stage 2 agricultural and horticultural science assessment

STAGE 2 AGRICULTURAL AND HORTICULTURAL SCIENCE ASSESSMENT TYPE 1: Investigation

Purpose This task allows you to:

demonstrate knowledge and understanding of agricultural and horticultural concepts, and principles

design and undertake an investigation using scientific method

obtain and evaluate information and data

analyse results, form conclusions and make recommendations

communicate information and reasoning using appropriate agricultural and horticultural terminology and conventions.

Description of assessment

Your investigation should include:

an introduction that identifies the topic, question, or issue investigated

relevant agricultural and horticultural background

a description of your research method

a display of your findings

an analysis and evaluation of the information gathered

a summary of the results or findings and conclusions drawn

citations and a reference list.

Assessment conditions

One lesson is allowed for the preparation of a plan by each student.

A double lesson is allowed for implementation of the investigation in the laboratory. This is done under teacher supervision.

Two lessons will be allowed to collate data and to complete an individual, written report.

The investigation report should be a maximum of 1500 words.

of 16 Stage 2 Agricultural and Horticultural Science Student Response Ref: A368480 (revised June 2014) © SACE Board of South Australia 2014

Teacher Checklist A3 Work skills Grade ______________________

Student displayed initiative during the research phase when selecting appropriate bean type and suitable equipment.

A

Application 3

Useful teacher evidence is provided for the assessment of this specific feature.


((If the temperature that Dwarf bean seeds are germinated in is increased, then the time taken for seeds to germinate will decrease."


Page of Contents

Synopsis 1

Introduction 1

Aim 2

Hypothesis 2

Method 3-5

Results 6

Discussion 7-8

Conclusion 9

Bibliogranhy 10


SYnopsis: My experiential practical investigated the effect that temperature has on the time taken for Dwarf bean seeds to being germination and at what rate this occurred. I tested temperatures of 7oC, 210C and 4SoC all of which showed signs of germination. The rate of germination was tested by the amount of carbon dioxide gas produced as a result of cell respiration within the seed. Through my results I have seen that at higher temperatures the seeds produce more carbon dioxide and at a faster rate, showing that seeds favors higher temperatures rather than lower ones during germination.

Introduction: For a plant to be grown it must begin with the germination1 of the seed. This is the first stage of a plants life cycle and is seen as a physical change as the seed germinates for a seed into a living plant organism that is able to reproduce again. For the process of germination to occur the seed must go through a physical change within its cells. The cells must being to respire in a process called cell respiration2 where the cells being to function under the right conditions and draw energy from the stored products with in the seeds endosperm. The endosperm is a stored food source of starch grains stored solely for the germination of the seed and the early stage of the life cycle before photosynthesis begins. The equation for the cell respiration process is represented below.

Glucose + oxygen --> carbon dioxide + water + energy C6H1206 + 602 --> 6C02 + 6H20 + energy

The equation shows the elements that are needed to trigger germination of a seed and of these I will be measuring the effect of heat on germination which is the energy source shown in the equation. I will test the rate of germination at temperature of 7°C, 45°C and room temperature that I averaged to be 21 DC. For my testing I used the species of bean Phaseolus vulgaris, commonly called the Dwarf Bean3 a commonly grown garden variety bean used in cooking but more importantly for the testing the dwarf bean has a faster germination rate and having a large endosperm should produce more carbon dioxide as the cells respire. I will test the rate of germination by collecting the carbon dioxide gas (C02) produced by the seeds at the different temperatures, this will indicate the rate at which the cells respire, hence which temperature is best for the germination. The carbon dioxide will be measured in millimeters. This is a very important factor of germination as it should dictate what time of year the beans would be planted depending on the soil temperature or in a controlled environment what temperature the climate should be.

1 Germination - definition from Biology-Online.org. 2012. Germination - definition from Biology-Online.org. [ONLINE] Available at: http://www.biology-online.org/dictionarY/Germination. [Accessed October 2012].

