AGRICULTURAL SCIENCES
EXAMINATION GUIDELINES
GRADE 12
2021

1. INTRODUCTION
The Curriculum and Assessment Policy Statement (CAPS) for Engineering Graphics and Design outlines the nature and purpose of the subject Engineering Graphics and Design. This guides the philosophy underlying the teaching and assessment of the subject in Grade 12.
The purpose of these Examination Guidelines is to:

• Provide clarity on the depth and scope of the content to be assessed in the Grade 12 National Senior Certificate (NSC) Examination in Engineering Graphics and Design.
• Assist teachers to adequately prepare learners for the NSC examinations.

This document deals with the final Grade 12 external examinations. It does not deal in any depth with the School-based Assessment (SBA), Performance Assessment Tasks (PATs) or final external practical examinations as these are clarified in a separate PAT document which is updated annually.
These Examination Guidelines should be read in conjunction with:

• The National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement (CAPS): Engineering Graphics and Design
• The National Protocol of Assessment: An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R–12)
• The national policy pertaining to the programme and promotion requirements of the National Curriculum Statement, Grades R–12

2. ASSESSMENT IN GRADE 12
2.1 Formal assessment in Grade 12
In grade 12 formal assessment (SBA) constitutes 25% and is set and marked internally and moderated externally. The remaining 75% of the final mark for certification in Grade 12 is set, marked and moderated externally

2.2 Format of the question papers for the external examinations in Grade 12
In Grade 12 the formal school-based assessment (SBA) constitutes 25% of the final mark. It is set and marked internally and moderated externally. The remaining 75% of the final mark for certification in Grade 12 consists of a national examination which is set, marked and moderated externally. This external examination consists of TWO PAPERS of 150 marks each. The grand total is 300 marks.
The basic outline of these papers is indicated below:

Basic format and outline of the national question papers for Agricultural Sciences P1 and P2.
SECTION A FOR PAPER 1:
This section consists of multiple-choice questions, matching items, terminology and term-replacement questions. There must be an equal distribution of marks for these questions between the main topics (Animal Nutrition, Animal Production, Protection and Control and Reproduction). Each of the main topics will be allocated 15 marks. Learners need to know the terminology involved in each topic.
The following provides an indication of the format, layout, instructions, number of questions per subquestion and mark allocation for SECTION A:
SECTION A
QUESTION 1
There will be four different types of short questions in the following sequence:
Multiple-choice questions:
1.1 Various options are provided as possible answers to the following questions. Choose the answer and write only the letter (A–D) next to the question numbers (1.1.1 to 1.1.10) in the ANSWER BOOK, e.g. 1.1.11 D.
FOUR possible answers are provided per question and indicated as follows:
1.1.1 A cost-effective protein supplement for a ruminant animal is …

1. fish meal.
2. cottonseed oil cake meal.
3. urea.
4. carcass meal.

ANSWER:
1.1.1 C

Distribution of marks for this question:

• Animal Nutrition: 8
• Animal Production & Protection: 8
• Animal Reproduction: 4

Each question paper will have TWO combination-type questions.
In this question, learners may be expected to arrange items in the correct sequence, e.g.
Rumen→ abomasum → omasum → reticulum)
1.1.1→1.1.10 (10 x 2) (20)
Each subquestion carries 2 marks out of 20.
Matching-item questions:
1.2 Indicate whether each of the descriptions in COLUMN B applies to A ONLY, B ONLY, BOTH A AND B or NONE of the items in COLUMN A. Write A only, B only, both A and B or none next to the question numbers (1.2.1 to 1.2.5) in the ANSWER BOOK, e.g. 1.2.6 B only.
TWO answers indicated by A and B in COLUMN A and a description indicated in COLUMN B.
EXAMPLE:

ANSWER:
1.2.6 BOTH A and B
Distribution of marks for this question:

• Animal Nutrition: 4
• Animal Production & Protection: 4
• Animal Reproduction: 2

