pdst ag science teacher induction pack

Agricultural Science

Teacher Induction Pack

PDST Ag Science Teacher Induction Pack

Professional Development Service for Teachers (PDST)

Professional Development Service for Teachers (PDST)

The Professional Development Service for Teachers (PDST) commenced in September 2010.

This new cross-sectoral service encompasses the supports previously provided by other

programmes and support services such as the Second Level Support Service (SLSS).

Resources such as the Teacher Induction Starter Pack and other classroom materials are

available on the PDST website at www.pdst.ie

The PDST will continue to support teachers, through professional development courses and

the PDST website. Many of these courses will be facilitated by local facilitators and take

place in Education Centres - Ní neart go cur le chéile

Note: Local facilitators are classroom teachers, who elect to share their experience with

colleagues.


Introduction

This pack is designed to act as a resource for those new to teaching Agricultural Science. It

was compiled by members of the Professional Development Service for Teachers PDST

Agricultural Science Support Team who are familiar with the many difficulties experienced

by teachers of the subject in the early days.

It contains the following;

Course Overview

Syllabus

Practical Exam- Including

Tips from an External Examiner

Sample preparation sheets

A List of important experiments

Useful Organisations

Useful Books, Journals and Websites

It is envisaged that induction course workshops will support this pack, together with a

Resource CD and the PDST Agricultural Science website www.pdst.ie


Course Overview

Agricultural Science for the Leaving Certificate is divided into the following components.

1. A written exam –worth 300 marks

This is examined in June as part of the regular Leaving Certificate. The main topics of

study for the written part are as follows:

Soil

Grassland

Tillage

Dairy Production

Beef Production

Sheep Production

Pig Production

Poultry

Genetics

Plant and Animal Sciences

Fertilisers

Forestry

2. A Practical (Oral) Exam – worth 100 marks

This is examined in May of the Leaving Certificate year as a general rule. All students

are required to present the following pieces of work for the practical exam.

Practical Copy

Farm Project

Crops Project

Also they will be required to identify different types of plants and animal breeds.


Syllabus

AGRICULTURAL SCIENCE

Ordinary and Higher Level courses

An assessment, to which 100 marks will be allotted, will be made of students’ options.

Soils

The formation of soils.

Principal rock groups.

Weathering of rocks.

Origin of soils: glaciations, derived soils, soils formed in situ, formation of peats.

Soil Texture

Size of particles as determined by mechanical analysis. Classification of soils.

Humus.

Use of geological maps.

Map study of soils in Ireland.

Local soil surveys.

Physical properties of soils.

Soil structure; soil air; soil density; soil temperature; soil water and soil water control.

Principles of soil cultivation with reference to tillage crops and grassland.

Chemical properties of soils.

Colloidal properties, pH and flocculation in relation to clay fraction and humus.

Base exchange.

Major and minor elements. Fertilisers and liming.

Living organisms and their effects.

Macro and micro organisms. Interdependence of animals and plants.

Decomposition of organic matter; carbon and nitrogen cycles.

Improving soil fertility.


The General Structure and Function of Plants

Elementary structure and life cycle of a bacterium, mould, fern, pine and flowering

plant.

The plant cell – types of cells in different plant tissues as seen in roots, stems, leaves.

Cell division – mitosis, meiosis.

Parts of the flowering plant – function of each part.

The flower and seed production.

Structure of seed – monocot and dicot.

Germination and establishment.

Propagation of plants by vegetative means.

Plant physiology: osmosis, respiration, photosynthesis, transpiration, translocation,

food storage.

Tests for food constituents.

Essential elements for normal growth.

Identification of plants of agricultural importance in the school environment and study

of characteristics and habitat.

Principles of classification of plants. Ability to classify plants in at least six natural

orders.

Farm Crops – Cereal and Roots

Cultivation of one cereal and one root crop or potatoes in order to illustrate the

agricultural importance of the following:

Rotation.

Soil suitability.

Preparation of seed bed.

Nutrition.

Choice of variety.

Seed dressing.

Time, rate and method of seed sowing.

Establishment.

Diseases, pests, weed control, health.

Harvesting, yield, storage, food value and final use.

