EXAMINATIONS AND ASSESSMENT CHIEF DIRECTORATE

Home of Examinations and Assessment, Zone 6, Zwelitsha, 5600

REPUBLIC OF SOUTH AFRICA, Website: www.ecdoe.gov.za

SUBJECT: AGRICULTURAL SCIENCES

PAPER: 2
DURATION OF PAPER: 3 HRS
DATES OF MARKING: 8TH Dec 2022 – 22 Dec 2022

SECTION A
QUESTION 1.1
Is learner performance poor, fair or excellent?
The learners’ performance in this question was fair compared to previous
year’s performance.

What may be the reason for the performance observed

• Learners had a challenge in the terminology.
• Due to covid19, learners had a content gap in the foundation phase and
needed more revision.
• Most learners had already lost concentration during the time of the
examination since the subject was written last.
• Learners did not get enough foundation in grade 10 and 11 since much of
their content was trimmed and other formal assessments were also
removed.

Suggestions for improvement

• More activities should be given to learners to give them more practise of
combination type of question and terminology.
• Questions shouldn’t be too tricky and meanings of terms shouldn’t be
hidden for learners.
• All content subjects must not be written at the end of the examination, as
learners tend to lose focus towards the end and will have examination
fatigue.

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QUESTION 1.2
Is learner performance poor, fair or excellent?
The performance in this subsection was fair.
What may be the reason for the performance observed?
• Most terms that were used were familiar to learners and were found in
previous exam papers.
• Questions asked were clear and understood by learners

Suggestions for improvement

• Teachers must keep the good work of exposing learners to those concepts
and give different distracters to various option.
• Learners must revise and master concepts in each topic.
QUESTION 1.3
Is learner performance poor, fair or excellent?
The performance in this subsection was poor as some candidates scored zero.

What may be the reason for the performance observed?

• Candidates were not thoroughly prepared; teachers should take time to
prepare candidates well using various question banks and terminology
quiz and other diverse means to train the learners
• Some Questions were not clear to learners

Misconceptions identified from learner’s responses in question.

• In Question 1.3.1 learners confused price fixing with fixed price and in
Question 1.3.2 most candidates failed to respond correctly to this question
since consolidation which was needed as the correct terminology is not an
agricultural sciences concept. In Question 1.3.3 learners confused
incomplete dominance with complete dominance and in question 1.3.4
most learners failed to provide the correct spelling for electroporation. In
question 1.3.5 learners confused polyploidy with polygenic and diploid.
QUESTION 1.4
Is learner performance poor, fair or excellent?
The performance was poor compared to the previous years.

What may be the reason for the performance observed?

• Learners may have performed poorly because they did not understand
the subject language used and they lack skills in answering terminology
questions and in recalling concepts.

Misconceptions identified from learners’ responses in the question.

Yes, learners confused price fixing with fixed price
Some candidates confused interest with loan in Question1.4.1.
-They wrote alleles instead of genes and others wrote gene mutation in
Question 1.4.5

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 Suggestions for improvement

• Teachers must compile concepts following CAPS document and present

them first whenever introducing new topic.
• More revision in concepts/terminology in formal and informal assessments
• More Spelling exercises for Agricultural Sciences terms.
• Teachers must drill the recall skills on learners to master section A.

SECTION B
Comment on the performance of learners on subject terminology and use
of Subject language.
• Most learners still struggle to link management and marketing concepts to
agricultural sciences.
• Terminology is also a merger problem on learners.
• Most of learners managed to answer questions that requires graphical skills
and trend analysis, though they still have a challenge in answering data
response questions.

Were candidates well prepared for the exam?

• The learners were well prepared because they tried to cover the content
gap that was created when grade 10 and 11 content was trimmed during
Covid 19 period. The post Covid 19 effects have was not that detrimental
to 2022 learner achievement this shows that the educators work extra mile
to prepare candidates exposing them to various skills of answering
questions.