1.2.1→1.2.5 (5 x 2) (10)
Each subquestion carries 2 marks out of 10.
Terminology questions:
1.3 Give ONE word/term/phrase/concept for each of the following descriptions. Write only the word/term/phrase/concept next to the question numbers (1.3.1 to 1.3.5) in the ANSWER BOOK.
EXAMPLE:
The most common bacterial disease that affects the udder and milk production
ANSWER:
Mastitis

Distribution of marks for this question:

• Animal Nutrition: 2
• Animal Production & Protection: 2
• Animal Reproduction: 6

1.3.1→1.3.5 (5 x 2) (10)
Each subquestion carries 2 marks out of 10.
Term-replacement questions:
1.4 Change the UNDERLINED WORD(S) in each of the following statements to make the statements TRUE. Write only the correct word(s) next to the question numbers (1.4.1 to 1.4.5) in the ANSWER BOOK.
EXAMPLE:
Farm animals are poikilothermic animals with a constant body temperature that is normally slightly higher than that of its surrounding environment.
ANSWER:
Homoeothermic
Distribution of marks for this question:

• Animal Nutrition: 1
• Animal Production & Protection: 1
• Animal Reproduction: 3

1.4.1→1.4.5 (5 x 1) (5)
Each subquestion carries 1 mark out of 5.
[45]
SECTION A FOR PAPER 2:
This section consists of multiple-choice questions, matching items, terminology and term-replacement questions. There must be an equal distribution of marks between the main topics (Agricultural Management and Marketing, Production Factors and Basic Agricultural Genetics) for these questions. Each of the main topics will be allocated 15 marks. Learners need to know the terminology involved in each topic.
The following provides an indication of the format, layout, instructions and number of questions per subquestion and mark allocation for SECTION A:
SECTION A
There will be four different types of short questions in the following sequence:

QUESTION 1
Multiple-choice questions:
1.1 Various options are provided as possible answers to the following questions. Choose the answer and write only the letter (A–D) next to the question numbers (1.1.1 to 1.1.10) in the ANSWER BOOK, e.g. 1.1.11 D.
FOUR possible answers are provided per question and indicated as follows:
This process involves the production of the product and moving it to consumers:

1. Marketing
2. Processing
3. Standardisation
4. Grading

ANSWER: A
Distribution of marks for this question:

• Agricultural Marketing: 8
• Production Factors: 8
• Basic Agricultural Genetics: 4

Each question paper will have TWO combination-type questions.
In this question, learners may be expected to arrange items in the correct sequence, e.g.
Strengths → opportunities → threats → weaknesses
1.1.1→1.1.10 (10 x 2) (20)
Each subquestion carries 2 marks out of 20.
Matching-item questions:
1.2 Choose a term/phrase from COLUMN B that matches a description in COLUMN A. Write only the letter (A–H) next to the question numbers (1.2.1 to 1.2.5) in the ANSWER BOOK, e.g. 1.2.6 L.
EXAMPLE

ANSWER:
1.2.1 B
Distribution of marks for this question:

• Agricultural Marketing: 4
• Production Factors: 4
• Basic Agricultural Genetics: 2

1.2.1→1.2.5 (5 x 2) (10)
Each subquestion carries 2 marks out of 10.
Only EIGHT items marked A to H are given in COLUMN B as distractors for the descriptions in COLUMN A.
Terminology questions:
1.3 Give ONE word/term/phrase/concept for each of the following descriptions. Write only the word/term/phrase/concept next to the question numbers (1.3.1 to 1.3.5) in the ANSWER BOOK.
EXAMPLE:
1.3.1 A legally binding agreement between the employer and the employee
ANSWER:
1.3.1 Contract
Distribution of marks for this question:

• Agricultural Marketing: 2
• Production Factors: 2
• Basic Agricultural Genetics: 6

