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QCE Ag Science U1&2
Studystack for Unit 1 and 2 Revision
| Question | Answer |
|---|---|
| What is the difference between open, closed and isolated systems in terms of the flow of energy and matter? | Open systems exchange both energy AND matter with surroundings. Closed systems exchange energy only. Isolated systems exchange neither energy nor matter. |
| Describe agriculture as a system. What components make it up? | Agriculture is a system made up of: inputs (e.g. seeds, water, labour), outputs (e.g. crops, livestock), boundaries, subsystems, processes, interactions, feedback loops and monitoring. |
| What are the features of intensive and extensive animal and plant industries? | Intensive: high inputs per unit area, high yields, small land area, often controlled environments (e.g. feedlots, hydroponics). Extensive: large land areas, lower inputs per hectare, rely on natural conditions (e.g. broadacre cropping, beef grazing). |
| State the important animal and plant enterprises in local/regional Queensland and those of national significance. | Animal: beef cattle, dairy, sheep, pigs, poultry, aquaculture. Plant: sugarcane, cotton, wheat, sorghum, horticulture. Nationally significant: wool, beef, wheat, cotton. |
| Describe the physical, human and biological resources used in an agricultural enterprise. | Physical resources: soil, water, machinery, infrastructure. Human resources: labour, management expertise. Biological resources: animals and plants used in production. |
| Describe the different business structures used for agricultural properties. | Sole trader, partnerships (shared ownership), companies (separate legal entity), family farms (intergenerational), land tenure (freehold or leasehold), and succession planning. |
| What features of major and minor agricultural industries can be compared using ABS or DAF data? | Land use (ha), employment numbers and gender, level of input ($/ha), yield (tonnes/ha) and industry values ($). Used to identify differences between major and minor industries. |
| What does data on physical and biological resources of a production unit include and how is it interpreted? | Data includes soil type, pH, texture, climate (rainfall, temperature), vegetation type and topography (slope, aspect). Used to assess suitability and productivity potential of the land. |
| What is animal husbandry? | Animal husbandry is the care, breeding and management of animals for food, fibre and other products - including feeding, health management, housing and reproduction. |
| What is a breed in terms of agriculture? | A breed is a group of animals within a species sharing common ancestry with consistent, heritable physical and production characteristics that distinguish them from other groups within the same species. |
| State agricultural animals of regional significance in Queensland. | Brahman and crossbred beef cattle, Merino and crossbred sheep, Holstein-Friesian dairy cattle, Large White pigs, broiler chickens, barramundi and prawns (aquaculture). |
| Compare Bos indicus and Bos taurus cattle and explain the significance of their differences. | Bos indicus (Brahman): hump, large ears, loose skin, sweat glands - suited to tropical/hot climates. Bos taurus (Hereford/Angus): suited to temperate climates, less heat tolerant. Differences affect feed management and enterprise suitability. |
| State the functions of the main organelles in animal cells. | Plasma membrane - controls what enters/exits. Nucleus - contains DNA and controls cell activity. Cytoplasm - site of metabolic reactions. Mitochondria - cellular respiration (energy). Ribosomes - protein synthesis. |
| State the hierarchical structure of organisation in animal body systems. | Cells -> Tissues -> Organs -> Organ Systems -> Organism. Key systems: digestive, reproductive and musculoskeletal. |
| Explain the terms monogastric and ruminant. | Monogastric: single-chambered stomach (e.g. pigs, poultry). Ruminant: four-chambered stomach (rumen, reticulum, omasum, abomasum) allowing microbial fermentation of fibrous plant material (e.g. cattle, sheep, goats). |
| Explain the function of the main structures within monogastric and ruminant digestive systems. | Teeth - mechanical breakdown. Oesophagus - transports food. Stomach/Abomasum - enzyme digestion. Rumen - microbial fermentation. Reticulum. Omasum - water absorption. Small intestine - nutrient absorption. Large intestine - water. Caecum - fermentation |
| State the function of accessory digestive organs. | Tongue - manipulates food. Salivary glands - produce amylase to begin carbohydrate digestion. Pancreas - produces digestive enzymes and insulin. Liver - produces bile to emulsify fats. Gall bladder - stores and releases bile. |