2 Respiration - definition from Biology-Online.org. 2012. Respiration - definition from Biology-Online.org. [ONLINE] Available at: http://www.biology-online.org/dictionary /Respiration. [Accessed October 2012].

3 Growing Dwarf beans (French beans, Bush beans) in Australia - temperate climate - Garden calendar and reminders.

2012 climate - Garden calendar and reminders. [ONLINE] Available at:

http://www.gardenate.com/plant/Dwarf%2Bbeans?zone=2. November 2012

1 of 16 Stage 2 Agricultural and Horticultural Science Student Response

Ref: A368480 (revised June 2014) © SACE Board of South Australia 2014

copler01

Text Box

Investigation 2 Critically selects information from a range of sources, which are appropriately acknowledged.

To measure the effect temperature has on the germination of Dwarf bean seeds. The rate of germination will be measure by the carbon dioxide produced through cell respiration, which will indicate the preferred temperature for germination.

Hypothesis:

If the temperature that Dwarf bean seeds are germinated in is increased, then the time taken for the seeds to germinate will decrease.

Variables: Below is a list of the variables outlining the variables tested, controlled and the dependent variable which will be measured.

Independent variable: The independent variable is the variable being put to the test and is the temperature that the seeds will be kept at through the testing period. The temperature will be measured in Degrees Celsius.

Controlled Variables: The controlled variables are all the factors that could alter the testing results giving atypical results, VJhich VJould render the results invalid. These are controlled variables are.

• 7 grams of seeds were used in each test opposed to a number because the seeds are never identical sizes.

• The type of seed species was the same also it was checked that seede were sound and not cracked, rotten or anything irregular.

• 10ml of water was added to the test tube containing the seeds so the conditions other that the temperature were the same.

Dependent Variable: Is depending variable in this experiment is the amount of carbon dioxide produced as a result of the seeds being germinated at the different temperatures. It will be measured in millimeters as the gas displaces water from a test tube.



copler01

Text Box

Investigation 1 Designs a logical, coherent and detailed investigation

Equipment:

• Delivery tube x 3

• Measuring cylinder (25m!) x 3

• Test tube x 3

• Delivery tube x 3

• Retort stand x 3 • 21 grams of Dwarf bean seeds (7 grams per test tube)

• Cotton wool • Water (several liters)

• Electronic scales

• Oven • Refrigerator • Thermometer

Method:

1. Measure the weight of 7 grams of dwarf bean seeds using electronic scales. 2. Place cotton wool at the bottom of one of the test tubes on an angle across one side and the pour

the seeds in. Follow this by placing another layer of cotton wool on top of the seeds. 3. Measure 10ml of water using a measuring cylinder and pour this into the test tube mixing it so all

seeds are in contact with moisture. 4. Insert the delivery tube into the test tube ensuring that it is air tight to prevent any carbon

dioxide produced from escaping. 5. Construct a retort stand so that it can clamp a measuring cylinder that's held upside down to catch

and measure carbon dioxide. 6. Fill an ice cream container with water and then submerge a measuring cylinder in the water so

that there is no air space in the measuring cylinder. 7. Clamp the measuring cylinder in the retort stand so that the open end is below water level. 8. Place the end of the delivery tube into the measuring cylinder without producing any air bubbles,

so that any carbon dioxide produced will displace the water in the measuring cylinder and form a bubble at the top of the cylinder that can be measured.

9. Repeat steps 1 - 8 for the other two temperatures being investigated in the fridge and oven.

10. Record the volume of the carbon dioxide found at the top of the measuring cylinder daily.



Plug and delivery tube used to capture C02 and transport it from tube containing seeds to

This shows the cotton wool along the topside of the tube and above the seeds so that

The retort stand was used to clam the submerged Measuring cylinder in the container filled with water. Thic: lATOrO rho

Electronic scales were used to measure out the exact 7 grams of Dwarf bean seeds

The delivery tube carries the carbon dioxide produced in the test tube containing the seeds through to the measuring cylinder where it can be measured

The photograph displays the apparatus and the setup used in the testing, this has been set up for the room temperature experiment. The other tests were identical although put in the fridge and oven.