1.3.1→1.3.5 (5 x 2) (10)
Each subquestion carries 2 marks out of 10.1.3.1→1.3.5 (5 x 2) (10)
Each subquestion carries 2 marks out of 10.
Term-replacement questions:
1.4 Change the UNDERLINED WORD(S) in each of the following statements to make the statements TRUE. Write only the correct word(s) next to the question numbers (1.4.1 to 1.4.5) in the ANSWER BOOK.
EXAMPLE:
1.4.2 Mutants is a group of genes of which each adds to the value of certain phenotypic characteristics.
ANSWER:
1.4.2 Multiple alleles
Distribution of marks for this question:

• Agricultural Marketing: 1
• Production Factors: 1
• Basic Agricultural Genetics: 3

1.4.1→1.4.5 (5 x 1) (5)
Each subquestion carries 1 mark out of 5.
[45]

SECTION B FOR PAPER 1:
All questions are COMPULSORY and EACH question must be started on a NEW page ('Start this question on a NEW page.').
QUESTION 2: ANIMAL NUTRITION
This question is derived from animal nutrition content and is assessed through data-based questions based on diagrams, pictures, case studies or scenarios, calculations, graphs, tables, schematic representations, flow charts and other forms of stimulus.
Questions covering most of the main content areas, numbered 2.1, 2.2, 2.3, etc. with subquestions numbered as follows:
2.1
2.1.1 
(a)
(b)
Content areas are indicated in the annual teaching plan of the CAPS document for Agricultural Sciences.
Total marks [35]

QUESTION 3: ANIMAL PRODUCTION, PROTECTION AND CONTROL
This question is derived from animal production, protection and control content and is assessed through data-based questions based on diagrams, pictures, case studies or scenarios, calculations, graphs, tables, schematic representations, flow charts and other forms of stimulus.
Questions covering most of the main content areas, numbered 3.1, 3.2, 3.3, etc. with subquestions numbered as follows:
3.2
3.2.1
(a)
(b)
Content areas are indicated in the annual teaching plan of the CAPS document for Agricultural Sciences.
Total marks [35]

QUESTION 4: ANIMAL REPRODUCTION
This question is derived from animal reproduction content and is assessed through data-based questions based on diagrams, pictures, case studies or scenarios, graphs, tables, schematic representations, flow charts and other forms of stimulus.
Questions covering most of the main content areas, numbered 4.1, 4.2, 4.3, etc. with subquestions numbered as follows:
4.3
4.3.1
4.3.2
Content areas are indicated in the annual teaching plan of the CAPS document for Agricultural Sciences.
Total marks [35]
GRAND TOTAL: 150

SECTION B FOR PAPER 2:
All questions are COMPULSORY and EACH question must be started on a NEW page ('Start this question on a NEW page.').
QUESTION 2: AGRICULTURAL MANAGEMENT AND MARKETING
This question is derived from agricultural management and marketing content and is assessed through data-based questions based on diagrams, pictures, case studies or scenarios, calculations, graphs, tables, schematic representations, flow charts and other forms of stimulus.
Questions covering most of the main content areas, numbered 2.1, 2.2, 2.3, etc. with subquestions numbered as follows:
2.1
2.1.1
(a)
(b)
Content areas are indicated in the annual teaching plan of the CAPS document for Agricultural Sciences.
Total marks [35]

QUESTION 3: PRODUCTION FACTORS
This question is derived from production factors and is assessed through data-based questions based on diagrams, pictures, case studies or scenarios, calculations, graphs, tables, schematic representations, flow charts and other forms of stimulus.
Questions covering most of the main content areas, numbered 3.1, 3.2, 3.3, etc. with subquestions numbered as follows:
3.2
3.2.1
(a)
(b)
Content areas are indicated in the annual teaching plan of the CAPS document for Agricultural Sciences.
Total marks [35]

QUESTION 4: BASIC AGRICULTURAL GENETICS
This question is derived from basic agricultural genetics and is assessed through data-based questions based on diagrams, pictures, case studies or scenarios, calculations, graphs, tables, schematic representations, flow charts and other forms of stimulus
Questions covering most of the main content areas, numbered 4.1, 4.2, 4.3, etc. with subquestions numbered as follows:
4.3
4.3.1
4.3.2
Content areas are indicated in annual teaching plan of the CAPS document for Agricultural Sciences.
Total marks [35]
GRAND TOTAL: 150