At least one scientific investigation should be carried out in both cases.


Farm Crops – Grassland

Study of inflorescence and vegetative system of the following grasses and clovers:

Perennial Ryegrass, Cocksfoot, Timothy, Meadow Fescue, Crested Dogstail, Bent

Grass, a Meadow Grass, Red Clover, White Clover.

Study of pastures (permanent and temporary leys) under the following headings:

Establishment – soil, seed bed, manuring, seeds mixtures.

Management.

Measurement of output of grassland in terms of total weight, dry matter, meat and

milk.

Conservation of grassland products.

Factors influencing the feeding value of pasture, hay and silage.

Maintaining fertility.

Tree and Shelter

Hedgerow trees and shelterbelts in relation to farm animals and crops. Effects of

shelter on early growth and total yield of farm crops.

Principles of Genetics

The cell – structure; mitosis; meiosis.

Mendel’s laws.

Sex determination, sex linkage.

Mutations.

Heritable characters and selection for breeding – see plant and animal sections.

Structure and Function of the Animal Body

Diversity in animal life. Principles of classification.

Brief study of one representative of each of the following phyla:

Protozoa, Platyhelminthes, Nematoda, Annelida, Mollusca, Arthropoda (insect

species), Chordata (mammalian species).

Classification of parasites studied elsewhere in the course.

Skeleton and muscle – simple anatomical treatment; composition of the bone; the

skeleton as a storage organ.


Growth – bone, muscle and fat deposition in relation to age; composition of muscle

and fat.

Circulation: the heart and blood vessels: composition and functions of the blood.

Respiration: mechanism of breathing; respiratory function of the blood.

Ingestion: structure of the mouth of a ruminant and non-ruminant – relevance to

feeding habits. Digestion: study of the digestive system of the ruminant, horse, pig

and fowl; the digestive juices; the digestive enzymes.

Function of the kidney. Excretion.

Regulation of body temperature; normal temperature; heat production and body

temperature in relation to microclimatic control; critical temperature of the pig and

ox; consideration of farm buildings in relation to environmental temperature and

humidity.

Nervous system and reflex mechanisms: the brain, nerve cells, reflexes.

The reproductive system: dissection of the rabbit – male and female.

The endocrine system: simple treatment of the pituitary, thyroid, parathyroid, thymus,

pancreas, adrenals and gonads.

Transport and storage.

(a) The blood and lymphatic systems.

(b) Liver, adipose tissue and skeleton as storage organs.

The Cow

Common breeds, general characteristics.

Breeding principles.

The cow in production – feeding standards for maintenance, milk production and

reproduction with special reference to winter feeding and grassland utilisation.

The common diseases – cause, symptoms, prevention and control – for oral

examination.

Milk production – the udder; measurement of yield; composition of milk, factors

influencing yield and composition; bacteriology in relation to clean milk production.

Milk products.

The calf – rearing for beef and herd replacement. General study of nutrition, growth,

health and housing from birth to at least 12 months.


The Sheep

Common breeds, general characteristics. Breeding principles.

Nutrition, growth, care and health of lambs from birth to sixteen months.

Study of wool – types, growth, principal features, use.

Horse

Study of the horse (or pony) as a farm animal – for school assessment only.

Pig

Nutrition, management, environmental conditions, health

Sow – during pregnancy and lactation.

Bonham – birth to weaning.

Pig – weaning to slaughter.

Selection for breeding – based on genetical and visual assessment.

Factors affecting production costs.

Farm Buildings – for school assessment only

Ability to discuss farm buildings and to illustrate how they provide the environmental

conditions required on the farm e.g. in regard to cattle and pigs.

Emphasis on temperature, ventilation, insulation, planning for economy of labour.

Farm-House Environment – for school assessment only

The physical/aesthetic layout of the house in relation to the farm, farmyard and

general surroundings.

NOTE: The examination in Agricultural Science will consist of (a) a written examination and

(b) an assessment of the work of the candidate during the course. The assessment will be

based on material set out in the syllabus and marks, to a total of 100, will be awarded under

the headings set out hereunder.

(1) Identification of plant and animal types associated with agriculture.

(2) Practical experience with crops, livestock, house and farmyard layouts.