The measuring cylinder was used to collect the carbon dioxide produced and measure it so I could determine germination rates. The water was nic:nbron hH rho

The test tube contained the bean seeds which were kept moist with cotton wool that had had 10ml of

Dwarf bean seeds were chosen as the best seed to get good quick results from and were used at 7 grams per test.



This photograph shows the apparatus set-up in the fridge during the testing.

Again the photograph shows the experiment underway in the oven at 450C. The door is closed during the testing.



Results

Carbon Dioxide Production in Germination

The results of each test were recorded in the table above. The table shows the time in days and the levels of carbon dioxide collected in each test in millimeters. The results were then graphed so the pattern developed can be seen visually.

Carbon Dioxide Produced in Germination 30 ~-----------------------------------

25

20

Temperature 15 Degrees Celcius

10 +--------------1-

5 -!-----------~~-

1 2 3 4

Time (Days)

5 6

Oml

Oml

Oml

The graph above was generated based on the results collected and shown in the table above. It displays the time taken for the seeds to begin germination through the process of cell respiration, which has produced the carbon dioxide. It is clear that there are significant differences in the rate at which this process took place and this will be discussed further and in detail in the discussion.



copler01

Text Box

Investigation 4 Displays findings using appropriate conventions accurately and effectively. Units should be in column headings in the table and the y axis of the graph is labelled incorrectly.

Discussion and Analysis

1 The results gained through the experimentation showed significant variation of the effect of heat on the germination process of the bean plants when exposed to these changing temperatures. At an extreme low temperature of 7 degrees as was the environment of the fridge; the respiration of the cells within the seeds seemed static for the first 5 days there was no carbon dioxide produced until after the 5th day when 6ml was collected. A similar phenomenon was recorded at the other end of the time scale where the seeds were exposed to the extreme high temperature of 45 degrees in the oven. In this test the seeds showed immediate signs of germination at the 24-hour mark when 21ml of carbon dioxide was collected, yet at after 2 days all production of Carbon dioxide ceased indicating the cells were no longer respiring similarly to the test conducted in the fridge.

140 ID '120 u c ID 100 0') L-

ID 80 E w 60 0 ....... iJ., 40 >. (T.5 20 0

0 I Declining from<--- Optimum Temperature --->Increasing from

PerCent Germination

The graph above supports the results that show a decreased germination percentage as temperatures reach extremes of cold and hot although this can be accounted for in the denaturing of the enzymes in the seed cells. These biological catalyzes are an essential part of Metabolism2 and are present in all living cells. Each enzyme serves a specific purpose and has an optimal temperature that it will function at. This rise in temperature increases molecular motion resulting is increased metabolism of the cells, yet there is a point that the enzymes overheat and denature losing their three-dimensional shape and disallowing the enzymes to react with its specific substrate.3 Denaturing will stop all germination of the seeds and could explain the results gained through the testing.

1 Temperature effect on vegetable seeds - percentage germination. 2012. Temperature effect on vegetable seeds -

percentage germination. [ONLINE] Available at: http://tomclothier.hort.net/page11.html. [Accessed 01 November 2012].

2 http://student.ccbcmd.eduj "'gkaiser /biotutorials/proteins/ enzyme.html 3 Enzymes. 2012. Enzymes. [ONLINE] Available at: http://student.ccbcmd.edu/'''gkaiser/biotutorials/proteins/enzyme.html. [Accessed 02 November 2012].


copler01

Text Box

Analysis and Evaluation 1 Critically and systematically analyses data and their connections with concepts.

copler01

Text Box

Knowledge and Understanding 1 Demonstrates deep understanding of agricultural and horticultural concepts.