2.3 Cognitive level weighting
The table below provides a guide for the cognitive level weighting applicable to Paper 1 and Paper 2. The key verb is used as a guide to judge the appropriate cognitive level of a question. The context of the question will provide more details to measure the level of difficulty of a question to place it at the most appropriate level. The marks per cognitive level need to reflect the overall cognitive balance as a percentage (40% knowledge, 40% comprehension and application and 20% analysis, synthesis and evaluation) for each of the question papers. The cognitive levels will be made to scaffold within a question.
Cognitive levels, context words and key verbs for Paper 1 and Paper 2:

Related Items

THE LEVEL OF DIFFICULTY
Each of the cognitive levels A (basic knowledge), B (comprehension and application) and C (analysis, synthesis and evaluation) is mainly determined by the key verbs used in the questions. The level of difficulty for each of these categories must also be judged based on the context of each question. The level of difficulty will fall into three different categories for each of the cognitive levels, namely difficult, moderate and easy. The weighting of these categories should be equal for each of the cognitive levels.
The following contextual issues need to be considered when assessing a question for its level of difficulty:

• The detail of the knowledge or concepts required in the responses
• The amount/quantity of knowledge or concepts that is needed in the responses
• The complexity of the knowledge or concepts that is required in the responses
• The types and complexity of skills needed to complete the question
• The complexity of the phrasing of a question
• The level of extended thinking needed to respond to a question
• The basic context of a question

Each of the contextual issues above needs to be carefully evaluated in each question to make a judgement on the level of difficulty of a question. This classification of questions needs to be justified by the expected performances and perception of candidates to them.
Refer to previous question papers for some examples in this regard.

3. ELABORATION OF THE CONTENT FOR GRADE 12 (CAPS)
The tables below provide a brief outline of the content coverage for Paper 1 and Paper 2. The total marks for each of the main topics need to be added together for each paper to measure the content distribution of each paper.

Basic skills linked to the subject:
Questions in both Paper 1 and Paper 2 test the following skills:

• Ability to follow instructions
• Identifying labels/Labelling/Drawing/Diagrams/Schematic representations
• Plotting and interpretation of graphs/data
• Working out and interpreting calculations
• Organising/Recording and categorising data
• Extraction and/or manipulation and/or evaluation of data
• Hypothesis testing/Formulation/Using scientific methods

SECTION B FOR PAPER 1:
All questions are COMPULSORY and EACH question must be started on a NEW page ('Start this question on a NEW page.').
QUESTION 2: ANIMAL NUTRITION
Questions covering most of the main content areas, numbered 2.1, 2.2, 2.3, etc. with subquestions, e.g. 2.1.1.
The following aspects of the content will be assessed: (Remember this is just to indicate key areas of focus, but it should be read in conjunction with ATP in the CAPS document.)

1. Calculations:
   Learners are expected to know FIVE calculations in Paper 1, namely digestibility co-efficiency, nutritive ratio (NR), Pearson square, energy values and feed flow, but will be assessed for a minimum of TWO calculations in the question. Further to the ability how to calculate, learners are expected to explain the results of the calculated values in feeding and be able to apply and relate the results to practical feeding practices (situation on the farm).
   NOTE:
   Calculations
   Generally, the criteria used for assessing calculations are as follows:
   
   • Correct formula
   • Substitution of values
   • Simplifying the values
   • Answer and correct units
   • Proportionality (e.g. fodder flow)
   • Interpretation of the results calculated (Relating results to daily farming practices)
2. Components of feeds: Attention should be paid to the following with regard to minerals and vitamins:
   
   • Key: TWO – importance
   • Key: Deficiency
3. Types of feeds:
   
   • Learners will be assessed on FOUR examples from each subdivision of the main types of feed (four examples of protein-rich and carbohydrate-rich concentrates, four examples of protein-rich and carbohydrate-rich dry roughages).
   • Learners are expected to know the importance of feeding in each example of the main group, e.g. the suitability of lucerne hay against maize stock.
     Content areas are indicated in the annual teaching plan of the CAPS document for Agricultural Sciences. [35]

QUESTION 3: ANIMAL PRODUCTION, PROTECTION AND CONTROL
Questions covering most of the main content areas, numbered 3.1, 3.2, 3.3, etc. with subquestions, e.g. 3.1.1.
The following aspects of the content will be assessed: (Remember this is just to indicate key areas of focus, but it should be read in conjunction with ATP in the CAPS document.)