(3) Investigations carried out relating to ecology, soil science, animal physiology, plant

physiology, genetics and microbiology.

9

Practical Exam

Agricultural Science – Practical Assessment Guidelines for Teachers from 2014

The government publication Rules and Programmes for Secondary Schools sets out the syllabus in Agricultural Science. It states:

"The examination in Agricultural Science will consist of(a) a written examination and(b) an assessment of the work of the candidate during the course.

The assessment will be based on material set out in the syllabus, and marks, to a total of 100, will be awarded under the headings set out hereunder.

(1) Identification of plant and animal types associated with agriculture.

(2) Practical experience with crops, livestock, house and farmyard layouts.

(3) Investigations carried out relating to ecology, soil science, animal physiology, plant physiology, genetics and microbiology."

Agricultural Science at Leaving Certificate level is marked out of a total of 400 marks.

A total of 300 marks (75%) is allocated to the terminal written examination and 100 marks (25%) to the coursework component. The breakdown of marks is summarised in the table below.

Allocation of marks

Written paper Coursework

(1) Identification (2) Practical experience (3) Scientific investigations

300 20 35 45

The detailed allocation of marks is given below in the relevant sections.

These guidelines are issued to assist teachers in the direction of candidates in the completion and presentation of their coursework and to assist teachers in their assessment of the work of candidates during the course. Examples or suggestions given in the guidelines are for illustrative purposes and are not intended to be exhaustive or limiting.Candidates will present their coursework in the normal way. Monitors, appointed and trained by the SEC in the national standards, will monitor the teachers’ assessments by review of the coursework and by interviewing a sample of candidates.

Teachers are reminded that in the Agricultural Science practical coursework component all work is assessed at a Common level.

10

1. Identification of plant and animal types associated with agriculture (20 marks)

Candidates are required to demonstrate their ability to: identify five common plants related to their experience of agriculture name the families to which the identified plants belong.

Identify plants: 5 × 1 markName families: 5 × 1 mark } = 10 marks

Candidates are required to demonstrate their ability to: identify four common food-producing animals by the bodily characteristics specific to their breed identify six other animals related to agriculture and state their agricultural importance

(Suitable animals might include e.g. parasites, disease vectors, soil-borne organisms).

Identify and state bodily characteristics of food-producing animals: 4 × 1 Identify and state agricultural importance of other animals: 6 × 1 } = 10 marks


2. Practical Experience (35 marks)

Candidates are required to demonstrate that they have gained practical experience in the areas of crops, livestock and farm layout as outlined below.(a) Crops – 15 marks

Two crops must be chosen from the following list, with only one crop to be chosen from each line:(i) A cereal(ii) Potatoes or a root crop(iii) Grassland(iv) Any other crop.

Both chosen crops must be treated under the headings given in the syllabus.

(b) Livestock – 10 marks

Any one type of livestock of which the candidate has practical experience is acceptable. Suitable headings might include e.g. types of enterprise, breeds, breeding principles, nutrition, husbandry, disease control, housing.

(c) Farm layout – 10 marks

Candidates are required to present a sketch plan indicating the farmhouse and buildings the farmand to demonstrate their ability to discuss the farm buildings and how they provide the environmental conditions required on the farm and to demonstrate the physical/ aesthetic layout of the house in relation to the farm, farmyard and general surroundings. Suitable information/ discussion points might includee.g. planning for economy of labour, aspect, roadways, fencing, shelter, grazing methods, crops grown.

Candidates must maintain a record their practical experience, which may be gained through one or more of the following:

• experience on a family farm• experience on an adopted farm• suitable farm-based or garden-based investigations.

3. Scientific Investigations (45 marks)

These scientific investigations are intended to be carried out over the full two years of the course. Candidates should be reminded that high marks can only be expected when as complete a range as possible of such work is presented that fulfils the criteria set out below and is consistent with laboratory work and fieldwork performed over the duration of the course.

Each candidate must maintain a written record of all scientific investigations carried out, under the following headings:

Date Aim Method – to include relevant controls Diagram(s)


Result Discussion Conclusion.

