Agricultural Sciences p2 Nov 2019
Agricultural Sciences p2 Nov 2019
SENIOR CERTIFICATE
GRADE 10
NOVEMBER 2019
AGRICULTURAL SCIENCES P2
MARKS: 150
TIME: 2½ hours
*XAGSE2*
SECTION A
QUESTION 1
1.1 Various options are provided as possible answers to the following questions.
Choose the correct answer and write only the letter (A–D) next to the question
number (1.1.1–1.1.10) in the ANSWER BOOK, for example 1.1.11 D.
1.1.1 … is tightly bound to the soil particles and plants cannot absorb it.
A Capillary water
B Percolation water
C Gravitational water
D Hygroscopic water
1.1.2 Identify the soil forming process that occurs when soluble material is
taken out of a soil in solution.
A Humification
B Leaching
C Mineralisation
D Bioturbation
A Carbonation
B Oxidation
C Hydrolysis
D Reduction
A Annual plants
B Cash crops
C Cereal crops
D Horticultural crops
A cell wall
B nucleus
C cytoplasm
D chloroplasts (10 x 2) (20)
COLUMN A COLUMN B
1.2.1 Minerals not chemically changed A Eutrophication
Type of weathering
F Physical weathering
G Salinisation
H Rooibos
I Cotton
J Chemical weathering
(5 x 2) (10)
1.3.1 The formation of humus or compost from plant and animal remains
1.3.4 The stage of mitosis where chromosomes line up along the equator
1.4.2 Subtropical fruits are fruits that grow on trees that drop their leaves in
winter.
1.4.5 Meiosis is a type of cell division in which the parent cell divides once to
form two genetically identical cells. (5 x 1) (5)
TOTAL SECTION A: 45
SECTION B
2.1 The pie chart below represents soil components in a 1 kg soil sample.
2.1.2 Provide TWO functions of oxygen in the soil air for plant growth. (2)
2.1.5 Describe TWO human activities which trigger the reduction of macro
and micro-organisms population in the soil. (2)
2.2 Geologists use their expert knowledge in identifying and classifying various
minerals by studying different properties of minerals.
(a) The pattern which the mineral exhibits when it is split along
different planes (1)
(b) The ability of a mineral to resist being scratched by another (1)
(c) The heaviness of the mineral (1)
(d) The ability of a mineral to allow light to pass through (1)
(e) Toughness and cohesiveness of a mineral (1)
2.3 Study the diagram on rock formation below and answer the questions that
follow.
2.3.1 Name the type of rocks labelled A, B and C in the diagram above. (3)
2.3.2 Briefly explain how rocks labelled A and B are formed. (2)
2.3.3 Evaluate the suitability of soils formed from rock C for the cultivation
of deep-rooted crops. (1)
2.4 The pictures below show the weathering of rocks that result in soil formation.
2.4.1 Name the main type of weathering illustrated in the pictures above. (1)
2.4.3 State any other type of weathering of rocks not mentioned above. (1)
2.5 Soil is formed under the influence of various factors. The illustration below
shows some of these factors.
3.1 The pictures below show two examples of grain field crops grown by farmers
in South Africa for commercial purposes and for family consumption.
Maize Wheat
3.1.1 Supply TWO reasons why the growing of maize and wheat is crucial in
South Africa. (2)
3.1.3 Discuss why deep, well-drained soil with no hard layers is good for
maize production. (2)
3.1.4 Suggest the most appropriate class of field crops that match with each
of the following descriptions:
(a) Crops that are normally processed before they are sold to the
market (1)
3.2 Farmers grow horticultural crops countrywide in both large-scale and small-
scale sectors. Large-scale farmers apply modern scientific knowledge like
genetic engineering to develop more disease-resistant cultivars with high
nutritional content. These farmers always consult horticulturists to gain more
knowledge on various cultivars of horticultural crops before they choose them
for production.
3.2.2 Refer to the scenario above and give TWO advantages of genetic
engineering in the growing of horticultural crops. (2)
3.2.3 Discuss THREE factors that farmers should consider when selecting
cultivars for vegetable crop production. (3)
3.3 The table below illustrates the total quantity of fruit crops that a group of
farmers produced and exported to the world market in 2015 and 2016.
2015 2016
Fruit Crops Quantity Exported Quantity Exported
produced (tons) produced (tons)
(tons) (tons)
Bananas 600 350 640 400
Apples 700 400 880 550
Grapes 800 450 820 450
Oranges 700 500 920 550
3.3.1 Analyse the data in the table above and draw a bar graph
comparing the quantities of fruit crops exported by the group of
farmers in 2015 and 2016. (5)
3.3.2 Deduce the fruit crop with the highest increase in export in the table
above. (2)
3.4 Lantana camara has been declared an invasive plant that needs to be
eradicated from the area because it has caused drastic loss of indigenous
plants and depletion of underground water in the area it invades. This plant
has few natural pests and diseases that can attack it unlike indigenous
plants.
3.4.1 State the reason why Lantana camara was declared invasive
species in the case study above. (1)
3.4.3 Suggest the main reason that promote Lantana camara’s population
to increase more than that of indigenous plant species. (1)
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4.1 The pictures below show two farmers practising different tillage systems.
4.1.4 Propose a method that farmer A can use to reduce water loss. (1)
4.1.5 Identify a possible way that can be used by farmers to reduce soil
erosion in their fields. (1)
4.2 Analyse the diagram below showing macro-organisms in the soil and answer
the questions which follow.
4.2.4 Explain how the National Water Act of South Africa addresses the
efficient and equitable use of water by farmers. (2)
4.3.1 State whether the cell in the diagram above is extracted from plants
or animals. (1)
4.3.3 Identify the structures labelled A, B and C from the diagram above. (3)
4.3.5 Differentiate, with ONE example each, between plant tissues and
plant organs. (4)
4.4 The diagram below illustrates a certain type of cell division that occurs in
plant cell.
4.4.1 Identify the type of cell division that is outlined in the diagram above. (1)
4.4.4 Name the phases labelled A and B in the diagram above. (2)
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