SECTION 2:
Comment on candidates’ performance in individual questions
QUESTION 2: AGRICULTURAL MANAGEMENT AND MARKETING
General Performance
The performance was fair because majority managed to score between 12-18
marks.
Specify Common errors and misconceptions to assist teaching and learning
Question 2.1 Interpretation of supply graphs
2.1.1 Most learners were able to indicate the quantity of product 1 that was
available in month 3 but very few were able to apply subject content to answer
question 2.1.2, 2.1.3 and 2.1.4 which require candidates to apply subject
knowledge to the given market information.
Question 2.2 Interpretation and application of the flow chart
Question 2.2.1 learners were confusing marketing systems with marketing
approaches.
Question 2.2.2 learners failed to identify marketing channel B. They confused fresh
produce with cooperative marketing system.
Question 2.2.3 was poorly answered by learners as they failed to differentiate the
advantages of farm gate marketing to the farmer and to the
customer.
Question 2.3. Interpretation of entrepreneurship scenario.
Question 2.3.1 some learners could not interpret the question, instead of providing
the phases of entrepreneurship in the scenario they extracted
direct statements from the scenario.
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Question 2.4 Interpretation of data and translating it to line graph
2.4 As much as the learners were able to draw the graph correctly, they could
not correctly apply the law of supply.

Question 2.5 Interpretation of schematic representation of a marketing chain

Question 2.5.2 (b) was Poorly answered and candidates could not relate the
question with the marketing chain stages. Instead of identifying farm as the stage
of marketing stage that requires improvement of road infrastructure to reach
processing stage, they wrote transport.

Provide suggestions for improvement in relation to Teaching and Learning

• Leaners to be trained in question with cartoons and scenarios to be able to
analyse data.
• Frequently writing of activities taken from previous papers can be of benefit
• Teach learners on how to answer questions based on graphs, and scenarios
and diagrams
• Drill learners on the criteria used in drawing graphs following the exam
guideline.
• Follow up on students who are struggling and grouping them during revisions
to address their specific needs.
• Teachers must use CAPS document together with examination guidelines
when preparing for their lessons.
• Teachers are encouraged to use previous years examination question papers
for classroom activities, home activities and informal class tests to familiarize
learners with questioning style.

QUESTION 3: PRODUCTION FACTORS

Specify common errors and misconceptions
Question 3.1 Land as Production factors
Question 3.1.1 most learners confused the economic characteristics of land with
economic functions of land. Instead of writing economic functions
of land they wrote functions of land.
Question 3.1.2 most learners were disadvantaged as they wrote improving soil
fertility and scientific methods as separate points whilst the marking
guide did not separate them.
Question 3.2.1 Many learners could not get this question correctly because of the
poor interpretation of the graph, they provided land is subject to
the law of diminishing returns instead of labour.
Question 3.2.2 Some leaners confused the graph with that of land is subject to the
law of diminishing returns, they provided the interpretation of
diminishing returns instead of giving the relationship between the
number of people employed and output.
Question 3.2.4 some learners were writing general ways of improving labour
productivity whilst the question required them to provide ways to
improve economic conditions of farm workers.
Question 3.3 Labour legislation
In Question 3.3.1 - 3.3.3 most learners failed to recite the labour legislations in full.

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Question 3.4 Balance sheet
Question 3.4.1 Some learners failed to identify assets and liabilities, instead they
just provided the definitions of assets and liabilities.
Question 3.4.2 Learners confused the formula for calculating net-worth of the
farm with that one of calculating profit/loss of the farm. Instead of
writing Total value of assets minus total value of liabilities they write
total income – total expenditure. Some wrote the formula wrongly
starting with Liabilities minus assets.
Question 3.4.3 Some learners calculated the net worth of the farm correctly but
failed to interpret the viability of the enterprise. Instead of writing
not viable they wrote that the enterprise was making a loss and
also gave wrong reason to support their answer.