Work should be of an appropriate standard and must include evidence from enquiry-based laboratory or field investigations in each of the main areas of study listed below.(a) Ecology – 10 marks

A detailed study of a named habitat to include at least three distinct lines of investigation e.g. drawing a map, qualitative survey, quantitative survey, field techniques used, biotic factors, abiotic factors, edaphic factors.

(b) Soil Science – 10 marks

An investigation to include at least three distinct aspects of soils e.g. soil texture, soil structure, soil composition, physical and chemical properties of soil, soil organisms.

(c) Plant Physiology – 10 marks

An investigation to include at least three distinct aspects of plant physiology e.g. plant structure in relation to function, plant-water relationships, plant nutrition, plant growth regulators, plant reproduction.

(d) Animal Physiology – 5 marks

An investigation to include at least two distinct aspects of animal physiology e.g. the structure and function of some of the principal body systems of a farm animal.

(e) Genetics – 5 marks

An investigation to include at least two distinct aspects of genetics e.g. any aspects of breeding or variation in agriculturally relevant plants or animals.

(f) Microbiology – 5 marks

An investigation to include at least two distinct aspects of microbiology in agricultural contextse.g. presence and/ or effect of microorganisms in silage, milk, soil, water, feed.


Practical Exam Revision Checklist

1) Identification of plants

Name Family Trait

2. Identification of animals

Breeds TraitsBeef

Dairy

Sheep

Pigs


Animal Phylum Trait

Earthworm

Mudsnail

Liverfluke

Lungworms

Bonham

Selection of breeding stock-Traits

1)

2)

3)

4)

5)


3. Experience (Farm project and farm visit)

Crops:

Cereals / root crops

Cereal = Root Crop =

Soil pH

Sowing Date

Fertiliser

Disease

Pest

Harvest Date

Yield/Ha

Grassland

4 grass species 4 grazing systems 4 re-seeding methods


Livestock (cattle sheep and pigs)

Know all aspects of their production PROJECT: (Housing, feeding, diseases,

management etc)

1. Name 1 disease

2. What causes it?

3. How is it treated?

4. How is it prevented?

5. Name an animal parasite?

6. How does it cause harm?

7. Draw its lifecycle


4. Investigations (Lab. copies)

1. Ecology

Quadrat

Transect

Plants

2. Soil science-

3. Animal physiology

Heart

Kidney

Systems (Digestive, Reproductive, Blood, Skeleton……..)

4. Plant physiology-

Reproduction (Flower)

Stems/roots (potometer)

Tropisms

5. Genetics

Aberdeen angus

Hereford

Incomplete dominance (Shorthorn cattle)

6. Microbiology

Silage

Soil (Nitrogen Cycle)

Milk


Important questions to note

1. Tillering is?

2. Name the bacteria in silage

3. Symbiosis is?

4. Two examples of symbiosis

5. Flocculation is?

6. Name the sugar in sugar beet

7. % sugar in sugar beet

8. Name the sugar in milk

9. Name the protein in milk

10. Name the bacteria in legume plant

11. Name 2 legume plants

12. Colostrum is?


13. Sponging is?

14. Flushing is?

15. Steaming up is?

16. Respiration is?

17. Transpiration is?

18. Why autumn plough?

19. Advantages of earthworms

20. F.C.R. stands for?


Advice from an External Examiner

The Monitor

Checks that the work is authentic.

See’s that the work has been done by the student.

Check’s that the work done is reflected by the marks.

Gives time to ensure that all copies are perused and stamped.

Good Practice

Keep as near as possible to the marks allocated for each part.

1. Plants and their families - 10 Marks

2. Animals and their families - 10 Marks

3. Experience with crops - 15 Marks

4. Experience with livestock - 10 Marks

5. House / Farmyard Layout - 10 Marks

Investigations

1. Ecology - 10 Marks

2. Soil Science - 10 Marks

3. Animal Physiology - 10 Marks

4. Plant Physiology - 5 Marks

5. Genetics - 5 Marks

6. Microbiology - 5 Marks

100 Marks

(25 % of Total)


On the Day of the Oral

Have the Science Room available with experiments.

Students work laid out in numerical order.

