Study Guide for the Florida Teacher Certification Examination
Agriculture 6-12
FLORIDA DEPARTMENT OF EDUCATION
www.fldoe.org
Developed, produced, and printed under the authority of the
Florida Department of Education
Agicultural Education content developed by the
Center for Education Research and Development
College of Education
University of Central Florida
Produced by the
Institute for Instructional Research and Practice
College of Education
University of South Florida
Authorization for reproduction is hereby granted to persons acting in an
official capacity within the State System of Public Education as defined
in Section 228.041(1), Florida Statutes. The copyright notice on the
bottom of the page must be included on all copies.
Permission is NOT granted for distribution or reproduction outside the
State System of Public Education or for commercial distribution of the
copyrighted materials without written authorization from the
Department of Education. Questions regarding use of these
copyrighted materials are to be addressed to:
The Administrator
Florida Department of Education
325 West Gaines Street, Suite 414
Tallahassee, Florida 32399-0400
Copyright 2002
State of Florida
Department of State
Contents
1
Test and Study Guide Development
1
2
Preparation for the Test
3
3
Competencies and Skills
5
4
Sources for Review
11
5
Test Format and Sample Questions
19
6
Test-taking Advice
27
7
Additional Information
29
Acknowledgments
31
1
Test and Study Guide Development
Teacher Certification Testing
Since 1980, Florida teacher certification candidates have been
required to pass the Florida Teacher Certification Examination
(FTCE), which has consisted of tests in reading, writing,
mathematics, and professional knowledge. The 1986 Florida
Legislature modified the testing program by also requiring teacher
candidates to pass a test in the subject area in which they wish to be
certified. In addition, the Legislature substituted the Florida CollegeLevel Academic Skills Test (CLAST) for the reading, writing, and
mathematics portions of the FTCE. The 2000 Florida Legislature
replaced the CLAST with the General Knowledge Test, effective July
1, 2002.
The subject area knowledge that is tested on the Agriculture 6-12
examination was identified and validated by committees of content
specialists from within the state of Florida. A majority of the committee
members were public school teachers, but the committees also
included district supervisors and college faculty with expertise in this
field. Committee members were selected on the basis of
recommendations by professional associations, experts in the field,
and teachers’ unions. In developing the test, the committees used an
extensive literature review, interviews with selected public school
teachers, a large-scale survey of teachers, pilot tests, and their own
professional judgment.
Role of the Study Guide
The purpose of this study guide is to help candidates taking the Initial
Teacher Subject Area Test in Agriculture 6-12 to prepare effectively
for the exam. The guide was designed to familiarize prospective test
takers with various aspects of the exam, including the content that is
covered and the way it is represented. The guide should enable
candidates to direct their study and to focus on relevant material for
review.
This study guide is intended primarily for use by certification
candidates, who may be students in a college or university teacherpreparation program, teachers with provisional certification, teachers
seeking certification in an additional subject area, or persons making
a career change to public school teaching. Candidates may have
studied and worked in Florida or may be from out of state.
1
College or university faculty may also use the guide to prepare students
for certification, and in-service trainers may find the guide useful for
helping previously certified teachers prepare for recertification or
multiple certification.
This study guide is not intended as an all-inclusive source of subject
area knowledge, nor is it a substitute for college course work in the
subject area. The list of references is not exhaustive, and the sample
items are not an exact representation of the content of the actual test.
Instead, the guide is intended to help candidates prepare for the subject
area test by presenting an overview of the content and format of the
examination.
2
2
Preparation for the Test
The following outline may help you to prepare for the exam. Adapt
these suggestions to suit your own study habits and the time you
have available for review.
Overview
•
Look over the organization of the study guide.
Section 1 discusses the development of the test and study guide.
Section 3 presents information about the content of the test.
Section 4 contains an annotated bibliography of review sources.
Section 5 lists question formats and includes sample test items.
Section 6 offers strategies for taking the test.
Section 7 identifies sources of further information.
Self-assessment
•
Decide which content areas you should review.
Section 3 includes the competencies and skills used to develop
this subject area test and the approximate proportion of test items
from each competency area. It also cross-references each skill
with the review sources found in Section 4.
Research
•
Choose the study resources you need.
Section 4 lists sources you can use for a quick review, for
specialized study, or for extensive test preparation.
Review
•
Study according to your needs.
Review all of the competencies, concentrating on areas with
which you are least familiar.
Practice
•
Acquaint yourself with the format of the exam.
Section 5 describes types of questions you may find on the exam.
•
Answer sample test questions.
Section 5 also gives you an opportunity to test yourself with
sample test questions and an answer key.
Final preparation
•
Review test-taking advice.
Section 6 includes suggestions for improving your performance
on the exam.
3
4
3
Competencies and Skills
The table on the following pages lists the competencies and skills
used as the basis for the Agriculture 6-12 exam. These competencies
and skills represent the knowledge that teams of teachers, subject
area specialists, and district-level educators have determined to be
important for beginning teachers. This table could serve as a checklist
for assessing your familiarity with each of the areas covered by the
test. The percentage weightings and review sources should help you
to organize your review.