| Compare monogastric and ruminant digestive systems and explain the significance for feed management. | Ruminants digest high-fibre diets (pasture/hay) via microbial fermentation - require roughage. Monogastrics need more digestible, energy-dense feeds. Feed rations and management differ significantly between the two. |
| Explain the main structures and functions of the mammalian reproductive system (male and female). | Male: Testes (sperm and testosterone), epididymis (sperm maturation), vas deferens (transport), penis (copulation). Female: Ovaries (eggs and hormones), fallopian tubes (egg transport), uterus (fetal development), cervix and vagina (birth canal). |
| Explain the factors that affect reproduction in agricultural animals. | Genetics - breed potential; Environment - temperature, photoperiod; Nutrition - energy balance affects oestrus; Pests/Disease - infections impair fertility; Management - timing of mating, observation of oestrus, use of technology. |
| Explain the function and interaction of reproductive hormones in agricultural animals. | Testosterone - male development. Oestrogen - female behaviour. Progesterone - pregnancy. Prostaglandin - causes luteolysis, returns to oestrus. FSH - stimulates follicle development. LH - triggers ovulation. Oxytocin - uterine contractions /milk let-down. |
| How do you interpret reproductive data for agricultural production animals? | Read data for metrics such as conception rate, calving/lambing percentage, inter-calving interval and litter size. Compare between breeds, seasons or management systems. Link to external factors (nutrition, climate, disease). |
| Describe the main structures of the musculoskeletal system. | Bones - structure and support. Muscles - enable movement via contraction. Joints - allow movement between bones. Tendons - connect muscle to bone. Ligaments - connect bone to bone and stabilise joints. |
| Explain the effect of environment and genotype on the phenotype of an animal. | Genotype is the genetic makeup. Phenotype is the observable expression. Phenotype is influenced by BOTH genotype (heritable traits) and environment (nutrition, climate, management). Two animals with the same genotype can have different phenotypes |
| How can an animal producer modify or control the environment to reduce its impact on phenotype? | Provide supplementary feeding (adequate nutrition), use shade/sheds (control temperature), manage parasites and disease, and implement good husbandry to allow animals to express their full genetic potential. |
| Explain the impact of heritability on breeding programs. | Heritability (h2) is the proportion of phenotypic variation due to genetics. High heritability traits (e.g. growth rate h2=0.4-0.6) respond well to selection. Low heritability traits (e.g. fertility h2=0.05-0.1) respond slowly. Breeders use heritability |
| Explain the phenomenon known as hybrid vigour or heterosis. | Heterosis is the improved performance of crossbred offspring compared to the average of both purebred parents. Most evident in low-heritability traits (fertility, survival). Results from masking of deleterious recessive alleles and breed complementarity. |
| How can data about phenotypic variation be used to draw conclusions about market suitability? | Analyse data on traits such as weight, fat depth, eye muscle area or fibre diameter. Compare against market specifications (e.g. weight range, fat score) to determine which animals or breeds best meet market requirements. |
| Explain breeding systems important to animal production. | Crossbreeding - mating two breeds to achieve hybrid vigour and combine traits. Line breeding - mating related animals to concentrate desirable genetics. Continuous breeding - animals breed year-round. Seasonal breeding - breeding aligned to seasons |
| Describe animal genetic tools including breed plans, EBVs and SNP technology. | Breed plans - industry programs collecting and analysing performance data. EBVs - predictions of an animal's genetic merit for specific traits relative to breed peers. SNP technology - genomic testing identifying genetic variance |
| Discuss advantages and disadvantages of breed plans, EBVs and SNP technology in improving animal production. | Advantages: Breed plans and EBVs allow objective selection of superior animals. SNP increases accuracy of early selection. Disadvantages: Breed plans require large-scale data collection. EBVs are only valid within a breed. SNP testing is costly |
| Describe artificial insemination (AI) and embryo transfer (ET) in animal reproduction. | AI: Semen from a high-merit male is collected and deposited into the female's reproductive tract. ET: Females are superovulated (using FSH), mated/inseminated, embryos harvested and transferred to synchronised recipient females. |