Plants and experiments laid out in the laboratory

Observe

Health and Safety Issues

Practical Experience must be evident

Be mindful of the fact that the student may not have yet declared wither they are

intending to sit a pass or honours paper.

Good Practice

These items have been included in presentations but it is not essential that a student have all of them.

Well kept farm diary over several months.

Display of farm equipment.

Photographs of on-farm work with student present.

Documentation of actual sales and grades of cattle, sheep and pigs.

REPS and OS maps to compliment farm plan/ Layout.

Teagasc talks, seminars. Guest Speakers.

Samples of old tags, print out from creamery, labels of animal feed bags, samples of

dose and vaccination packs.

Growing of a sample of crops coupled with the returns obtained.

Plant collections/Insect collections.

On farm genetics involving actual breeding strategies.


Some Ag Science Experiments

To investigate soil texture (sedimentation test)

To measure the pH of soil

To examine the temp of soil

To compare the permeability of sandy soil and clay soil

To investigate the capillarity of sandy soil and clay soil

To determine the %of air in a soil sample

To demonstrate flocculation in soil

To extract invertebrates from a soil sample

To determine the amount of moisture in a soil sample

To determine the % of organic matter in a soil sample

To demonstrate cation exchange in soil

To assess the hygiene quality of a milk sample

Determine the butter fat content of milk

To estimate the sugar content in grass for silage production

Determine the silage quality in situ

To determine the dry matter content of grass, hay, silage

Demonstrate transpiration on plants

To investigate the importance of a named element to plant growth

To investigate the diversity of plant found in a meadow.

To find the energy value of a named feed stuff

The role of earthworms in soil

The role of amylase in starch digestion

The effect of additives on ensiled silage

Leaching of minerals in soil sample

To show the presence of bacteria in milk

To investigate the occurrence of colour blindness in our class.

To show the presence of microbes in soil


PREPARATION OF LABORATORY REAGENTS

FOR AGRICULTURAL SCIENCE

Agar.

Mix l.5 g of agar powder [+selected nutrient] to 100 ml water in a conical flask. Stir

constantly and bring to the boil. Plug the top of the flask with cotton wool and cover with

aluminium foil. Place in an oven at 120 0C for 15 min.

Aluminium Chloride:

Dissolve 4.82g aluminium chloride in distilled water and make up to 1 Litre.

Ammonia:

Use a 10% Solution. Dilute 10cm3 of ammonia to 100cm3 of water in a fume cabinet.

Ammonium Molybdate:

Dissolve 5g Ammonium Molybdate in 50cm3 of distilled water.

Ammonium Oxalate:

Dissolve 20g Ammonium oxalate in distilled water and make up to 1 Litre.

Amyl Alcohol: Commercially Purchase

Amylase solution;

Dissolve 1 g of amylase in 100 ml of de-ionised water. This solution does not keep well and

should be made up freshly when required.

Ascorbic Acid: Vitamin C.- Commercially Purchase

Barium Chloride:

Dissolve 122g barium chloride in distilled water and make up to 1 Litre.


Benedict’s solution* - Commercially Purchase

Dissolve 17.3 g of hydrates copper (II) sulphate crystals in 200 cm3 deionised water. In a

separate container, dissolve 100 g of anhydrous sodium carbonate and 173 g of sodium citrate

in 700 cm3 deionised water. Add the copper sulphate solution to the sodium

carbonate/sodium citrate solution, stirring continuously. Make up the solution to 1 litre.

Biuret solution -Commercially Purchase

Biuret solution can be purchased from suppliers. Dilute as per manufacturer’s instructions.

Calcium Chloride solution

Grind 1.4 g of dry calcium chloride using a pestle and mortar; add to 100 ml water.

Calcium hydroxide solution (limewater)

This is usually made up as a saturated solution. The solubility of calcium hydroxide is only

about 1.5 g/L. Place about 100 g in a 2.5-litre Winchester bottle. Add about 2 litres of water

and shake well. Allow the solid to settle and decant the clear limewater when required. Keep

the bottle topped up with water. Use a rubber stopper to protect the limewater from

atmospheric carbon dioxide. It is a good idea to test the limewater before use by blowing into

a sample of it in a test tube using a drinking straw.