The effect of temperature on enzymes also explains the results of the refrigerator test at 7 degrees. Research done by Thermophile Unit at the University of Waikato New Zealand stated, ((Cold temperature, on the other hand, slows down enzyme activity by decreasing molecular motion" so although the enzymes are still functional they will cells will metabolize as a much lesser rate explaining the length of time taken to produce a small amount of carbon dioxide gas at 7 degrees Celsius.

It is also possible that the limitation of oxygen caused the seeds in the oven to stop producing carbon dioxide. Oxygen being one of the elements required for cells to respire and if the higher temperature was closer to the optimum rate for enzyme activity rather than denaturing then the limited supply of oxygen could have been depleted during the elevate cell activity, resulting in the seeds starving themselves and no carbon dioxide being produced.

I found that the room temperature testing displayed expected results as the level of carbon dioxide gradually increased as the cells respired and the enzymes reproduced. The temperature was not hot enough to denature enzymes or slow the process of metabolism, also if it was a lack of oxygen that stop germination in the oven test the cells of the seeds obviously didn't starve themselves in the room temperature test.

The results of this test are highlighted below showing the gradual increase of C02 production at 21 degrees.

Carbon Dioxide Production in Germination

The results of my experiment could have been improved and made more reliable through several methods on reflection. But replicating and averaging the results I could have gained a more reliable result of temperature increase and eliminated the likelihood of atypical results effecting my interpretations of the results. Also by testing more temperatures I could have possibly established the optimum temperature for Dwarf bean germination.

During my testing I believe that the size of the test tube used was inappropriate, I believe it made have limited the amount of oxygen required for the germinating bean seeds and this may have lead me to false assumptions.



copler01

Text Box

Knowledge and Understanding 1 Demonstrates deep understanding of agricultural and horticultural concepts.

copler01

Text Box

Investigation 4 Inappropriate duplication of results in discussion section.

copler01

Text Box

Analysis and Evaluation 2 Logically evaluates procedures and suggests some appropriate improvements.


copler01

Text Box

Investigation 2 Logically evaluates information from one source, which is appropriately acknowledged.

copler01

Text Box

Analysis and Evaluation 1 Formulates a logical and perceptive conclusion.

Bibliography:

• How Does It Work? 2012. How Does It Work? [ONLINE] Available at: http://learn.genetics.utah.edu/archive/wheatgerm/background.html. [Accessed 02 November 2012].

• Temperature effect on vegetable seeds - percentage germination. 2012. Temperature effect on vegetable seeds - percentage germination. [ONLINE] Available at: http://tomclothier.hort.net/pagel1.html. [Accessed 01 November 2012].

• Enzymes. 2012. Enzymes. [ONLINE] Available at: http://student.ccbcmd.edu/ "'gkaiser /biotutorials/proteins/ enzyme.html. [Accessed 02 November 2012].

• The effect of low temperatures on enzyme activity .. 2012. The effect of low temperatures on enzyme activity .. [ONLINE] Available at: http://www.ncbLnlm.nih.gov /pmc/articles/PMCl136422/?page=1. [Accessed 02 November 2012].

• Gro\lving D\N'arfbeans (French beans, Bush beans) in Australia - temperate climate - Garden calendar and reminders. 2012 climate - Garden calendar and reminders. [ONLINE] Available at: http://www.gardenate.com/plant/Dwarfo/o2Bbeans?zone=2. November 2012

• Respiration - definition from Biology-Online.org. 2012. Respiration - definition from BiologyOnline.org. [ONLINE] Available at: http://www.biology-online.org/dictionary /Respiration. [Accessed October 2012].

• Germination - definition from Biology-Online.org. 2012. Germination - definition from Biology-Online.org. [ONLINE] Available at: http://www.biology-online.org/ dictionary /Germination. [Accessed October 2012].

• Dynamic agriculture BOOK THREE, second edition. Text 2001 Lisle Brown, Robert Hindmarsh, Ross McGregor. NELSON CENGAGE Learning. 2010 Cenhahe Learning Australia Pty Limited.



copler01

Text Box

Investigation 2 Appropriately acknowledges information from a range of sources.

