Including Examiners Comments
R2102
PLANT NUTRITION AND THE ROOT ENVIRONMENT
Level 2
Monday 11 February 2013
11:00 – 11:40
Written Examination
Candidate Number: …………………………………………………………………
Candidate Name: ……………………………………………………………………
Centre Number/Name: ……………………………………………………………..
IMPORTANT – Please read carefully before commencing.
i)
The duration of this paper is 40 minutes.
ii)
ALL questions should be attempted.
iii)
EACH question carries 10 marks.
iv)
Write your answers legibly in the lined space provided. It is NOT
necessary that all lined space is used in answering the questions.
v)
Use METRIC measurements only.
vi)
Where plant names are required, they should include genus, species
and where appropriate, cultivar.
vii)
Where a question requires a specific number of answers; only the first
answers given that meet the question requirement will be accepted,
regardless of the number of answers offered.
viii)
Please note, when the word ‘distinct’ is used within a question, it means
that the items have different characteristics or features.
Ofqual Unit Code A/601/0314
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ANSWER ALL QUESTIONS
MARKS
Q1
a)
State FOUR ways by which the use of irrigation can affect the environment in a
garden situation.
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b)
Explain THREE different methods of improving the water content in the soil for
plant use, other than the use of irrigation.
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Q2
a)
State what is meant by the term ‘cultivation pan’.
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b)
Describe how a cultivation pan can be formed in soil.
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c)
Describe a method by which a cultivation pan can be rectified.
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Q3
a)
Name TWO garden situations where poor drainage may occur.
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b)
State TWO reasons why the correct balance between air and water is essential
for the healthy growth of plants.
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c)
Describe TWO ways by which garden drainage systems can impact on the
environment.
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Q4
a)
State TWO sources of organic matter in a soil.
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b)
Describe TWO beneficial effects of organic matter in the soil.
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c)
Describe TWO limitations of organic matter in the soil.
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Q5
a)
State what is meant by the term ‘soil pH’.
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b)
State TWO methods by which soil pH can be lowered.
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c)
State ONE use for EACH of the following types of compost:
i) ericaceous;
ii) loam-based;
iii) peat free.
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Q6
a)
State TWO examples of EACH of the following types of fertiliser:
i)
ii)
straight;
compound.
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b)
List the major nutrients provided by a compound fertiliser.
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c)
State ONE situation where EACH of the following types of fertiliser application
would be appropriate:
i) top dressing;
ii) liquid feed;
iii) foliar feed.
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Total Mark
©These questions are the property of the Royal Horticultural Society.
They must not be reproduced or sold.
The Royal Horticultural Society, Wisley, Woking, Surrey GU23 6QB.
Charity Registration Number: 222879/SC038262
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R2102
PLANT NUTRITION AND THE ROOT ENVIRONMENT
Level 2
Monday 11 February 2013
Candidates Registered
Candidates Entered
Candidates Absent
Candidates Deferred
Candidates Withdrawn
915
740
125
20
30
80.87%
13.66%
2.19%
3.28%
Total Candidates Passed
Passed with Commendation
Passed
Failed
541
159
382
199
73.11%
21.49%
51.62%
26.89%
Senior Examiner’s Comments:
1
Candidates should be able to demonstrate a good range of plant knowledge and be
able to give accurately named plant examples where appropriate. Common names
and generic names are often too vague and cannot be rewarded in the positive
manner that genus, species and where appropriate, variety/cultivar can. This is
particularly important when answering questions relating to particular (named)
plant(s). Marks can only be awarded for these narratives where the example(s) are
correctly and fully identified.
2
Candidates must be able to display accurate knowledge of the technical terms and
concepts detailed in the syllabus, in the context of horticulture and also be aware that
wider interpretation will not be rewarded. The examination should be regarded as a
possible introduction to higher level studies, which will only be open to those who are
in possession of a clear understanding of the horticultural terms and concepts which
are current.