Question 3.5.1 Average number of learners managed to identify the types of

capitals in the given picture, while others provided the examples
instead of giving the types.
Question 3.5.2 The response of the learners to this question was average,
although some learners could not write “depreciation” they wrote
general problems associated with tractors like unlicensed driver
and pollution.
Question 3.6 Management
Question 3.6.1 Most learners had a challenge in providing the correct full
definition of management, majority were obtaining one mark
instead of two.
Question 3.6.2 Most learners confused the management principles with success
factors of entrepreneurship such as risk taker and confidence.
Question 3.6.3 Many learners could not provide the risk management strategies.
They provided general risks affecting the business-like technical
risks.
Provide suggestions for improvement in relation to Teaching and Learning
• Use of previous question papers so that learners can be familiar with different
assessments demanding different cognitive levels.
• Drill learners on terminology when introducing a new topic.
• Teachers should give more scenario based assessments to learns.
• Make use of English when teaching leaners so that they can break the
barrier of the language.
• Learners should be exposed to different calculations related to different
budgets, balance sheet and cash flow statements.

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QUESTION: 4 Basic Agricultural Genetics
General Performance
Most of the learners performed fairly in this question as most of the candidates
managed to get an average of 15 marks, whilst a significant percentage
managed to score above 22 marks with no candidates scoring total.
Specify common errors and misconceptions
Question 4.1 Breeding systems
Question 4.1.1 (a) and (b) was problematic, Learners confused cross breeding
with outcrossing in Question 4.1.1(a).
Question 4.1.1 (b) learners were writing line breeding and upgrading instead of
inbreeding. Learners failed to interpret the stimulus from the given
crosses.
Question 4.1.2 was embedded into Q4.1.1 (b), it was poorly answered as most
learners were giving the definition of linebreeding which they
mentioned in 4.1.1(b) instead of giving the definition of
inbreeding. Some learners instead of defining they were giving
examples of backcrossing.
Question 4.1.3 most candidates were confusing the advantages of inbreeding
with disadvantages of inbreeding with some learners writing that
the offspring will be uniform.

Question 4.2 Variation

Question 4.2.1 most Learners were able to state the internal causes of variation
while a few confused with external factors writing climate, feeding
and diseases instead of mutation, meiosis and fertilization. Some
learners were writing different types of mutation limiting them to
one mark.
Question 4.2.2 was challenging to most learners as they fail to state important
aspects of variation in breeding. Most of them were confused by
the term aspects of variation in breeding and instead they
mentioned advantages of cross breeding.
Question 4.3 Selection methods
Question 4.3.1 most performing learners scored all 4 marks while low performing
learners performed poorly as they confused pedigree selection
with family selection method in question 4.3.1 and 4.3.2
respectively.
Question 4.4 Application and interpretation of dihybrid Punnet square
Question 4.4.1 Most learners managed to interpret the given dihybrid punnet
square to answer Question 4.4.1 (b) but majority had difficulties in deducing the
genotype of the female parent in 4.4.1 (a).

Question 4.4.2 Ability to deduce the phenotypes.

Most learners answered correctly (Polled roan) in Question 4.4.2 (a) and horned
white
Question 4.4.2 (b), few confuse the phenotype with the genotype. Some leaners
also provided all the phenotypes for (a) by mentioning polled, horned roan.

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Question 4.5 Sex Chromosomes
Question 4.5.2 a) Few of them got the question correctly, majority confuse the
sex chromosomes with the autosomes. They were writing 60
chromosomes instead of 2.
Question 4.5.2 b) Candidates were failing to remove the sex chromosomes for
them to correct number of autosomes in horses, they were writing
32 instead of 31.
Question 4.6 Interpretation of heritability table
Question 4.6.1 Majority of learners failed to define heritability concept, they
confuse it with prepotency and heredity.
Question 4.6.2 was fairly answered with few learners confusing qualitative traits
with quantitative characteristics.
Question 4.6.4 was very challenging as learners failed to deduce the relationship
between heritability and EBV, the ended up giving definitions of
heritability and EBV.