Chloroform: Commercially Purchase

Cobalt chloride paper *- Commercially Purchase. (The paper may be dried using a warm

oven, a warm radiator or a hair dryer.)

Copper sulphate solution (0.25 M)

Add 1g copper sulphate to 100cm3 distilled water.

DCPIP- Tablet Form-Follow Manufacturers Instructions

Diphenylamine: Dissolve 0.2g of diphenylamine in 100cm3 of Concentrated Sulphuric Acid

(handle with care. Use a fume cabinet)

Ethanol- Commercially Purchase (Industrial Methylated spirits)


Fehling’s solution

Fehling’s solution is made up by mixing equal quantities of Fehling’s solution I and

Fehling’s solution II. The mixture does not keep and it should be made up only when

required. The resulting mixture should be a clear royal blue colour. Fehling’s solution I and

Fehling’s solution II are made up as follows:

Fehling’s solution I*: Dissolve 63 g of copper sulphate crystals in distilled water and make

up to 1 litre. If the solution is cloudy add 1 cm3 of concentrated sulphuric acid.

Fehling’s solution II*: Dissolve 352 g of potassium sodium tartrate (Rochelle Salt) and

154 g of sodium hydroxide in water and make the solution up to 1 litre.

Glucose solution (1%)

Dissolve 1 g glucose powder in 100 cm3 water.

Glucose solution (5%)

Dissolve 5 g glucose powder in 100 cm3 still warm, boiled water. Do not shake. Store in a

stoppered bottle.

Hydrochloric Acid (0.1M)

Carefully add 8.6cm3 concentrated hydrochloric acid in distilled water and make up to 1 Litre

in a fume cabinet.

Hydrochloric Acid Dilute (1M)

Carefully add 86cm3 concentrated hydrochloric acid in distilled water and make up to 1 Litre

in a fume cabinet.

Hydrogen peroxide (100 volumes)- Commercially Purchase (20 vol)

As purchased, hydrogen peroxide is normally of 100-volume strength, i.e. one volume of this

solution will yield 100 volumes of oxygen when it is decomposed. It is a powerful oxidising

agent and should be handled with great care. Always wear rubber gloves when using it, as it

causes skin burns. For laboratory use (e.g. as a substrate for the enzyme catalase), 20-volume

hydrogen peroxide is normally used. To make this up, add 200 cm3 of 100-volume hydrogen

peroxide to water and make it up to 1 litre with deionised water.


Iodine solution

Stock solution – Grind 1 g of iodine crystals and 1 g of potassium iodide crystals in a mortar

while adding distilled water.

Pour the solution into a graduated cylinder and dilute to 100 cm3. This solution should be

stored in a brown glass bottle.

Dilute iodine solution or commercially purchase.

Add 5 cm3 of the stock solution to 100 cm3 distilled water. This solution does not keep well.

Iodine stain*- Commercially purchase

Use stock solution as described above.

Limewater, see Calcium hydroxide solution

Methylene blue stain*- Commercially Purchase

Dissolve 1 g methylene blue and 0.6 g of NaCl in 100 cm3 distilled water.

Methylated Spirits: Commercially Purchase

Potassium Chloride (1%)

Dissolve 1g of potassium chloride in distilled water and make up to 100cm3.

Resazurin Tablets: Follow manufacturer’s instructions

Sach’s Water Culture Solutions: As per manufacturer’s instructions.

Silver Nitrate:

Dissolve 17g silver nitrate in distilled water and make up to 1 litre. Store in brown bottle

away from light.

Sodium Chloride:

Dissolve 5.85g sodium chloride (salt) in distilled water and make up to 1 Litre.


Sodium hydrogen carbonate, saturated solution

Dissolve 10 g sodium hydrogen carbonate (Sodium bicarbonate or bread soda) in 100 cm3

water to give a saturated solution. Vary the concentrations of sodium hydrogen carbonate

solutions by dilution with water.

Sodium hydroxide solution (2M)

Carefully dissolve 80 g NaOH pellets in 1 litre of cold water. A great deal of heat is evolved

and it is helpful to have the beaker standing in water in a sink. Stir the solution continually

while adding the pellets and continue stirring until all the pellets have dissolved.

