MINISTRY OF EDUCATION FIJI SEVENTH FORM EXAMINATION

MINISTRY OF EDUCATION

FIJI SEVENTH FORM EXAMINATION

2009

AGRICULTURAL SCIENCE

COPYRIGHT: MINISTRY OF EDUCATION, REPUBLIC OF THE FIJI ISLANDS

2.


FIJI SEVENTH FORM EXAMINATION 2009

EXAMINER’S REPORT


PART TWO – FOR CIRCULATION TO SCHOOLS.

INTRODUCTION

GREETINGS FROM THE FORM SEVEN EXAMINERS FOR THE AGRICULTURAL

SCIENCE SUBJECT FOR 2009.

This report intends to provide a summary of the overall performance of the candidates who sat

for the paper in 2009. There were a total of 554 candidates who sat the paper this year. This is

an increase of 17 more candidates than the previous year 2008. It is hoped that the information

provided herewith will help the teachers of form seven Agricultural Science work on problematic

areas and also to prepare students for better work in the future. The report will look at the

performance of the students from a sample of students who had sat for the paper. The analysis

was obtained from a sample of 20 students whose raw marks ranged from 23 – 89. Thus each

section will be discussed separately together with a highlight of the general areas where students

faced problems in providing well explained answers for the examiners to consider.

The overall candidate’s performance was good. From the answering abilities of most of the

candidates it was evident that they had been taught the prescription contents to a reasonable

level. They were able to apply different levels of cognitive skills namely knowledge,

comprehension, application, to the various questions stated in the examination paper.

It is recommended that teachers preparing the candidates at senior secondary level provide clear

linkages to the students between the concepts taught in the classroom to the existing situations at

national level and also globally.

It is hoped that the various observations stated below will provide some assistance to the

teachers, teaching the subject how the examination paper was set, and common areas of

weaknesses found in the answers.

The examination blueprint is also tabled to provide the teachers with the assessment skills which

were intended for each question in the paper.

3.

AGRICULTURAL SCIENCE -- BLUEPRINT 2009

CONTENT AREA ITEMS

KNOWLEDGE UNDERSTANDING APPLICATION WEIGHTING

MC

SA

E

MC

SA

E

MC

SA

E

1. Fiji and International Markets

1

2

2

5

02. Soil Science 1 1 8 10

3. Crop Production

1

2

4

10

1

7

25

4. Livestock 2 1 5 2 5 10 25

5. Farm Mechanisation

1

9

10

6. Farm Business Management

2

3

10

15

7. Natural Resources Management

10

10

TOTAL

6

2

0

6

36

10

8

22

10

100

Optional questions - ( Section C – choices)

SECTION A. MULTIPLE CHOICE QUESTIONS

The total mark allocated for this section of the paper was 20 marks. From the samples obtained

the mark ranged from 6 – 15. More than 50 % of the students in the sample obtained a mark of

more than 10. The multiple choice questions were divided into the three main cognitive skill

levels i.e. knowledge, understanding, and application questions. The breakdown of the skill

levels were as follows: 6 knowledge, 6 comprehension and 8 application skills in the 20

questions.

The expected answers for the 20 questions are as follows:

SECTION A

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

B B C D D A C C A D A D D B D D B A C D

4.

SECTION B - SHORT ANSWER QUESTIONS (Total 60 marks)

Note: The marking schedule provides the expected answers.

QUESTION 1 (1O MARKS)

Mark Range: 3 – 10

This question was attempted well by many of the 20 candidates in the sample analysis. Some

even did not attempt the question and there were others who answered the question very poorly.

The parts of the question which was poorly answered by many of the candidates were:

(a) (i) what is meant by the term available water

(ii) Identify the soil texture that would be first to require irrigation in a short drought.

(c) Two factors which cause soil acidity.

QUESTION 2


From the mark range it seemed that the students had problems in most parts of the question. But

some others did fairly well.

Weakly answered questions were:

(b) Use diagrams / punnet squares to answer the following questions.

(i) What type of fruit and plant would be expected in the F1 generation?

(ii) If members of the F1 generation are crossed amongst themselves, what traits

would be expected in the F2 generation?

(c) Explain the difference between a trialed variety and a selected variety.

QUESTION 3


Well answered for some candidates and then poorly answered parts were:

(c) Briefly explain what cross breeding means in animal improvement techniques.

(e) Differentiate between gene transfer and gene products as used in genetic engineering.

5.

QUESTION 4

Mark Range: 1 – 9

Most candidates attempted this question fairly well. Problematic areas where candidates had

difficulty in answering were:

PART (e) two reasons for depreciation values in farm assets.

PART (f) differentiates between diversification and specialization.

QUESTION 5

Mark Range: 3 – 9

This section was l done to a good level by most of the candidates. These factors will need to be

considered by teachers:

(i) It is necessary for student s to be provided with diagrams of machinery as in the

prescription.