Question4.7 Interpretation of GM technique in the picture.

Question 4.7.1 Poorly performed, most candidates gave the advantages of
GMOs.
Question 4.7.3 Most learners wrote the health and economic effects of GM,
instead of the environmental effects.

Suggestions for improvement

• Teachers should exchange knowledge especially with Life science
teachers helping them in genetics.
• Must form groups in classes to define and discuss about terms on each
and every topic.
• More practice on punnet square method is needed.
• More assessments testing different cognitive levels is needed.
• Extra classes so that they can have enough time for revision.
• Train learners to be able to answer both formal and informal assessment.
• Workshops should be done on teachers based on genetics.
Any other suggestions
• Learners must be given different tasks (witting and oral presentation of
concepts)
• Print classrooms with agricultural posters so that every learner can be able
to distinguish and identify all the concepts/pictures
• Content subject like Agricultural Science shouldn’t be last paper on the
exam timetable, whereby learners are very exhausted with exams
• June assessment for paper 2 should also be set provincially for grade 12
like paper1 in order to train learners thoroughly on different questioning
techniques.

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 x

NATIONAL
SENIOR CERTIFICATE

GRADE 12

AGRICULTURAL SCIENCES P2

NOVEMBER 2022

MARKS: 150

TIME: 2½ hours

This question paper consists of 15 pages.

*AGRSE2*

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INSTRUCTIONS AND INFORMATION

1. This question paper consists of TWO sections, namely SECTION A and

SECTION B.

2. Answer ALL the questions in the ANSWER BOOK.

3. Start EACH question on a NEW page.

4. Number the answers correctly according to the numbering system used in this
question paper.

5. You may use a non-programmable calculator.

6. Show ALL calculations, including formulae, where applicable.

7. Write neatly and legibly.

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SECTION A

QUESTION 1

1.1 Various options are provided as possible answers to the following questions.
Choose the correct answer and write only the letter (A–D) next to the
question numbers (1.1.1 to 1.1.10) in the ANSWER BOOK, e.g. 1.1.11 B.

1.1.1 Market equilibrium occurs when the …

A supply and the demand are not equal.

B supply is more than the demand.
C market supply is equal to the market demand.
D demand is lower than the supply.

1.1.2 The following is NOT a component of selling:

A Management is sales-volume oriented.

B The emphasis is on the consumer's needs.
C The focus is on the seller's needs.
D The emphasis is on the agricultural product.

1.1.3 An operational production plan in a business plan focuses on the …

A number and type of employees.

B recruitment of suitable personnel.
C summary of the enterprise details.
D monitoring of performance and ensuring quality control.

1.1.4 The descriptions below address opportunities that could be realised

through the SWOT analysis.

(i) New markets opening to increase sales

(ii) New technologies to improve efficiency of the business
(iii) Limited resources to farm effectively
(iv) Access to a grant from government

Choose the CORRECT combination:

A (i), (ii) and (iv)

B (ii), (iii) and (iv)
C (i), (iii) and (iv)
D (i), (ii) and (iii)

1.1.5 The part of the expenditure of a farming enterprise which is NOT

influenced by the level of production:

A Demand costs
B Fixed costs
C Supply costs
D Variable costs

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1.1.6 The type of labour hired solely to erect a kraal:

A Permanent
B Seasonal
C Full-time
D Casual

1.1.7 The action by a farmer to address undercapitalisation on the farm:

A Keep old non-viable tractors

B Pay higher wages
C Hire specific machinery
D Invest more money in the bank

1.1.8 The skill that enables the manager to protect the business from
monetary losses:

A Financial management
B Decision-making
C Interpersonal
D Problem-solving

1.1.9 The following statements are about Mendel's laws of inheritance:

(i) Pairs of alleles separate randomly during meiosis.

(ii) Pairs of alleles arrange themselves dependently of each other.
(iii) Pairs of alleles arrange themselves independently of each other.
(iv) In a heterozygous state a dominant allele influences the physical
appearance of an organism.