| Discuss advanced animal reproductive technologies including cloning and genetic engineering. | Cloning: producing genetically identical animals - replicates superior animals. Genetic engineering: inserting/modifying genes for desired traits (e.g. disease resistance, growth rate). Both raise ethical, regulatory issues |
| How do you draw conclusions about the selection of breeding stock for specific breeding objectives? | Analyse qualitative data (conformation, temperament) and quantitative data (EBVs, performance records, weight gain). Identify animals that meet the breeding objective (e.g. fast growth, high fertility, lean meat yield) based on the combination of traits |
| State examples of different types of regional agricultural and horticultural production plants. | Grasses - kikuyu, Rhodes grass, sugarcane. Legumes - lucerne, soybeans, peanuts. Fibre crops - cotton. Fruit - mangoes, bananas, avocados. Nuts - macadamia. Vegetables - tomatoes, capsicum, pumpkin. Ornamentals - cut flowers, nursery plants. |
| Describe the physical characteristics of monocots and dicots. | Monocots: one seed leaf (cotyledon), parallel leaf veins, fibrous root system, flower parts in multiples of 3 (e.g. grasses, corn, wheat). Dicots: two seed leaves, net/branching veins, taproot system, flower parts in multiples of 4 or 5 (e.g. legumes) |
| Describe the concepts of species, variety and cultivar. | Species: organisms capable of interbreeding to produce fertile offspring. Variety: a naturally occurring subdivision within a species with distinct characteristics. Cultivar: a variety produced or selected through cultivation that maintains distinct chara |
| Explain the plant characteristics used by a classification key for broadacre crops, pastures and weed species. | Key characteristics include: leaf shape and venation, stem cross-section (round/square), presence of ligule or auricle (grasses), flower structure, growth habit (annual/perennial), root type and seed leaf number (monocot vs dicot). |
| Describe the level of organisation from individual plant cells to plant systems. | Cells -> Tissues (groups of similar cells, e.g. vascular tissue) -> Organs (leaves, roots, stems) -> Organ Systems (shoot system, root system) -> Whole plant organism. |
| State the functions of the main cellular structures of plant cells. | Cell wall - structural support and rigidity. Cell membrane - controls movement in/out. Nucleus - contains DNA and controls cell activity. Mitochondria - cellular respiration (energy). Chloroplasts - photosynthesis. Ribosomes - protein synthesis. |
| Explain the main tissue types found in plants. | Vascular tissues: Xylem - transports water and minerals from roots to leaves. Phloem - transports sugars throughout the plant. Meristematic tissues: Apical meristems (tips) allow primary growth in length. Lateral meristems (cambium) allow secondary growth |
| Explain the process of photosynthesis and the role of chloroplasts. | Photosynthesis converts light energy into chemical energy (glucose). Chloroplasts contain chlorophyll that absorbs light. Light-dependent reactions occur in the thylakoids; the Calvin cycle occurs in the stroma. Equation: 6CO2 + 6H2O + light energy -> C6H |
| Explain the process of cellular respiration and the role of mitochondria. | Cellular respiration breaks down glucose to release ATP (energy) in the mitochondria. Aerobic equation: C6H12O6 + 6O2 -> 6CO2 + 6H2O + ATP. Energy is used for growth, reproduction and metabolic processes. |
| Explain the process of transpiration. | Transpiration is the loss of water vapour from plants, primarily through stomata in leaves. Water moves: soil -> roots -> xylem -> leaves -> atmosphere. It drives the transpiration stream, cools the plant and enables mineral transport. Stomata open in lig |
| Explain the factors that influence photosynthesis and respiration processes. | Photosynthesis: light intensity, CO2 concentration, water availability, temperature. Respiration: temperature, oxygen availability, glucose supply. Increasing any limiting factor will increase the rate until another factor becomes limiting. |
| Discuss how photosynthetic and respiration processes may be used to increase plant growth in agriculture. | Increasing light (greenhouses, grow lights), CO2 enrichment, optimising irrigation and temperature enhance photosynthesis. Managing respiration (cool storage) extends shelf life. Understanding net photosynthesis maximises biomass production. |
| State the function of the main structures of the plant reproductive system. | Pistil (female structure containing): Stigma - receives pollen. Style - connects stigma to ovary. Ovary - contains ovules that develop into seeds. Stamen (male structure): Anther - produces and releases pollen grains. |