(ii) In depth explanation of important concepts expected for students to understand in

drainage and irrigation for Agriculture Development.

Candidates still had problems in answering these questions:

(b) Abreast and Herringbone designs of Milking Sheds for Dairy Cattle.

(d) Differentiation between trickle and sprinkler irrigation system.

QUESTION 6


This section was well done by most of the candidates.

Most parts of the question were attempted well by the candidates except for part (d) Limitation

of Agroforestry – which was not done well.

6.

SECTION C (20 MARKS)

In this section of the paper the student’s ability to organize ideas and express views clearly is

measured or assessed. It becomes important then for the teacher to prepare the students well the

general skills in writing good essays.

It is recommended that teachers prepare their students well in these areas of essay writing:

PLAN OF THE ESSAY: Students to be encouraged to write a plan of their essay first before

attempting to discuss the essay topic. It enables the markers to have some idea as to what the

student will be discussing in the final essay. It will also guide the students as to the points to

be discussed more fully in the essay. Without proper planning, some students are only

elaborating on one point, thus not able to get the full mark which could be awarded.

LEGIBILITY OF HANDWRITING: Students are to be encouraged to express their views

and ideas clearly to the markers in neat handwriting.

USE OF PARAGRAPHS – Students are to be encouraged to clearly state points relating to the

essay in paragraphs. After discussing a point in one paragraph it is recommended that a line

should be left blank and then the next point to be discussed is started on the next line.

LEFT HAND MARGINS: - students are to be encouraged to leave some space at on the left

hand side of the paper provided and to rule a margin, for ease of marker assessment.

USE OF LINKING WORDS: Students are to be encouraged to use words listed below to

discuss their points clearly to the markers e.g.

To begin with, firstly, secondly, likewise, moreover, in addition, however, thus, thirdly,

fourthly, to reiterate, in comparison, on the other hand, lastly, in conclusion, to conclude,

finally.

QUESTION 1

Mark Range: 3 – 7

This question was not answered to a good level by many of the candidates who attempted it:

Mark allocation was as follows;

Introduction: ½ mark

To provide protection against the entry of exotic pests, diseases and weeds

o To determine the presence of exotic pests and disease should they enter and response can

be initiated – any valid 3 point discussion (3 marks)

To facilitate the safe introduction of animal, plants and its products.

7.

o To facilitate the safe entry of commercial products. ( any three point discussion) –

(3 marks)

To apply sound scientific principles to Quarantine decision making. Factors affecting water

shed management.

An appropriate conclusion - ½ mark.

QUESTION 2

Mark Range: 3 – 8

Candidates attempted this question to a good extent.

Mark allocation was as follows:

½ mark for a good introduction

Points to be considered for soil sampling ( any three points) – 3 marks

Methods of soil sampling should be done ( any three valid points ) – 3 marks

Importance of soil sampling ( any three valid points)

Conclusion – appropriately discussed ½ marks.

QUESTION 3

Mark Range: 5 – 8

This question was not attempted by many candidates.

Mark allocation was as follows:

A good introduction: - ½ marks

Health ( any three valid points) – 3 marks

Performance ( any three valid points) – 3 marks

Pedigree ( any three valid points ) – 3 marks

An appropriate conclusion (½ marks)

QUESTION 4

Mark Range: 4 – 9

8.

Not many candidates attempted this question.

The mark allocation for this question were as follows:

A good introduction: ½ mark

Partial Budget - ( definition, importance , any three valid points ) – 3 marks

Forecast Budget – ( definition, importance, any three valid points) – 3 marks

Development Budget – (definition, importance - any three valid points) – 3 marks.

An appropriate conclusion – ½ marks.

QUESTION 5

This question was not adequately answered by many who attempted it. Again students are to be

briefed well on the relevancy of clearly stating more than just one point / factor in the

development of their essays. The mark allocation for this question were as follows:

½ mark for a good Introduction

Definition of water shed management ( any three valid points) – 3 marks

Importance of maintaining the water shed area ( any three valid points ) – 3 marks

Factors affecting the water shed management (any three valid points) – 3 marks.

An appropriate conclusion – ½ mark.

******************************************************************************

Index

Number:


FIJI SEVENTH FORM EXAMINATION 2009


ANSWER BOOK

HAND IN THIS ANSWER BOOK TO THE SUPERVISOR

BEFORE YOU LEAVE THE EXAMINATION ROOM.

INSTRUCTIONS

1. Write all your answers in this Answer Book.

2. Write your answer to each question in the appropriate part of this Answer Book.

3. Answer all the questions with a blue or black ballpoint or ink pen. Do not use red ink.

Use a pencil only for drawing.

4. If you use extra sheets of paper, be sure to write clearly the question number(s) being

answered and to tie each sheet securely in this Answer Book in the appropriate places.