Sodium pyrogallol, alkaline

Place 100 cm3 of 2M sodium hydroxide solution in a beaker and add a few crystals of

pyrogallic acid. The solution turns brown.

Starch solution (2%)

Weigh out 2 g starch powder. Add to a small amount of cold water in a beaker and make a

slurry. Then make up to 100 cm3 with boiling water, stirring constantly. Use a good quality

starch, e.g. Analar. This starch solution does not keep well and should be made up fresh on

the required day.

Sucrose: (10%)

Dissolve 10g sucrose (table sugar) in 100cm3.


Sulphuric acid, concentrated*- Commercially Purchase

As purchased, the acid is 18M and quite dense. Take care when handling it, as a full

Winchester is very heavy. Remember never lift a bottle by the cap and always support a

heavy bottle underneath. The concentrated acid is extremely dangerous and highly corrosive.

Great care must be taken when using it.

Sulphuric acid, dilute

NEVER ADD WATER TO CONCENTRATED SULPHURIC ACID! Always add acid to

the water. Since considerable heat is generated when concentrated sulphuric acid is added to

water, the dilution should be carried out in a large Pyrex beaker standing in a sink of cold

water. Do not use a Winchester bottle for the dilution, as the heat generated has been known

to crack the thick glass.

Place 750 cm3 deionised water into a large Pyrex beaker standing in a basin or sink

containing cold water.

Slowly and carefully add 55 cm3 concentrated sulphuric acid to the water in the beaker,

stirring constantly. Make the solution up to 1 litre with deionised water when cool.


Useful Books, Journals, Websites and Organisations

Books and paper Resources

Agricultural Science – John Breen and George Mullen

Breaking Ground – Carol Cronin and Sandra Tiernan

Leaving Certificate Agricultural Science – Hermann Geissel

Rapid Revision – Elaine Buckley Murphy

The Agricultural Notebook- Primrose Mc Connell

The Farmers Journal and the revision guides

Irish Independent – Ag Focus

Irish Examiner – Farming Supplement

Farmers Weekly

Other

Farmers journal – Cash cow DVD and Beef Production DVD

Bord Bia – Potato Production

Ear to the Ground- RTE

Vets on Call; Gillian Marsh Productions

Flashes of Brilliances


Websites

www.pdst.ie

www.ukagriculture.com/multimedia

www.iasta.ie

www.agriaware.ie

www.teachnet.ie/farmnet/

www.teachnet.ie/farmnet/teacher (Many crosswords and puzzles)

www.scoilnet.ie/TeachersSecondLevel.aspx

www.examinations.ie ( Past Exam papers and marking schemes)

www.crsbooks.net/links.html (Loads of useful websites)

www.farmersjournal.ie

www.curriculumonline.ie/en/Post-

Primary_Curriculum/Senior_Cycle_Curriculum/Leaving_Certificate_Established/Agr

icultural_Science/ (Ag Sc Syllabus)

www.sip.ie/sip069/Documents/agriculturalscience.html (More useful websites)

www.irishwildflowers.ie

www.bordbia.ie

www.idb.ie

www.bbc.co.uk

www.youtube.ie


Useful Organisations

IASTA

(Irish Agricultural Science Teachers Association)

(www.iasta.ie)

This organisation has being supporting Agricultural Science teachers since 1985

They have many regional branches nationwide which organize events of interest to teachers.

Every year there is a annual conference which is held in a different location around the

country. This is well worth attending as it gives the teacher valuable information and an

opportunity to meet fellow Ag science teachers.

Sample Past Conferences

April 2014 – Talbot Hotel and Oakpark Research Centre

March 2013 – Athlone Springs Hotel

October 2010- Maynooth and UCD – Lyons Estate

February 2010- Moorepark Research Centre Fermoy Co Cork

February 2009- Athenry Research Centre, Co Galway.

March 2008- Kildalton Agricultural College, Co Kilkenny.

March 2007-Grange Teagasc, Co Meath

March 2006-University of Limerick

IASTA You Tube Channel

https://www.youtube.com/user/iastaireland

Contact IASTA Email: [email protected]

https://www.youtube.com/user/iastaireland