Agricultural 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.
PDST Ag Science Teacher Induction Pack
Page 1
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
PDST Ag Science Teacher Induction Pack
Page 2
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:
2.

Soil

Grassland

Tillage

Dairy Production

Beef Production

Sheep Production

Pig Production

Poultry

Genetics

Plant and Animal Sciences

Fertilisers

Forestry
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.
PDST Ag Science Teacher Induction Pack
Page 3
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.
PDST Ag Science Teacher Induction Pack
Page 4
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.
PDST Ag Science Teacher Induction Pack
Page 5
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.
PDST Ag Science Teacher Induction Pack
Page 6

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.
PDST Ag Science Teacher Induction Pack
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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.

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.
Pig
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.
PDST Ag Science Teacher Induction Pack
Page 8
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
Coursework
Written paper
(1) Identification
300
20
(2) Practical experience
(3) Scientific investigations
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.
9
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 mark
Name 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:
Identify and state agricultural importance of other animals:
1
0
4×1
6×1
} = 10 marks
Practical Experience (35 marks)
2.
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 farm
and 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 include
e.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)
PDST Ag Science Teacher Induction Pack
Page 11



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 contexts
e.g. presence and/ or effect of microorganisms in silage, milk, soil, water, feed.
PDST Ag Science Teacher Induction Pack
Page 12
Practical Exam Revision Checklist
1)
Identification of plants
Name
2.
Family
Trait
Identification of animals
Breeds
Traits
Beef
Dairy
Sheep
Pigs
PDST Ag Science Teacher Induction Pack
Page 13
Animal
Phylum
Trait
Earthworm
Mudsnail
Liverfluke
Lungworms
Bonham
Selection of breeding stock-Traits
1)
2)
3)
4)
5)
PDST Ag Science Teacher Induction Pack
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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
PDST Ag Science Teacher Induction Pack
4 grazing systems
4 re-seeding methods
Page 15
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
PDST Ag Science Teacher Induction Pack
Page 16
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

Aberdeen angus

Hereford

Incomplete dominance (Shorthorn cattle)
5. Genetics
6. Microbiology

Silage

Soil (Nitrogen Cycle)

Milk
PDST Ag Science Teacher Induction Pack
Page 17
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?
PDST Ag Science Teacher Induction Pack
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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?
PDST Ag Science Teacher Induction Pack
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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
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
Investigations
100 Marks
(25 % of Total)
PDST Ag Science Teacher Induction Pack
Page 20
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.
PDST Ag Science Teacher Induction Pack
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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
PDST Ag Science Teacher Induction Pack
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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.
PDST Ag Science Teacher Induction Pack
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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)
PDST Ag Science Teacher Induction Pack
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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.
PDST Ag Science Teacher Induction Pack
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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.
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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.
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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.
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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
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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/PostPrimary_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
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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: info@iasta.ie
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