| How do you analyse and interpret photosynthetic and respiration data? | Read graphs or tables for rates of O2 production/CO2 consumption. Identify the compensation point (photosynthesis = respiration), the effect of changing variables (light, temperature, CO2), and draw conclusions about net plant growth under given condition |
| Explain the range of factors that influence plant growth and development. | Nutrition - adequate macro and micronutrients. Genetics - variety determines potential yield and characteristics. Climate and weather - temperature, rainfall, photoperiod. Disease - pathogens reduce yield and quality. Management - irrigation, crop protect |
| Explain a life cycle for a selected regionally significant agricultural crop. | Example (wheat): Germination - seed absorbs water, radicle and plumule emerge. Vegetative growth - leaves and tillers develop. Reproductive growth - flowering (heading), pollination, grain fill. Maturity and harvest - grain dries down and is harvested. Ea |
| Compare the stages of development (germination, vegetative, reproductive) in different plants. | Germination requires water, oxygen and suitable temperature (varies by species). Vegetative stage involves leaf and stem growth - duration varies by species and conditions. Reproductive stage triggered by photoperiod, temperature or stress. Duration of ea |
| Describe the function of auxins and gibberellins in plant growth. | Auxins (IAA): promote cell elongation, responsible for phototropism and apical dominance - high concentrations inhibit lateral shoot growth. Gibberellins: promote stem elongation, seed germination and fruit development - used commercially to increase frui |
| How do you interpret data relating to factors affecting plant growth and development? | Examine graphs or tables showing germination rates, plant height, biomass or yield under varying conditions. Identify trends, draw conclusions about the effect of the variable, and relate findings to management decisions for agricultural production. |
| Describe the concept of tropism. | Tropism is the directional growth response of a plant to an external stimulus. Growth towards the stimulus is a positive tropism; growth away from the stimulus is a negative tropism. Tropisms are controlled by the distribution of plant hormones such as au |
| Describe how phototropism, geotropism, thigmotropism and hydrotropism can affect plant growth and development. | Phototropism - growth towards/away from light (shoots positive, roots negative). Geotropism - growth in response to gravity (roots positive, shoots negative). Thigmotropism - growth in response to touch (e.g. tendrils wrapping around supports). Hydrotropi |
| State the major and minor nutrients required for optimum plant growth. | Major: carbon (C), hydrogen (H), oxygen (O), nitrogen (N), phosphorus (P), potassium (K), calcium (Ca), magnesium (Mg), sulphur (S). Minor/trace: boron (B), iron (Fe), molybdenum (Mo), zinc (Zn), copper (Cu), chlorine (Cl), cobalt (Co), manganese (Mn). |
| Describe the difference between major and trace nutrient amounts in plants. | Major nutrients are required in large quantities (kg/ha or % dry weight) - they form structural compounds (N in proteins, P in ATP). Trace/minor nutrients are required in very small quantities (mg/kg or ppm) but are equally essential for enzyme function a |
| Describe the visual deficiencies of nitrogen, phosphorus and potassium in plants. | Nitrogen: yellowing (chlorosis) of older/lower leaves first, stunted growth, pale green overall. Phosphorus: purple/red discolouration of leaves (especially undersides), poor root development. Potassium: scorching/browning of leaf edges (marginal scorch), |
| Explain how a deficiency of a plant nutrient can cause changes in plant growth and development. | Nutrients play specific roles in metabolism. N deficiency reduces protein synthesis causing stunted growth. P deficiency impairs energy transfer (ATP) and root development. K deficiency impairs stomatal regulation and disease resistance. Each deficiency p |
| How do you compare commercial fertiliser labels? | Read the N:P:K ratio (e.g. 12:5:14 = 12% N, 5% P as P2O5, 14% K as K2O). Compare nutrient content, availability (slow or fast release), formulation (granular, liquid, foliar), and suitability for the target crop and soil conditions. |
| How do you calculate a fertiliser application rate? | Amount of fertiliser (kg/ha) = Nutrient required (kg/ha) / Nutrient content (as a decimal). Example: if 50 kg N/ha is needed using urea (46% N): 50 / 0.46 = 109 kg urea/ha. |
| How do you determine the appropriate fertiliser application type and rate for agricultural plants? | Consider soil test results (current nutrient levels and pH), crop type and growth stage, expected nutrient uptake, application method (broadcast, banded, foliar), cost and environmental impact. Select the fertiliser that corrects deficiencies without over |