Choose the CORRECT combination:

A (i), (ii) and (iv)

B (ii), (iii) and (iv)
C (i), (ii) and (iii)
D (i), (iii) and (iv)

1.1.10 An example of a heterozygous genotype for the colour of flowers:

A FRFR
B FWFW
C FRFW
D FBFB (10 x 2) (20)

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1.2 Choose a word/term in COLUMN B that matches a description in COLUMN A.

Write only the letter (A–J) next to the question numbers (1.2.1 to 1.2.5) in the
ANSWER BOOK, e.g. 1.2.6 K.

COLUMN A COLUMN B
1.2.1 A form of sustainable agricultural A retailer
marketing that is responding to the
increasing environmental concerns B internal

1.2.2 The type of buyer working as an C agrimarketing

agent for commission
D X-rays
1.2.3 Medium-term investment assets
E external
1.2.4 Forces originating from the farm
which have an impact on farm F broker
management
G fixed capital
1.2.5 Damages the DNA molecule and
causes it to break H green marketing

I movable capital

J nitric acid
(5 x 2) (10)

1.3 Give ONE word/term for EACH of the following descriptions. Write only the
word/term next to the question numbers (1.3.1 to 1.3.5) in the ANSWER
BOOK.

1.3.1 The marketing system where the price of a product is decided upon by
the government

1.3.2 A practice where uneconomic pieces of farmland are put together to

increase productivity

1.3.3 A type of dominance where none of the parent characteristics are

visible in the offspring

1.3.4 A technique where an electric current is passed through a solution

containing the desired genes

1.3.5 An organism with more than two sets of chromosomes (5 x 2) (10)

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1.4 Change the UNDERLINED WORD(S) in EACH of the following statements to

make them TRUE. Write only the answer next to the question numbers
(1.4.1 to 1.4.5) in the ANSWER BOOK.

1.4.1 Price monopoly is the setting of the price of goods and services with no
bargaining allowed.

1.4.2 The money which is paid back to a financial institution over and above
the money borrowed is credit.

1.4.3 Estimated breeding value is the use of statistics to analyse biological

data.

1.4.4 The occurrence in chickens of an extra toe after it has been absent for
many generations is an example of prepotency.

1.4.5 A small piece of the DNA that carries hereditary information of a

characteristic is known as a chromosome. (5 x 1) (5)

TOTAL SECTION A: 45

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SECTION B

QUESTION 2: AGRICULTURAL MANAGEMENT AND MARKETING

Start this question on a NEW page.

2.1 The graph below shows quantities of two agricultural products available in a
market over a period of six months.

Quantities of two products available over a period of six months

Product 1 Product 2
Quantity (tons)

Months of the year

2.1.1 Indicate the quantity of product 1 that was available in month 3. (1)

2.1.2 Identify the product that shows constant availability over a six-month
period. (1)

2.1.3 State the problem that may occur in the market with product 2 if the
demand is 20 tons. (1)

2.1.4 Name the factor that may hamper the marketing of product 1. (1)

2.1.5 Name TWO factors that can influence the demand of product 1 and 2. (2)

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2.2 The flow chart below illustrates the marketing system and the channels used
when marketing products.

MARKETING
SYSTEM

A B C

Products are Farmers market Livestock is sold

sold to hawkers through an agent. to the highest
from the farm. bidder.

2.2.1 Identify the marketing system illustrated above. (1)

2.2.2 Identify channels A and B that are used in the marketing system in
QUESTION 2.2.1. (2)

2.2.3 State ONE advantage of channel A for EACH of the following:

(a) Farmer (1)

(b) Consumer (1)

2.2.4 Name ONE disadvantage of channel C to sellers. (1)

2.3 A group of youth near a livestock farm decided to collect manure from the
farm to generate biofuel that is used as a source of energy. They drafted a
business plan, which was used to secure funding from a bank, and bought a
biogas digester. An old building was used as a factory and skilled personnel
was hired to run the business. The business flourished and they started to
service the community.

