Category: Agricultural Science- Form 5

Worksheets SUBJECT:         Agricultural Science LEVEL:            Forms 4 & 5 TOPIC:             AQUAPONICS CSEC Agricultural Science Syllabus SECTION A: Introduction to Agriculture Agricultural Science and Agriculture Specific objectives: 1.3 Describe conventional and non-conventional crops and livestock farming systems (aquaponics, hydroponics, grow box, trough culture, urban and peri-urban farming) AQUAPONICS This a system that combines both aquaculture (rearing on fish inland) and hydroponics (growing of plants in water). Aquaponics = Aquaculture + Hydroponics A farmer can get two products from an aquaponics system: Primary or main products are crops/ plants Secondary product is the fish Parts of an Aquaponics System The main parts (components) of an aquaponics system are: Rearing Tank – where the fishes grow Growing Bed – where the plants are located Water Pump and tubing – Pump is located at the lowest point of the system and used to push water back to the upper level. Aeration system (air pump, air stone, filter, tubing) – to provide oxygen Solid Removal/ sedimentation tank – to remove solid particles which the plant cannot absorb and may block the tubing etc. Bio-filter – the location at which the nitrification bacteria can grow and convert ammonia to nitrates. Sump – lowest point in the system to catch water. The pump can be placed here. Lifeforms in an Aquaponics system Fishes Plants Bacteria These three living entities each rely on the other to live. Fishes Fishes are used in an aquaponics system to provide nutrients for the plants.  These nutrients come from their fecal matter and urine (which contains ammonia) and other waste from their bodies.   It is critical to control the amount of ammonia in the system; therefore, the pH, oxygen and temperature must be properly managed.  Conversion of Ammonia by Bacteria Beneficial bacteria convert ammonia to nitrate.   The fecal matter and urine of fish contain ammonia. However, the plants are unable to use the nitrogen in ammonia in this form because it is toxic to the plants.  Therefore, the ammonia must be converted to a non-toxic form which is the nitrate form.  This conversion is done by bacteria.   The bacterial is called nitrifying bacteria and they live in the tank walls, underside of the growing medium, rafts which old the plants etc.  These bacteria are natural and will start living in a system when ammonia is present.  Nitrifying bacteria naturally live in the soil, water or air.  These bacteria convert ammonia first to nitrite and then to nitrate which plants consume. Ammonia       NH3        Nitrite    NO2     Nitrate NO3        Download/Print fillable PDF to continue: Agricultural Science – Form 4 & 5 – Aquaponics – prepared by Kelly Belgrove Marabella North Sec Additional Resources PENNACOOL MOE SCHOOL LMS DRIVEWISE

Worksheets SUBJECT:        Agricultural Science LEVEL:             Forms 4 & 5 TOPIC:             The Hen’s Reproductive System CSEC Agricultural Science Syllabus Section C: Animal Production Animal genetics, breeding and reproduction Specific objective(s): 4.8 Relate the structure of the parts of an egg to its function Reproductive organs of the hen (ovary and oviduct) Table 1: Functions of various sections of the hen’s oviduct Section of oviduct Approximate time egg spends in this section Functions of section of oviduct 1.  Funnel (infundibulum) 15 minutes Receives yolk from ovary. 2.  Magnum 3 hours Albumen and chalaza are secreted and layered around the yolk 3.  Isthmus 1 hour  Inner and outer shell membranes are added, along with some water and mineral salts 4.  Shell gland (uterus) 21 hours Some water is added, along with the shell material (mainly calcium carbonate). Pigments may also be added to make the shell brown 5.  Vagina/     cloaca less than 1 minute The egg passes through this section before laying. Abnormalities in Egg Formation Double Yolk Egg Soft Shelled Egg Yolkless Egg Review Questions 1.      Summarize the process of egg formation using one of the following: A Mathematical formula A written statement on egg formation An illustration of egg formation 2.      Which stage would you consider the most important in the egg formation process? 3.      How often would you get eggs from your layers and why? 4.      Use the internet to research the following abnormalities in egg formation  and summarize the information in the table below: 5.      Use the internet to research the following abnormalities in egg formation  and summarize the information in the table found on the last page of PDF below: Download/Print fillable PDF to get started: Agricultural Science Form Four & Five – Reproductive organs of the hen – prepared by Kelly Belgrove Marabella North Sec Sources: Ragoonanan, S. (2017). Agriculture for CSEC – New Edition Revision Course. La Romaine: Caribbean Educational Publishers (2003) Ltd. Ramharacksingh, R. (2011). Agricultural Science for CSEC Examinations . Oxford: Macmillian Publishers Limited. Additional Resources PENNACOOL MOE SCHOOL LMS DRIVEWISE

Worksheets SUBJECT:                    Agricultural Science LEVEL:                        Forms 4 & 5 TOPIC:                        Care and Maintenance of Simple Tools & Equipment   CSEC Agricultural Science Syllabus SECTION B: Crop Production Land Preparation and Farm Machinery Specific objective(s): 4.4  Describe the care and maintenance of simple tools and equipment SBA Skill: Section B – Crop Production No. 7. Clean and maintain simple tools WHAT IS A TOOL? A tool is any device that makes work easier. Tools are generally hand held and manually operated. A range of tools are needed for different operations that are carried out in the farm. Some of these include: Construction e.g. hammer, measuring tape Land preparation e.g. garden fork, hoe, spade Planting and Nursery activities e.g. dibber, trowel, press board Watering e.g. bucket, watering can Pruning e.g. secateurs, pruning knife Harvesting e.g. knives, garden fork Grading and packing e.g. vacuum sealer WHAT ARE EQUIPMENT? Equipment are instruments that help make work on the farm easier. Equipment cannot work by themselves and therefore require an energy source to operate. Some examples of sources of energy that allow equipment to operate are: Electricity e.g. vacuum sealer, freezer Hydraulics e.g. Knapsack sprayer Springs e.g. Scale MAINTENANCE AND STORAGE OF TOOLS AND EQUIPMENT. Tools and equipment must be well taken care of in order to ensure that they perform the tasks they were designed to do.  The following are some general guidelines for taking care of tools and equipment: Observe the tool for condition e.g. broken, needs repairs, needs sharpening, needs cleaning Wooden handles should be well set, strong and durable. Moving parts should be well oiled and greased regularly Decide on appropriate actiong e.g. a. Clean tool b. where necessary e.g. fix handles, tighten parts, change parts, etc c. Sharpen if necessary before and after use. d. Metal parts should be well oiled and greased to prevent rusting. 3. Tools should be washed and dried after each use and stored in a special room after each use. CARE OF A SIMPLE TOOL e.g. Secateurs Step 1 Clean all metal parts thoroughly using a scourer or fine wire wool to remove any rust and build-up of plant and sap residue left on the blades. Step 2 Using a file, sharpen the cutting blade on an angle from the outside edge and then the inside edge to leave the blade sharp. Step 3 Oil the moving parts, keeping them lubricated and smooth so that the parts repel water from the metal parts, thus avoiding rust. Oil the spring and revolving shaft. STUDENT SELF ASSESSMENT Tools and Equipment Worksheet Download/Print fillable PDF to start Agricultural Science Form Four – Care & Maintenance of Tools & Equipment Sources: https://www.gardenersworld.com/how-to/grow-plants/how-to-maintain-secateurs/ Additional Resources PENNACOOL MOE SCHOOL LMS DRIVEWISE