1. It is important to delineate between the:
   
   • Production systems and farming systems
   • Farming systems and the scale of production (subsistence farming, small-scale production/commercial farming and large-scale production)
2. Basic housing and equipment for various animals under intensive conditions at different stages of production:
   
   • Chickens
   • Pigs (general facilities in a pig house, facilities for breeding pigs)
   • Dairy (milking parlour)
3. Sheltering structures for various purposes:
   
   • Sheltering against adverse conditions (natural and build structures)
   • Sheltering structures for storage (feed sheds)
4. Handling of animals:
   
   • Equipment and facilities (cattle, sheep and pigs)
   • Design features of the handling facilities (cattle, sheep and pigs)
   • Tools and equipment (examples of such tools/equipment used to perform various management practices such as castration, dehorning, shearing, milking, hoof trimming, vaccination, weighing, docking, ear tagging, injections in pigs, sheep and cattle)
   • Behaviour of these animals when handled (pigs, sheep, chickens and cattle)
   • Guidelines to handle (poultry, pigs, sheep and cattle)
5. Learners are expected to plot a line or bar graph on the basis of the following criteria:
   Graphs
   • Correct heading with both variables
   • Correct type of graph
   • Correct units, e.g. OC
   • Y-axis: Correct labelling and calibration
   • X-axis: Correct labelling and calibration
   • Plotting (80% and more correct plotting)
     NOTE: The graph can be in any of the three questions in SECTION B.
     
     Learners may be expected to interpret the plotting by:
   • Identification of certain aspects
   • Deducing the trends
   • Making recommendations
6. NOTE: For examination purposes diseases will be assessed as indicated in the table below:
   

   TYPES OF DISEASES
   VIRAL	BACTERIAL	PROTOZOAN	FUNGAL
   Rabies, swine flu, avian flu	Mastitis, Anthrax	Heartwater, Coccidiosis	Ringworm
   RVF, NCD, FMD	TB	Anaplasmosis, Redwater	Lumpy wool

   ASPECT
   1. Type of animal infected
   2. Transmitting agent
   3. Key symptom
   4. Control
   5. Preventative measures
   6. Economic implications
   7. Role of state in preventing diseases

NOTE: For examination purposes, parasites will be assessed as indicated in the table below.

Content areas are indicated in annual teaching plan of the CAPS document for Agricultural Sciences. [35]

QUESTION 4: ANIMAL REPRODUCTION
Questions covering most of the main content areas, numbered 4.1, 4.2, 4.3, etc. with subquestions, e.g. 4.1.1.
The following aspects of the content will be assessed: (Remember this is just to indicate key areas of focus, but it should be read in conjunction with ATP in the CAPS document.)

1. Diagrams:
   
   • Identification of parts and functions of the reproductive systems (bull or cow)
   • Primary and secondary organs (bull and cow)
2. Reproductive processes/techniques:
   
   1. Formation of gametes
      
      • Concepts (oogenesis, spermatogenesis)
      • Diagrams: flow diagrams
   2. Oestrus cycle
      
      • Stages
      • Hormonal control
      • Signs of heat (visible, behavioural)
      • Synchronisation of oestrus
      • Super ovulation
   3. Courtship/Mating
   4. Artificial insemination (AI)
      
      • Concept
      • Equipment and tools
      • Collection of semen
      • Dilution and dilutants
      • Storage
      • Requirements for a successful AI
      • Technique
   5. Fertilisation
      