Performance Standards for Stage 2 Agricultural and Horticultural Science

Investigation

Analysis and Evaluation

Application Knowledge and Understanding

A Designs logical, coherent, and detailed agricultural and horticultural science investigations.

Critically and logically selects and consistently and appropriately acknowledges information about agricultural and horticultural science and issues in agricultural and horticultural science from a range of sources.

Manipulates apparatus, equipment, and technological tools carefully and highly effectively to implement well-organised safe and ethical investigation procedures.

Obtains, records, and displays findings of investigations using appropriate conventions and formats accurately and highly effectively.

Critically and systematically analyses data and their connections with concepts to formulate logical and perceptive conclusions and make relevant predictions.

Critically and logically evaluates procedures and suggests a range of appropriate improvements.

Applies agricultural and horticultural science concepts and evidence from investigations to suggest solutions to, or make effective recommendations to address, complex problems in new and familiar contexts.

Uses appropriate agricultural and horticultural science terms, conventions, formulae, and equations highly effectively.

Demonstrates initiative in applying constructive and focused approaches to individual and collaborative work skills.

Consistently demonstrates a deep and broad knowledge and understanding of a range of agricultural and horticultural science concepts and practices.

Uses knowledge of agricultural and horticultural science perceptively and logically to understand and explain social, economic, or environmental issues.

Uses a variety of formats to communicate knowledge and understanding of agricultural and horticultural science coherently and highly effectively.

B Designs well-considered and clear agricultural and horticultural science investigations.

Logically selects and appropriately acknowledges information about agricultural and horticultural science and issues in agricultural and horticultural science from different sources.

Manipulates apparatus, equipment, and technological tools carefully and mostly effectively to implement organised safe and ethical investigation procedures.

Obtains, records, and displays findings of investigations using appropriate conventions and formats mostly accurately and effectively.

Clearly and logically analyses data and their connections with concepts to formulate consistent conclusions and make mostly relevant . predictions

Logically evaluates procedures and suggests some appropriate improvements.

Applies agricultural and horticultural science concepts and evidence from investigations to suggest solutions to, or make recommendations to address, problems in new and familiar contexts.

Uses appropriate agricultural and horticultural science terms, conventions, formulae, and equations effectively.

Applies mostly constructive and focused individual and collaborative work skills.

Demonstrates some depth and breadth of knowledge and understanding of a range of agricultural and horticultural science concepts and practices.

Uses knowledge of agricultural and horticultural science logically to understand and explain social, economic, or environmental issues.

Uses a variety of formats to communicate knowledge and understanding of agricultural and horticultural science coherently and effectively.

C Designs considered and generally clear agricultural and horticultural science investigations.

Selects with some focus, and mostly appropriately acknowledges, information about agricultural and horticultural science and issues in agricultural and horticultural science from different sources.

Manipulates apparatus, equipment, and technological tools generally carefully and effectively to implement safe and ethical investigation procedures.

Obtains, records, and displays findings of investigations using generally appropriate conventions and formats with some errors but generally accurately and effectively.

Analyses data and their connections with concepts to formulate generally appropriate conclusions and make simple predictions with some relevance.

Evaluates some procedures in agricultural and horticultural science and suggests some improvements that are generally appropriate.

Applies agricultural and horticultural science concepts and evidence from investigations to suggest some solutions to, or make recommendations to address, basic problems in new or familiar contexts.

Uses generally appropriate agricultural and horticultural science terms, conventions, formulae, and equations with some general effectiveness.

Applies generally constructive individual and collaborative work skills.

Demonstrates knowledge and understanding of a general range of agricultural and horticultural science concepts and practices.

Uses knowledge of agricultural and horticultural science with some logic to understand and explain one or more social, economic, or environmental issues.