3
The introductory rubric given on the first page of each question paper should be read
carefully by candidates. At each examination there are a significant number of
candidates who ignore or misread the instructions given and consequently may not
perform as well as they could have done.
4
Candidates should pace themselves during each paper. The most successful
candidates allow sufficient time to read the question thoroughly before answering it
and also take time to read through their answers. They should take care to write as
legibly as possible, so that the examiner is in no doubt about what is intended.
5
Candidates need to interpret key words within questions, particularly those such as
‘state’, ‘list’ and ‘describe’. Questions requiring descriptions or explanations obviously
require a more detailed answer than those requiring a list.
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6
It is important to ensure that responses to questions are to the point. Candidates
should bear in mind that small sketches might be used to convey information more
succinctly than words.
7
Successful candidates ensure that their answers are focused and to the point. It is
disappointing when they cannot be rewarded for their efforts because the answer is
irrelevant to the particular question. Candidates should take note of the mark
allocation for specific sections and allocate their time and efforts accordingly.
8
Diagrams can enhance an answer and where appropriate can replace detailed
descriptions. They should be large, clear and well annotated, ensuring that labels are
properly attached to the features they describe. Diagrams should preferably be in
pencil. Colour may be used successfully but only where it is relevant to the answer.
9
In each examination it is clear that some candidates are ill prepared to answer papers
of the type set. It is essential that candidates have the opportunity to practice
questions. Ideally some papers should be answered in a time constrained situation.
Appropriate feedback must, in any case be provided.
10
Candidates should be aware of the reading list of suggested books for the RHS Level
2 Certificate in The Principles of Plant Growth, Propagation and Development which is
available from the Qualifications Section and can also be found on the RHS website
together with past papers.
Examiners’ Comments:
MARKS
Q1
a)
b)
a)
State FOUR ways by which the use of irrigation can affect the
environment in a garden situation.
4
Explain THREE different methods of improving the water content in the
soil for plant use, other than the use of irrigation.
6
Candidates who stated specific examples of how irrigation can affect the
environment in a garden situation gained full marks. Suitable answers included
both positive and negative affects e.g. if irrigation is applied during the hottest part
of the day then evaporation occurs and wastes water, applying too much water or
by using a heavy droplet size can lead to soil structure damage and using too
much irrigation can lead to water run-off and soil erosion.
Answers which did not give environmental factors could not be awarded any
marks.
b)
The best candidates provided good explanations with correct methods for
improving the water content in a soil and were awarded full marks. These
included the incorporation of well-rotted organic matter which increases the
organic matter of the soil and encourages soil organism activity. This aids soil
structure and pore development which results in an increase of available water in
the soil.
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Q2
a)
State what is meant by the term ‘cultivation pan’.
2
b)
Describe how a cultivation pan can be formed in soil.
4
c)
Describe a method by which a cultivation pan can be rectified.
4
a)
Candidates who stated that a cultivation pan is a compacted layer of soil formed
in the body of the soil which may restrict root growth, drainage and aeration
gained full marks.
Many candidates stated the cause for a cultivation pan and could not be awarded
any marks.
b)
Better candidates correctly described how a cultivation pan was formed by
repeatedly cultivating to the same depth and the effect of smearing of the soil
particles when using cultivation machinery.
Candidates who described how a natural pan is formed and soil capping could not
be awarded any marks.
c)
The majority of candidates were able to describe that a cultivation pan can be
rectified by either double digging on a small scale or sub soiling on a large scale.
Marks were lost due to a lack of full descriptions of the methods. The best
answers were from candidates who linked parts b) and c) of this question.
MARKS
Q3
a)
Name TWO garden situations where poor drainage may occur.
2
b)
State TWO reasons why the correct balance between air and water is
essential for the healthy growth of plants.
4
Describe TWO ways by which garden drainage systems can impact on
the environment.
4
c)
a)
Most candidates were able to gain full marks for this section of the question.