      • Concept
      • Process illustrated in a diagram
   6. Pregnancy/Gestation
      
      • Concept
      • Duration
      • Hormone responsible
      • Stages of pregnancy/gestation
      • Multiple births
      • Embryo flushing
      • Embryo transfer
      • Problems of pregnancy
   7. Parturition/Giving birth
      • Signs of giving birth
      • Stages
      • Hormone responsible
   8. Lactation
      
      • Phases
      • Hormonal control
      • Lactation curve

Content areas are indicated clearly in the annual teaching plan of the CAPS document for Agricultural Sciences. [35]

CONTENT MAPPING FOR PAPER 1
ANIMAL STUDIES: PAPER 1 (Animal Nutrition)

QUESTION 3

QUESTION 4

PAPER 2
SECTION B FOR PAPER 2:
All questions are COMPULSORY and EACH question must be started on a NEW page ('Start this question on a NEW page.').
QUESTION 2: AGRICULTURAL MARKETING AND ENTREPRENEURSHIP
Questions covering most of the main content areas, numbered 2.1, 2.2, 2.3, etc. with subquestions, e.g. 2.1.1.
The following aspects of the content will be assessed as indicated: (Remember this is just to indicate key areas of focus, but it should be read in conjunction with ATP in the CAPS document.)

1. Concepts of market and marketing
2. Differentiation between marketing and selling:
3. Explanation of demand/supply schedule/curves/graphs
4. Interpretation of price elasticity of demand and price elasticity of supply
5. Market development
6. Types of buyers
7. Role of Marketing of Agricultural Products Act, 1996 (Act 47 of 1996) on effective marketing
8. Explanation of different phases of the entrepreneurial process
9. Examples of the key components of a business plan
10. Application of the SWOT analysis as a management tool
11. Learners are expected to plot a line or bar graphs on the basis of the following criteria:

Graphs

• Correct heading with both variables
• Correct type of graph
• Correct units, e.g. R/kg
• Y-axis: Correct labelling and calibration
• X-axis: Correct labelling and calibration
• Correct plotting (80% and more correct plotting)

Learners may be expected to interpret the plotting in terms of:

• Identification of certain aspects (equilibrium price)
• Deducing the trends
• Making recommendations

Content areas are indicated in the annual teaching plan of the CAPS document for Agricultural Sciences. [35]

QUESTION 3: PRODUCTION FACTORS
Questions covering most of the main content areas, numbered 3.1, 3.2, 3.3, etc. with subquestions, e.g. 3.1.1.
The following aspects of the content will be assessed as indicated: (Remember this is just to indicate key areas of focus, but it should be read in conjunction with ATP in the CAPS document.)
Learners will be assessed on land, labour, capital and management based on the following:

1. All aspects involving each production factor as stipulated in the CAPS document
2. Interpretation of the law of diminishing returns, be it a table, statement or a graph
3. Identification of the correct labour legislation from a scenario/case study
4. Application of the following labour legislation as they affect farmworkers under various conditions:
   
   • Basic Conditions of Employment Act (BCEA), 1997 (Act 75 of 1997)
   • Labour Relations Act (LRA), 1995 (Act 66 of 1995)
   • Unemployment Insurance Act (UIA), 2001 (Act 63 of 2001)
   • Employment Equity Act (EEA), 1998 (Act 55 of 1998)
   • Skills Development Act (SD), 1997 (Act 97 of 1998)
   • Occupational Health and Safety Act (OHSA), 1993 (Act 85 of 1993)
   • Compensation for Occupational Injuries and Diseases Act (COIDA), 1993 (Act 130 of 1993)
5. Key aspects of a contract of employment
6. On capital, learners will be assessed on the:
   
   • Knowledge to identify the financial records:
     
     • Income Statement
     • Budgets
     • Cash Flow Statement
     • Balance Sheet
     • Inventory
   • Ability to interpret the data presented on these financial records:
     
     • Income Statement to determine:
       
       • Income
       • Expenditure/Costs
       • Profit/Loss
   • Budgets:
     
     • To distinguish between whole-farm and enterprise budgets
     • To indicate the estimated income
     • To indicate the estimated expenditure/costs
   • Cash Flow Statements to determine:
     
