up of water hyacinth in the channel. This is being cleared regularly by the government, but the water hyacinth still build up at certain times of the year, blocking the river.

Increased production of greenhouse gases (carbon dioxide and methane) by: • combustion engines • industry, bush fires • farm animals, humans • burning fossil fuels.

some heat energy absorbed by the Earth some heat energy re-radiated back from the Earth

Earth’s surface

Figure 3.7 shows the coverage of water hyacinth approximately six months after the channel was fully dredged (cleared).

Earth warmed: global warming

Figure 3.9 The greenhouse effect and global warming. Figure 3.7 Eutrophication on the Rio Cobre, Jamaica.

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Practical activities are included throughout to provide hands-on practice outside, in the classroom or online

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Local case studies have been sourced from across the Caribbean, including contributions by the Caribbean Agricultural Research and Development Institute and local industry persons, providing relevant and up-to-date examples of agricultural science in the real world


At the end of each unit

1: Agricultural science and agriculture

Revision map Urban and peri-urban farming uses land in and near towns and cities

Hydroponics — growing crops in water

Aeroponics — growing crops in air

Revision maps - developed in conjunction with students from across the Caribbean - feature at the end of each unit and link content together in a student-friendly way

Crop nutrients provided in solution

Crops are easy to grow, harvest and clean

Grow boxes and trough culture used if space is limited

No harmful chemicals allowed

Non-conventional crop systems

Compost, green manure and crop rotation used to maintain soil fertility

Organic farming Cultural methods such as hoeing control weeds

Agricultural science and agriculture food production with low reliance on imports

farm must pass an inspection

Maintains ecological balance and biodiversity

Biological controls control pests

Food security Poultry and pigs

History of agriculture

Increases national income and improves nutrition

Root crops

Post-colonial agriculture Synthetic fertilisers and pesticides used to increase crop production

Pre-colonial agriculture

Colonial agriculture

Slash and burn methods

At the end of every unit - after the revision map - are exam-style multiple choice and essay questions, to check students’ understanding and help prepare them for assessment

spaces to maximise output

Field crops such as banana and sugar cane

Hunting and gathering farming (beef and dairy)

Poultry farming (meat and eggs)

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How does the book help students with the SchoolBased Assessment (SBA)? Agricultural Science for CSEC® Examinations, Second Edition, offers a dedicated unit introducing the SBA, to guide students through the process A model SBA project is provided to show students how their work should be approached Free online guidance for completing the SBA is provided on our website - see Teaching Resources (right) for more information.

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Free Online Teaching Resources Resources for this course will be available to download via our website:

www.macmillan-caribbean.com Sample Lesson Plans Lesson plan examples for a range of units, to help teachers plan and utilise the book to its fullest potential

Detailed Guidance for the Practical Skills in the SBA Teaching guidance on the practical skills needed for the SBA


Authors Marion Perrett-Pearson (MSc, PG Cert Food Security) is an agricultural adviser for Severn Trent, a UK water company. Marion advises farmers on reducing the chemical and nutrient pollution that washes into rivers. Marion is a qualified teacher and has previously worked as a Head of Geography in secondary schools in the UK and Sudan. She was the Chief Examiner of GCSE Agriculture and Land Use for the CCEA in Northern Ireland. She is also a photographer, and took many of the photos for this book while in the Caribbean.

Ronald Ramharacksingh (Dip Agric; Adv Dip Tech Teacher Training; BSC (Hons) Agric; MA Agric Ed) is an experienced educator, trainer and agriculturalist based in Trinidad. He has been involved continuously in education, teacher training and examinations, as well as supervision, curriculum development and consultancy - locally and regionally - for more than 45 years. Dr Mike Taylor has been actively involved in education and teaching for over 40 years. He has considerable experience of teacher training and has examined science at secondary levels all over the world.

Advisors

Local Case Studies

This book was produced in close consultation with advisors from across the Caribbean, who have been instrumental in providing Caribbean content and local teaching and agricultural practices:

Local case studies have been sourced from across the Caribbean, including contributions by CARDI, Genaro Chiac (Belize), John Jogie (Grenada) and Tyrone Sankar (St Lucia), providing relevant and up-to-date examples of Agricultural Science in the real world.

•  Simon Drakes (Presentation Brothers College, Grenada) •  Sylvia Jno Baptise (St Mary’s Academy, Dominica) •  Suzette Johnson (Tacius Golding High School Jamaica) •  Carlington Lindsay (McGrath High School, Jamaica) •  Makela Oblington (Brazil Secondary School, Trinidad)

Student feedback Students of agricultural science from Grenville Secondary School (Grenada), Presentation Brothers College (Grenada), Brazil Secondary School (Trinidad) and St Andrew Technical High School (Jamaica) provided valuable feedback on the book’s design and overall approach to help create a student friendly and engaging text.

Agricultural Science for CSEC Examinations, Second Edition

Student’s Book

eBook

9781380045256

9781380054654

C® Examinations

esigned to engage students in the maximise future employability, the second Business provides complete coverage of urriculum, coursework and exam support.

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Pause points for students to digest what they have read and confirm comprehension.

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Credible and current insights into the subject area from Caribbean business people and those in the global economic environment to inspire entrepreneurship.

Exercises to encourage students to think deeper by questioning, challenging and considering different perspectives or contexts.

Puzzles and activities to consolidate learning in a visual and active way.

CSEC® is a registered trade mark of the Caribbean Examinations Council (CXC). Principles of Business for CSEC® Examinations is an independent publication and has not been authorized, sponsored, or otherwise approved by CXC.

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Author team: Riana Balliram (Trinidad) Peter Budd (China/UK) Edith Emmanuel (St Lucia) Marsha Guiness (Jamaica) James McCloskey (UK) Rachael Raghoo Bitu (Trinidad) Advisors: Alana Gadjahar (Trinidad) Kevin James (Jamaica) Roxanne Williams (St Vincent) Student reviewer: Seline Sundar (Trinidad)

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Also available from Macmillan Education:

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www.cxc-store.com You can also purchase CSEC® print past papers in all good bookstores.

Balliram | Budd | Emmanuel | Guiness | McCloskey | Raghoo Bitu

I S B N 978-1-380-03422-9

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CXC® past papers for agricultural science and a free syllabus are available to download from

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