Uses a variety of formats to communicate knowledge and understanding of agricultural and horticultural science with some general effectiveness.

D Prepares the outline of one or more agricultural and horticultural science investigations.

Selects and may partly acknowledge one or more sources of information about agricultural and horticultural science or an issue in agricultural and horticultural science.

Uses apparatus, equipment, and technological tools with inconsistent care and effectiveness and attempts to implement safe and ethical investigation procedures.

Obtains, records, and displays findings of investigations using conventions and formats inconsistently, with occasional accuracy and effectiveness.

Describes basic connections between some data and concepts and attempts to formulate a conclusion and make a simple that may be prediction relevant.

For some procedures, identifies improvements that may be made.

Applies some evidence to describe some basic problems and identify one or more simple solutions or recommendations in familiar contexts.

Attempts to use some agricultural and horticultural science terms, conventions, formulae, and equations that may be appropriate.

Attempts individual work inconsistently, and contributes superficially to aspects of collaborative work.

Demonstrates some basic knowledge and partial understanding of agricultural and horticultural science concepts and/or practices.

Identifies and explains some agricultural and horticultural science information that is relevant to one or more social, economic, or environmental issues.

Communicates basic information to others using one or more formats.

E Identifies a simple procedure for an agricultural and horticultural science investigation.

Identifies a source of information about agricultural and horticultural science or an issue in agricultural and horticultural science.

Attempts to use apparatus, equipment, and technological tools with limited effectiveness or attention to safe or ethical work practices.

Attempts to record and display some descriptive information about an investigation, with limited accuracy or effectiveness.

Attempts to connect data with concepts, formulate a conclusion and make a prediction.

Acknowledges the need for improvements in one or more procedures.

Identifies a basic problem and attempts to identify a solution or recommendation in a familiar context.

Uses some agricultural and horticultural science terms or formulae.

Shows emerging skills in individual and collaborative work.

Demonstrates some limited recognition and awareness of agricultural and horticultural science concepts or practices.

Shows an emerging understanding that some agricultural and horticultural science information is relevant to social, economic, or environmental issues.

Attempts to communicate information about agricultural and horticultural science.


Performance Standards for Stage 2 Agricultural and Horticultural Science

A B C D E

Investigation Designs logical, coherent, and detailed agricultural and horticultural science investigations.

Critically and logically selects and consistently and appropriately acknowledges information about agricultural and horticultural science and issues in agricultural and horticultural science from a range of sources.

Manipulates apparatus and technological tools carefully and highly effectively to implement well-organised safe and

ethical investigation procedures.

Obtains, records, and displays findings of investigations using appropriate conventions and formats accurately and highly effectively.

Designs well-considered and clear agricultural and horticultural science investigations.

Logically selects and appropriately acknowledges information about agricultural and horticultural science and issues in agricultural and horticultural science from different sources.

Manipulates apparatus and technological tools carefully and mostly effectively to implement organised safe and ethical investigation procedures.

Obtains, records, and displays findings of investigations using appropriate conventions and formats mostly accurately and effectively.

Designs considered and generally clear agricultural and horticultural science investigations.

Selects with some focus, and mostly appropriately acknowledges, information about agricultural and horticultural science and issues in agricultural and horticultural science from different sources.

Manipulates apparatus and technological tools generally carefully and effectively to implement safe and ethical investigation procedures.

Obtains, records, and displays findings of investigations using generally appropriate conventions and formats with some errors but generally accurately and effectively.

Prepares the outline of one or more agricultural and horticultural science investigations.

Selects and may partly acknowledge one or more sources of information about agricultural and horticultural science or an issue in agricultural and horticultural science.

Uses apparatus and technological tools with inconsistent care and effectiveness and attempts to implement safe and ethical investigation procedures.

Obtains, records, and displays findings of investigations using conventions and formats inconsistently, with occasional accuracy and effectiveness.

Identifies a simple procedure for an agricultural and horticultural science investigation.