| Explain the cycling of nutrients including water, carbon and nitrogen. | Water cycle: evaporation -> condensation -> precipitation -> runoff/infiltration. Carbon cycle: CO2 fixed by photosynthesis, released by respiration, decomposition and combustion. Nitrogen cycle: N2 fixed by bacteria -> ammonification -> nitrification (NH |
| Explain how ecosystems and their management contribute to products and services in an agricultural context. | Harvestable resources: water, edible biota, biofuels, forestry products. Renewable resources: food, fibre, fuel, water, pharmaceuticals. Regulating services: carbon sequestration, climate control. Supporting services: nutrient and water cycling, |
| Discuss the impact of an agricultural activity by comparing water quality from different sources. | Agricultural activities (fertiliser use, livestock grazing near waterways, pesticide use) affect water quality. Compare pH, turbidity, dissolved oxygen, nitrate and phosphate levels between upstream/downstream or agricultural vs. reference sites to assess |
| Describe current renewable resource consumption trends and assess their sustainability. | Global consumption of food, water, fibre, forestry and fisheries increasing with population growth. Many fisheries are overharvested, water aquifers are being depleted, and deforestation continues. Sustainability requires limiting extraction to production |
| Explain how the availability and quality of fresh water is influenced at a local and regional level. | Human activities: dams, urbanisation, resource extraction and pollution reduce availability/quality. Natural processes: salinity, siltation, drought and algal blooms affect quality. Government policy: water buybacks regulate extraction. |
| How do you interpret data to draw conclusions about the use of biota? | Read graphs or tables showing population trends, harvest rates or species abundance. Compare harvest levels to sustainable yield thresholds. Draw conclusions about whether current use is sustainable and what management changes may be needed |
| Describe Australian soils and their general characteristics. | Among the world's oldest and most weathered. Generally nutrient-poor (low in P and N), geologically stable, and often structurally unstable (prone to dispersion, sealing and erosion). Highly variable across the continent and often require inputs for Ag |
| Describe a typical soil profile including A, B, C and D horizons. | A horizon: topsoil - contains organic matter, most biological activity and nutrients; darkest layer. B horizon: subsoil - minerals leached from above. C horizon: weathered parent material - less altered rock fragments. D horizon - parent rock |
| Explain the biological, physical and chemical properties of soil. | Biological: organic matter content, soil invertebrates (earthworms), humus. Physical: soil texture (sand/silt/clay ratio), structure, porosity, infiltration rate, water holding capacity, compaction. Chemical: pH (affects nutrient availability), CEC |
| Classify soils based on their biological, chemical and physical properties. | Use the Australian Soil Classification System (Isbell 2016) which categorises soils into 14 orders based on observable properties such as texture, structure, pH, colour and horizon development. Field tests and lab analysis of physical, chemical and biol |
| Explain how the physical, chemical and biological properties of soil indicate soil health and agricultural productivity. | Healthy soils have good structure (stable aggregates), adequate organic matter, balanced pH (6-7 for most crops), high CEC (retains nutrients), active biological communities and good water infiltration. Degraded soils (compacted, acidic, low organic matte |
| Apply a land use classification system. | Land use systems (e.g. ALUM - Australian Land Use and Management Classification) categorise land into: nature conservation, production forestry, grazing, dryland agriculture, irrigated agriculture and intensive use. Classification is based on current land |
| How do you infer production capacity and intended land use from soil property data? | Analyse soil texture (sandy soils drain quickly and hold fewer nutrients), pH (acidic soils limit nutrient availability), organic matter (affects water holding and nutrient cycling), moisture content and structure. Use this data to match land to suitable |
| Distinguish between the terms weather and climate. | Weather: short-term atmospheric conditions at a specific time and place (e.g. today's temperature and rainfall). Climate: long-term average pattern of weather conditions in an area, typically measured over 30 years. |