2.3.1 Identify THREE phases of entrepreneurship in the scenario above. (3)

2.3.2 Give TWO other reasons for drafting a business plan, except for the
one in the scenario above. (2)

2.3.3 Indicate a success factor of this group which enabled them to do

EACH of the following:

(a) For other people to believe in their idea and work with them (1)

(b) Investing in new equipment with the hope of succeeding in the

business (1)

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2.4 The table below shows bags of potatoes offered in a market over a period of
five weeks.

WEEKS PRICE (RAND) QUANTITIES OFFERED (BAGS)

1 10 500
2 20 1 000
3 30 1 500
4 40 2 000
5 50 2 500

2.4.1 Draw a line graph showing the quantities of potatoes offered at

different prices. (6)

2.4.2 Describe the marketing law applicable to the data provided in the (2)
table above.

2.4.3 Name TWO factors, other than the price, that could have contributed
to the quantities of potatoes offered. (2)

2.5 The schematic representation below shows the marketing chain stages that
the product passes through from the farm to the consumers.

Farm Grading Processing Storage

Consumer Retailer Wholesaler Transport

2.5.1 Indicate TWO costs in the schematic representation above that could
increase the price of a product when it reaches the consumer. (2)

2.5.2 Identify the stage in the marketing chain above in which the following
occurs to improve the agribusiness:

(a) Installing cold rooms to prevent spoilage before transporting to

the wholesaler (1)

(b) Improving road infrastructure for the product to reach the

processing stage (1)

2.5.3 State TWO ways in which the retailer can make the product known to
the consumer. (2)
[35]

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QUESTION 3: PRODUCTION FACTORS

Start this question on a NEW page.

3.1 The availability of agricultural land is limited.

3.1.1 State TWO other economic characteristics of land. (2)

3.1.2 State TWO ways in which the productivity of land can be improved. (2)

3.1.3 State TWO functions associated with land as a production factor. (2)

3.2 The graph below shows the number of people employed by a farmer and their
outputs.
Quantity of outputs

Number of people employed

3.2.1 Identify the production factor illustrated in the graph above. (1)

3.2.2 Deduce, from the graph above, the relationship between the number
of people employed from 1 to 5 and their outputs. (2)

3.2.3 Name TWO problems of labour in a farming enterprise. (2)

3.2.4 State TWO ways in which the farmer can improve the economic
conditions of farm workers. (2)

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3.3 Indicate the labour legislation that regulates EACH of the following:

3.3.1 Leave days, working hours, salaries and overtime (1)

3.3.2 Aims to develop and improve the competencies of labourers to operate

machinery effectively (1)

3.3.3 Farm workers to wear overalls and gumboots for their daily operations (1)

3.4 The table below provides information on the assets and liabilities on a farm.

ASSETS/LIABILITIES VALUE (RAND)

A Value of the farm R3 500 000
B Tractor loan R365 000
C Value of vehicles R275 000
D Bank overdraft R150 000
E Mortgage loan R4 200 000
F Cash R50 000
G Value of buildings R650 000

3.4.1 Identify the item from the table above that represents EACH of the
following:

(a) Asset (1)

(b) Liability (1)

3.4.2 Use a formula to calculate the net worth of the farm. (4)

3.4.3 Refer to the calculation in QUESTION 3.4.2 to indicate the viability of

this farming business. (1)

3.4.4 Give a reason to support the answer to QUESTION 3.4.3. (1)

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3.5 The picture below represents a farm with different farming enterprises.

E A
F

D
C

3.5.1 Identify the type of capital represented by EACH of the following:

(a) C (1)

(b) B (1)

3.5.2 Indicate the problem of capital item F. (1)

3.5.3 Name a type of credit that is used to acquire EACH of the following
capital items represented by:

(a) D (1)

(b) E (1)

3.6 A farming business should be well managed to be successful and to achieve

the intended goals and objectives.