Suitable answers included; water collecting at the bottom of a slope, surface
compaction due to excess traffic, a high water table and poor soil structure.
b)
The best candidates understood that both water and air are needed for the
healthy growth of plants. Acceptable answers included; supports aerobic soil
organisms and reduces the risk of toxic by-products being produced from
anaerobic respiration which could be harmful to plant growth and supports water
and nutrient uptake while supporting root respiration.
c)
Candidates who described overloading drains, localised flooding, water containing
excess nitrogen draining into water courses as ways in which garden drainage
systems can impact on the environment gained full marks.
Some candidates gave run off as an impact on the environment when it is a
failure of drainage that is causing the run off from the surface rather than draining
out of the land and could not be awarded any marks.
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Q4
a)
State TWO sources of organic matter in a soil.
2
b)
Describe TWO beneficial effects of organic matter in the soil.
4
c)
Describe TWO limitations of organic matter in the soil.
4
a)
The majority of candidates were able to state two sources of organic matter.
Suitable examples included; crop residues and green manures, imported sources
e.g. farm yard manures, garden compost, spent mushroom compost and
composted municipal green waste.
b)
Many candidates were able to describe how organic matter can change the
properties of soil and the benefit of the change. Correct examples included;
organic matter darkens the soil which increases the rate of heat absorption, which
increases plant growth. Organic matter also increases the water holding capacity
of a soil which ensures water availability for plant uptake and growth.
c)
Most candidates described suitable limitations of organic matter in the soil e.g.
organic matter is a source of plant pests including larvae and eggs which attack
roots and plant diseases, especially fungal growth and spores. Other acceptable
answers included were; as organic matter decomposes it can cause localised
acidification of the soil which may restrict plant growth and seed germination.
MARKS
Q5
a)
State what is meant by the term ‘soil pH’.
3
b)
State TWO methods by which soil pH can be lowered.
4
c)
State ONE use for EACH of the following types of compost:
i)
ii)
iii)
ericaceous;
loam-based;
peat free.
1
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a)
The majority of candidates stated correctly that soil pH is the term used to
express the acidity or alkalinity of a soil solution and ranges from 4.0 – 8.5 for
plant growth. The best candidates also stated that pH is based on the
concentration of hydrogen and hydroxide ions in the soil solution.
b)
Candidates provided a range of suitable methods by which soil pH can be
lowered. These included; sulphur, sulphur based fertilisers and acidic organic
material.
c)
Many candidates were able to state that ericaceous compost is used for acidloving plants and loam-based compost is used in the John Innes range of
composts for seed sowing and potting. Peat free compost can be used in hanging
baskets as well as for rooting cuttings and sowing seeds. Full marks were
awarded to candidates who gave suitable answers.
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MARKS
Q6
a)
State TWO examples of EACH of the following types of fertiliser:
i)
ii)
straight;
compound.
2
2
b)
List the major nutrients provided by a compound fertiliser.
c)
State ONE situation where EACH of the following types of fertiliser
application would be appropriate:
i)
ii)
iii)
a)
top dressing;
liquid feed;
foliar feed.
3
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i)
Candidates who understood that a straight fertiliser is one which contains
one major nutrient only gained maximum marks for this part of the
question. Suitable answers were Ammonium nitrate and Urea.
ii)
Candidates gave Growmore and Vitax Q4 as acceptable examples of
compound fertilisers and were awarded full marks.
b)
The majority of candidates correctly listed nitrogen, phosphorus and potassium as
the three major nutrients provided by a compound fertiliser.
c)
Most candidates were able to state one situation for each of the following fertiliser
applications;
i)
Top dressing is applied to the soil surface or crop but is not incorporated
into the soil.
ii)
Liquid feed is applied to the root zone of a fast growing crop e.g. a crop of
tomatoes.
iii)
Foliar feed is a method used to apply trace elements to the foliage of
decorative plants when deficiency symptoms develop.
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©These questions are the property of the Royal Horticultural Society.
They must not be reproduced or sold.
The Royal Horticultural Society, Wisley, Woking, Surrey GU23 6QB.
Charity Registration Number: 222879/SC038262
13