5. Before handing in this Answer Book, make sure that your Index Number is at the top

of this page and inside the back flap.

Marks

Gained:

COPYRIGHT : MINISTRY OF EDUCATION, REPUBLIC OF THE FIJI ISLANDS, 2009.

2.

SECTION A [20 marks]

Circle the letter which represents the best answer.

1 A B C D 11 A B C D









10 A B C D 20 A B C D

20

3.

SECTION B [60 marks]

The six questions in this section are all compulsory. Each question is worth 10 marks.

QUESTION 1

(a) (i) the quantity of water which a soil can hold which is available to plant roots.

- water available in plants. (1 mark)

(ii) Soil texture : sand / sandy loam (½ mark)

Reason : - sandy because of the larger pore space

- higher infiltration rate. (½ mark)

(b) Sub – sample – take 15/20 core /Auger samples to get a composite sample - collected

relocated level / area.

Composite – when collecting a soil sample – take approx 20 equal portions of soil from

various parts of the sampling area to make up the composite sample. (2 marks)

(c) 1. respiration by roots and other soil organisms.

2. mineralization of OM, addition of sulphur and NH4+, Natural or normal

precipitation, leaching, acid rain, excess application of acidic fertilizer.

(1 mark)

(d) 1. soil sampling

2. crop history

3. plant tissue culture, vegetation cover, field observation, soil analysis.

(3 marks)

(e) (i) 1. mineral weathering, fertilizer application,

2. organic matter decomposition

(1 mark)

(ii) indicates nutrient holding capacity of a soil, how often and how much lime must

be applied - best crop to grow (1 mark)

10

4.

QUESTION 2

(a) (i) Appropriate Time – Z (½ mark)

(ii) Pest population exceeds ET and to prevent pest population to reach EIL control

measures must be taken.

(½ mark)

(b) (i) Diagram/Punnet squares :

Ab Ab Ab Ab

aB AaBb AaBb AaBb AaBb




F1 generation : All Tall vines and red fruits (AaBb) (2 marks)

(ii) Diagram/Punnet squares :

AB Ab aB ab

AB AABB AaBb AaBB AaBb

Ab AABb AAbb AaBb Aabb

aB AaBb AaBb AaBb aaBb

ab AaBb Aabb aaBb aabb

F2 generation: 9 Tall and red fruits, 3 Tall and yellow, 3 Dwarf and red fruits, 1

Dwarf and yellow fruit thus: 9:3:3:1

(2 marks)

(c) (i) 1. transportation, improper harvesting methods

2. storage, packaging, improper cooling, improper harvesting, machinery

bruising, adverse weather conditions.

(1 mark)

(ii) proper harvesting, grading and inspection of products, proper cooling and proper

harvesting leads to better quality product for the markets.

(1 mark)

(d) It is the appearance and production of an organism – genotype (.4) + Environment (.6)

(1 mark)

5.

(e) trialled maize variety – variety of crops grown in a particular locality to see which variety

gives the best result in terms of yields, disease resistance etc. Selected variety of maize –

grown in a particular locality because it is the best variety.

(2 marks)

QUESTION 3

(a) (i) Part X :Alveoli (½ mark)

Function : small round sacs contain muscular capillary where gas exchange takes

place.

- gas exchange site. (½ mark)

(ii) it is a muscle of inspiration. It separates the thoracic and abdominal cavities.

(1 mark)

(iii) breathing – act of bringing air into and then expelling air from the lungs.

Respiration – exchange of oxygen and C)2 between the animal and its external

environment. (2 marks)

(b) It is used in Artificial Insemination. An artificial vagina is shown in the illustration

(P135 Dyn 4).

It is used to collect semen from proven sires thus enabling the introduction of new bloods

into a breed. (2 marks)

(c) The mating of two unrelated animals.

-different breeds of the same species. (1 mark)

(d) when heritable characteristics are transferred from parents to pure breds to other

offspring. (1 mark)

(e) Gene transfer – where DNA is taken from any species and it is cloned. DNA is this

transferred.

Gene products – unlimited quantities of gene products

- antigen protein of foot and mouth and disease. Have been mass engineered forms of the

bacteria. (2 marks)

10

10

6.

QUESTION 4

(a) An input – input factor relationship. (1 mark)

(b) Liabilities: the debts owed to outsiders e.g loan mortgage (2 marks)

(c) shows the total yield produced. (1 mark)

(d) (i) GM /Ha = Pumpkin $300/150 =$20 cucumber $1800/110 = $16.40 Eggplant +

$1500/130 $11.50 Maize $1400/100 = $14

Kumala = $600 /$200 = $3

(1 mark)

(ii) Net Profit of the Farm: $14,500 - $8300 = $6,200 (1 mark)

(e) 1. wear and tear

2. gradual deterioration (2 marks)

(f) Diversification – it refers to a number of enterprises on the farm

- concentrate on many enterprises

Specialisation – production of a single product by an individual farmer.