3.6.1 Define the term management. (2)

3.6.2 State TWO management principles of a business to be successful. (2)

3.6.3 Name TWO risk management techniques. (2)

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QUESTION 4: BASIC AGRICULTURAL GENETICS

Start this question on a NEW page.

4.1 The illustration below shows the crossing of farm animals where the same bull
was used repeatedly to improve the growth rate of the herd.

Simmentaler cow x Brahman bull Crossing 1

Simbra heifer F1 x Brahman bull Crossing 2

Simbra heifer F2 x Brahman bull Crossing 3

Simbra F3

4.1.1 Name the breeding system represented by EACH of the following:

(a) Crossing 1 (1)

(b) Crossing 3 (1)

4.1.2 Define the breeding system represented by Crossing 3. (1)

4.1.3 State ONE disadvantage of the breeding system represented by

Crossing 2. (1)

4.1.4 State TWO advantages of the breeding system represented by

Crossing 1. (2)

4.2 Variation is caused by both internal and external factors.

4.2.1 State TWO internal causes of variation. (2)

4.2.2 State TWO important aspects of variation in breeding. (2)

4.3 Match the methods of selection below with EACH of the following statements.

mass selection; family selection; progeny selection; pedigree selection

4.3.1 Animals are selected based on the records of their ancestors. (1)

4.3.2 Selection is based on the quality of relatives of its own generation. (1)

4.3.3 Farm animals are selected based on individual performance. (1)

4.3.4 Selection is based on the quality of the offspring. (1)

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4.4 The Punnett square below represents the crossing between a bull, which is
heterozygous for both characteristics, and a heterozygous polled white cow.

KEY:

Characteristic 1: (horn conformation)

H – polled (no horns)
h – horned

Characteristic 2: (hair colour)

W – white
R – red
RW – roan

♂
♀ HR HW 17 hW

1 2 3 4
HW HHRW HHWW HhRW HhWW

5 6 7 8
HW HHRW HHWW HhRW HhWW
9 10 11 12
hW HhRW HhWW hhRW hhWW
13 14 15 16
hW HhRW HhWW hhRW hhWW

4.4.1 Give the genotype of the following individuals:

(a) Female parent (1)

(b) Gamete numbered 17 (1)

4.4.2 Determine the phenotypes of EACH of the following individuals:

(a) Number 9 (1)

(b) Number 16 (1)

4.4.3 Indicate the number of horned roan cattle in the Punnett square above. (1)

4.4.4 Indicate the number of polled red cattle in the Punnett square above. (1)

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4.5 Farm animals have sex chromosomes, known as gonosomes, and body
chromosomes, known as autosomes. Horses have 64 chromosomes and
goats have 60.

4.5.1 Indicate EACH of the following:

(a) The number of sex chromosomes in goats (1)

(b) The number of pairs of autosomes in horses (1)

4.5.2 If a ram (XY) is mated with an ewe (XX):

(a) Indicate the percentage chance of male offspring that could

be produced (1)

(b) Determine the ratio of the male to female offspring (1)

4.6 The table below shows heritability of different characteristics in farm animals.

HEREDITARY CHARACTERISTIC
Milk Eye colour Fleece weight
production
HERITABILITY (%) 40 70 20

4.6.1 Define the term heritability. (2)

4.6.2 Identify the following from the table above:

(a) Qualitative characteristic (1)

(b) Quantitative characteristic (1)

4.6.3 Indicate the percentage of environmental effect on milk production. (1)

4.6.4 Explain the relationship between heritability and the estimated

breeding value (EBV). (2)

4.7 Genetic modification is the technique of changing the characteristics of an

organism by inserting genes from another organism to the DNA of the original
organism.

4.7.1 State TWO advantages of genetic modification over traditional

breeding methods. (2)

4.7.2 State TWO negative effects of GM crops on the environment. (2)

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TOTAL SECTION B: 105

GRAND TOTAL: 150

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