Identifies a source of information about agricultural and horticultural science or an issue in agricultural and horticultural science.

Attempts to use apparatus and technological tools with limited effectiveness or attention to safe or ethical investigation procedures.

Attempts to record and display some descriptive information about an investigation, with limited accuracy or effectiveness.

Analysis and Evaluation

Critically and systematically analyses data and their connections with concepts to formulate logical and perceptive conclusions and make relevant predictions.

Critically and logically evaluates procedures and suggests a range of appropriate improvements.

Clearly and logically analyses data and their connections with concepts to formulate consistent conclusions and make mostly relevant predictions.

Logically evaluates procedures and suggests some appropriate improvements.

Analyses data and their connections with concepts to formulate generally appropriate conclusions and make simple predictions with some relevance.

Evaluates some procedures in agricultural and horticultural science and suggests some improvements that are generally appropriate.

Describes basic connections between some data and concepts and attempts to formulate a conclusion and make a simple prediction that may be relevant.

For some procedures, identifies improvements that may be made.

Attempts to connect data with concepts, formulate a conclusion and make a prediction.

Acknowledges the need for improvements in one or more procedures.

Application Applies agricultural and horticultural science concepts and evidence from investigations to suggest solutions to complex problems in new and familiar contexts.

Uses appropriate agricultural and horticultural science terms, conventions, formulae, and equations highly effectively.

Demonstrates initiative in applying constructive and focused individual and collaborative work skills.

Applies agricultural and horticultural science concepts and evidence from investigations to suggest solutions to problems in new and familiar contexts.

Uses appropriate agricultural and horticultural science terms, conventions, formulae, and equations effectively.

Applies mostly constructive and focused individual and collaborative work skills.

Applies agricultural and horticultural science concepts and evidence from investigations to suggest some solutions to basic problems in new or familiar contexts.

Uses generally appropriate agricultural and horticultural science terms, conventions, formulae, and equations with some general effectiveness.

Applies generally constructive individual and collaborative work skills.

Applies some evidence to describe some basic problems and identify one or more simple solutions, in familiar contexts.

Attempts to use some agricultural and horticultural science terms, conventions, formulae, and equations that may be appropriate.

Attempts individual work inconsistently, and contributes superficially to aspects of collaborative work.

Identifies a basic problem and attempts to identify a solution in a familiar context.

Uses some agricultural and horticultural science terms or formulae.

Shows emerging skills in individual and collaborative work.

Knowledge and Understanding

Consistently demonstrates a deep and broad knowledge and understanding of a range of agricultural and horticultural science concepts and practices.

Uses knowledge of agricultural and horticultural science perceptively and logically to understand and explain social, economic, or environmental issues.

Uses a variety of formats to communicate knowledge and understanding of agricultural and horticultural science coherently and highly effectively.

Demonstrates some depth and breadth of knowledge and understanding of a range of agricultural and horticultural science concepts and practices.

Uses knowledge of agricultural and horticultural science logically to understand and explain social, economic, or environmental issues.

Uses a variety of formats to communicate knowledge and understanding of agricultural and horticultural science coherently and effectively.

Demonstrates knowledge and understanding of a general range of agricultural and horticultural science concepts and practices.

Uses knowledge of agricultural and horticultural science with some logic to understand and explain one or more social, economic, or environmental issues.

Uses different formats to communicate knowledge and understanding of agricultural and horticultural science with some general effectiveness.

Demonstrates some basic knowledge and partial understanding of agricultural and horticultural science concepts and/or practices.

Identifies and explains some agricultural and horticultural science information that is relevant to one or more social, economic, or environmental issues.

Communicates basic information to others using one or more formats.

Demonstrates some limited recognition and awareness of agricultural and horticultural science concepts or practices.

Shows an emerging understanding that some agricultural and horticultural science information is relevant to social, economic, or environmental issues.

Attempts to communicate information about agricultural and horticultural science.


stage 2 agricultural and horticultural science assessment

Documents