- concentrate on a particular enterprise (2 marks)

QUESTION 5

(a) Part X : Mouldboard

(b) (½ mark)

Function : It turns the soil over. (½ mark)

(b) Abreast – stand straight 180o angle / Walkthrough

Herringbone – stand at an angle of 45o /

All In / all out system (2 marks)

(c) Water which is not available to plants. (1 mark)

10

7.

(d) 1. reduces soil temperature

2. inhibits the activities of soil micro-organisms

lack of oxygen, poor root development. (2 marks)

(e) to supplement rainfall / supply soil moisture, to increase yield of crops.

- grow off season crops. (1 mark)

(f) Trickle /Drip – pipes are arranged on top of the plants.

- supply water around the base of the plants

- sprinkler irrigation – application of water by rotating sprinklers. (2 marks)

(g) - caused by rainfall / water.

- input cased by raindrops on the soil surface. (1 mark)

QUESTION 6

(a) 1. construction of barriers, contour bunds

2. construction of water channels, minimum tillage,

Mulching / organic matter / ridging , irrigation. (2 marks)

(b) 1. vegetation, slope /relief, topography, rainfall , intensity size of the watershed, soil

characteristic, vegetative cover, inorganic fertilizers, contour, terracing, silt trap

2.

(1 mark)

(c) 1. vegetative cover

2. inorganic fertilizers

(2 marks)

(d) takes a longer time to mature, only few tree species are used for Agriculture. Large areas

(1 mark)

(e) silvopastoral – trees and pasture and animals

- agrosilvicultural – crops and trees (2 marks)

10

8.

(f) for sexual propagation thus enabling continuity of the species (1 mark)

(g) A leguminous species – helps in Nitrogen fixation and source of protein for grazing

stock. – OM for soil productivity. (1 mark)

SECTION C [20 marks]

There are five essay questions in this section. Answer any two questions. Write an essay of

approximately 250 – 300 words to answer each question. Each question is worth 10 marks.

Write the question numbers of your choices in the spaces provided.

QUESTION NUMBER 1.

½ Mark for good introduction

Phytosanitary certificate – certified that goods are free from pests and diseases.

Close supervision and isolation of imported goods fro any signs of pest and disease

before.

Issue of imported permit – local quarantine lay down condition of importation and

necessary treatments.

Quarantine law – to withhold any plant / live animal / dead for a period of time to see if

there is any sign / symptoms of disease, /pest and if any symptoms the plant / animal is

destroyed.

Any Agricultural product going out of the country the plant / animal is destroyed.

Any Agri product going out of the country should pass quarantine certificate.

Prosecute anyone caught bringing any plant / animal without quarantine certificate.

½ Marks for relevant conclusion.

QUESTION NUMBER 2

½ Mark for a good Introduction

Importance of soil sampling ( 3 marks) – any three relevant points well discussed.

When should sampling be done? ( 3 marks) – any three relevant points.

Methods of sampling ( 3 marks) – any three relevant points,

½ mark for a good conclusion.

10

9.

QUESTION NUMBER 3

½ mark for a good Introduction

Nutrition –( 3 marks) – good feed and water, nutritive level of feed, water, right stage of growth,

- any three relevant points of Nutition.

Performance ( 3 marks) – hybrid vigour, not diseased, ability of animal, high productivity, no

defects, good body conformation.

Pedigree ( 3marks) – Ancestral records, breeding methods etc, no genetical defects.

½ mark for a good conclusion.

QUESTION 4

½ mark - for a good introduction

Partial budget ( 3 marks) used to examine changes in income and expenditure when

changes occur to parts of the farm. Best crop to choose / plant for the change.

Forecast budget ( 3 marks) – forecast of income and expenses of all forms of activities

over some specified time.

Development budget – includes a details estimate of cost and receipts of centain long

term improvement to a farm enterprise.

Relevant examples to be given.

½ mark for an appropriate conclusion.

QUESTION 5

½ mark for a good introduction

Definition of water shed management ( 3 relevant points discussed) –

Total area before a given point on a stream that contributes water to the farm at that point. It is

the forest area which are maintained without any disturbance to collect the rainfall and move it in

one direction towards the slope into the collecting outlets e.g Colo – I – Suva..

Importance of Water Shed Area.

- maintains good quality of water in the country

- maintains the quantity of water to satisfy peoples needs

- reduce soil erosion

- maintains cool environment

- maintains soil moisture.

Factors Affecting Water Shed Management

- amount of intensity and distribution of rainfall

- slope of the land

- size of the water shed

- soil characterisitics

- vegetation

- ½ mark for a good conclusion.

THE END

10

MINISTRY OF EDUCATION FIJI SEVENTH FORM EXAMINATION

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