| Explain climatic factors and how they influence agricultural production. | Temperature: affects plant growth rates, animal heat stress and pest/disease cycles. Precipitation: determines water availability. Humidity: influences disease incidence. Wind: affects evaporation, pollination and erosion. Evaporation: irrigation needs |
| Explain how climatic factors may be modified in agriculture to produce microclimates. | Greenhouses - increase temperature, humidity and CO2. Hail netting - protects crops from physical damage. Shade structures - reduce heat stress and radiation. Barns and sheds - protect livestock from extreme temperatures and wind. |
| Compare the causes and effects of El Nino and La Nina at local and global levels. | El Nino: warming of eastern Pacific, reduces rainfall in eastern Australia (drought risk), increases fire risk, SOI is negative. La Nina: cooling of eastern Pacific, increases rainfall in eastern Australia (flood risk), SOI is positive. |
| How do you interpret weather and climate data about El Nino and La Nina patterns to make agricultural decisions? | Monitor the SOI (sustained negative = El Nino, sustained positive = La Nina), sea surface temperature anomalies and rainfall probability maps. Use forecasts to make decisions about planting dates, crop selection, irrigation scheduling, fodder storage |
| Discuss extreme weather events and their impact on agricultural production. | Cyclones: structural damage to farms, crops and infrastructure. Flooding: crop losses, soil erosion, livestock deaths, infrastructure damage. Droughts: reduced pasture and crop yields, water scarcity, stock losses, financial stress. |
| Describe the possible causes of climate change. | Enhanced greenhouse effect due to increased concentrations of greenhouse gases: CO2 (burning fossil fuels, deforestation), methane (livestock, landfill, wetlands), nitrous oxide (fertilisers, soil) and water vapour. These gases trap longwave radiation |
| Explain the possible effects of climate change on future agricultural production. | Increased temperatures: heat stress in animals and plants, shifted growing seasons. Changed rainfall: increased drought and flood frequency. Increased CO2: may enhance photosynthesis but reduce protein content in some crops. Expanded pest/disease range. |
| How do you interpret climatic data for different locations to compare suitability for animal and plant production? | Compare temperature ranges, total annual rainfall, seasonal distribution, humidity and wind speed between locations. Match these against enterprise requirements (e.g. tropical fruits need frost-free climates; wool sheep need cooler, drier conditions). |
| Describe the factors affecting property management decisions in agriculture. | Sources of risk (WHS, natural hazards, economics); Market suitability (consumer trends, location to markets); Chemical usage; Environmental and geographic factors; Animal welfare requirements; Human resources; Availability of technology |
| Describe management practices and their benefits for agricultural production. | Crop rotation: reduces disease/pest build-up, improves soil health. Cell grazing: allows pasture recovery, improves utilisation. Paddock rotation: manages pasture and soil condition. Water harvesting: captures runoff for productive use. |
| Explain the research and development process in an agricultural context. | Identify a problem or opportunity -> Literature review -> Design and conduct experiments -> Collect and analyse data -> Draw conclusions -> Disseminate findings (publications, field days) -> Adopt and commercialise technology -> Monitor outcomes. |
| State existing and emerging technologies of regional importance in agriculture. | Existing: GPS-guided machinery, aerial spraying, automated milking systems, artificial insemination. Emerging: precision agriculture (drones, sensors, satellite imagery), gene editing (CRISPR), robotic harvesting, remote livestock monitoring, soil carbon |
| Discuss two existing or emerging technologies that may assist agricultural enterprises, including related issues. | Eg 1 - Precision agriculture (drones/sensors): enables variable rate, reducing costs and environmental impact; issues: high capital cost,skill requirements. Eg 2 - Genomic selection (SNP): early, accurate identification of superior animals; issues: cost, |
| Discuss the use of an existing or emerging technology for an agricultural enterprise. | Choose a technology. Discuss: how it works, benefits (water saving, labour reduction, yield improvement), challenges to adoption (cost, training, connectivity) and its fit with the enterprise's goals. Consider social, economic and environmental impacts. |
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DrLeeAGS
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