     • Income in a particular period
     • Expenditure in a particular period
     • Opening balance
     • Closing balance
     • Cash items
   • Balance Sheet to determine the:
     
     • Value of assets
     • Value of liabilities
     • Net worth of the business
       
       Learners are expected to apply the information presented in the financial records to determine:
     • Profit/Loss
     • Net worth
     • Total income
     • Total costs/expenditure
7. Under management learners will be assessed on the:
   
   • Identification of the applicable principles and skills based on a scenario or flow diagram
   • Application of knowledge to identify the sources of risk based on the information presented, whether in a flow diagram or a statement

Content areas are indicated clearly in the annual teaching plan of the CAPS document for Agricultural Sciences [35]
QUESTION 4: BASIC AGRICULTURAL GENETICS
The following aspects of the content will be assessed as indicated: (Remember this is just to indicate key areas of focus, but it should be read in conjunction with ATP in the CAPS document.)
Questions covering most of the main content areas, numbered 4.1, 4.2, 4.3, etc. with subquestions, e.g. 4.1.1.
Background knowledge from Grade 10 content on the biological concepts (plant and animal cells and cell division [mitosis and meiosis]) is key in this question.
Learners will be assessed on the implication of the principles of breeding:

1. Key genetic concepts/terminology genetics, heredity, genes, chromosomes and alleles (homozygous and heterozygous)
2. Distinction between the following: genotype and phenotype, dominant and recessive genes
3. Ability to do a monohybrid cross and how it relates to Mendel's law of segregation
4. Ability to do a dihybrid cross and how it relates to Mendel's law of independent assortment
5. Use the Punnett square, schematic diagrams and pedigree diagrams to solve genetic problems
6. Punnett square will be assessed as follows:
   EXAMPLE:
   Punnett square
   
   MARKING CRITERIA:
   
   • Populated Punnett square 
   • Correct gametes for Parent 1 
   • Correct gametes for Parent 2 
   • Correct offspring 
7. Distinguish between qualitative and quantitative characteristics as it relates to variation
8. Application of the patterns of inheritance that lead to different phenotypes of Inheritance in agriculture environment
9. Heritability as:
   
   • Concept
   • Implication in breeding
10. Biometrics
    
    • Understanding of statistical values to generate breeding values
    • Interpretation of the knowledge of breeding values for future breeding
11. Breeding systems learners will be assessed based on:
    
    • Indication of the terminology (inbreeding, line breeding, crossbreeding, upgrading, species crossing, outcrossing)
    • Interpretation of flow diagrams on different breeding systems, patterns of inheritance
    • Interpretation of information on multiple alleles and the effect of polygenes in enhancing a heritable characteristic
    • Identification of the breeding systems based on the examples given in the statements
    • Stating advantages or disadvantages of the products of that breeding system
12. Importance of variation and selection for breeding in agriculture
    
    • Identification of external (environmental) and internal (genetic) causes of variation in a scenario or statements
    • The types of mutagenic agents and their effects
    • Changes in chromosome structure
    • Natural versus artificial selection
13. Understanding of the concept genetic modification/engineering
    
    • Its application to agriculture (plants and animals), aims, techniques, risks and benefits

Content areas are indicated in the annual teaching plan of the CAPS document for Agricultural Sciences. [35]

AGRICULTURAL MANAGEMENT AND MARKETING, FACTORS OF PRODUCTION AND BASIC AGRICULTURAL GENETICS: PAPER 2

Basic Agricultural Genetics

4. CONCLUSION
This Examination Guidelines document is meant to articulate the assessment aspirations espoused in the CAPS document. It is therefore not a substitute for the CAPS document which educators should teach to.
Qualitative curriculum coverage as enunciated in the CAPS cannot be over-emphasised.

NOTE: Any information taken from any supporting documents such as textbooks, journals and even these guidelines should be verified for accuracy and correctness before use in order to avoid dissemination of misleading facts that are not scientifically and practically tested.