The following excerpt illustrates the components of the table:
Competency
Percentage of total test items
Competency/Skill
%
1 Knowledge of the National FFA Organization
Skill
Review Sources
10
1 Identify the purposes of the National FFA Organization.
18, 28, 32, 34
2 Identify important milestones in the history of the
National FFA Organization.
18, 28, 32, 34
3 Demonstrate knowledge of FFA chapter officers,
committee chairpersons, and their responsibilities for
FFA activities.
18, 28, 32, 34
4 Demonstrate knowledge of the FFA contest, award,
and degree programs.
18, 28, 32, 34
Review sources
Competencies are areas of content knowledge.
Skills identify behaviors that demonstrate the competencies.
Percentages indicate the approximate proportion of test items that
represent the competencies on the test.
Review sources for a particular skill are listed by number. Each
number is keyed to a reference listed in Section 4 of this guide.
5
Table of Competencies and Skills, Percentages, and Review Sources
Competency/Skill
1
2
6
Knowledge of the National FFA Organization
%
Review Sources
10
1
Identify the purposes of the National FFA Organization
and the FFA Foundation.
18, 28, 32, 34
2
Identify important milestones in the history of the
National FFA Organization.
18, 28, 32, 34
3
Demonstrate knowledge of FFA chapter officers,
committee chairpersons, and their responsibilities for
FFA activities.
18, 28, 32, 34
4
Demonstrate knowledge of the FFA contest, award, and
degree programs.
18, 28, 32, 34
5
Demonstrate knowledge of using the FFA as an
instructional tool.
18, 28, 32, 34
6
Demonstrate knowledge of parliamentary procedures
and public speaking.
18, 28, 32, 34
7
Identify the organizational structure of the state and
national FFA organizations.
18, 28, 32, 34
8
Identify the FFA program of activities and its use at the
chapter level.
18, 28, 32, 34
Knowledge of animal science
12
1
Demonstrate knowledge of general livestock
terminology.
6, 15, 16, 40
2
Identify desirable characteristics in the selection of
livestock.
6, 15, 16, 40
3
Demonstrate knowledge of animal production and
reproduction practices.
6, 15, 16, 40
4
Demonstrate knowledge of animal nutrition, feeds,
feeding, and digestive systems.
6, 15, 16, 40
5
Demonstrate knowledge of animal health and sanitation
practices.
6, 15, 16, 40
6
Demonstrate knowledge of handler safety in working
with livestock.
6, 15, 16, 40
7
Identify principles and methods of marketing livestock
and livestock products in Florida.
6, 15, 16, 40
Competency/Skill
3
4
%
Review Sources
8
Demonstrate knowledge of animal production systems.
6, 15, 16, 40
9
Demonstrate knowledge of animal exhibition.
6, 15, 16, 40
Knowledge of plant science
12
1
Identify plant parts and their functions.
21, 39
2
Define photosynthesis, transpiration, and respiration.
21, 39
3
Identify essential nutrients for plant growth.
2, 21, 39
4
Demonstrate knowledge of plant propagation and
reproduction.
2, 21, 22, 39
5
Identify agents of plant disease and plant disease control
methods.
22, 36
6
Identify general methods of controlling weeds.
36, 39
7
Demonstrate knowledge of plant classification systems.
5, 22, 42
8
Demonstrate knowledge of insect classification and
control methods.
22, 36
9
Interpret information on pesticide labels.
36, 39
10 Demonstrate knowledge of pesticide handling, application,
safety, and container disposal.
36, 39
11 Demonstrate knowledge of marketing techniques used in
the plant production industry.
2, 21, 22
12 Demonstrate knowledge of techniques to reduce plant
water requirements in Florida.
2
Knowledge of soil science
12
1
Demonstrate knowledge of soil formation processes.
1, 4, 12, 17
2
Demonstrate knowledge of soil particles and their
influences on soil characteristics.
1, 4, 12, 17
3
Identify the major components of soil.
1, 4, 12, 17
4
Identify factors used to classify soils.
1, 4, 12, 17
5
Identify the land capability classes.
1, 4, 12, 17
6
Demonstrate knowledge of soil and tissue testing
procedures.
1, 4, 12, 17
7
Interpret information on a fertilizer analysis tag.
1, 4, 12, 17
8
Identify sources of primary plant nutrients.
1, 4, 12, 17
9
Identify pH and methods of adjusting pH levels.
1, 4, 12, 17
7
Table of Competencies and Skills, Percentages, and Review Sources
Competency/Skill
5
6
8
%
Review Sources
10 Demonstrate knowledge of safe fertilizer storage,
handling, and application.
1, 4, 12, 17, 25
11 Identify types of irrigation systems.
1, 4, 12, 17, 25
12 Identify water-conserving methods of irrigation.
1, 4, 12, 17, 25
Knowledge of agricultural mechanics
12
1
Identify safety practices used in an agricultural lab.
11, 20, 41
2
Identify common hand and power tools and their proper
uses.
11, 20, 41
3
Demonstrate knowledge of oxy-acetylene and arc
welding, cutting, and safety procedures.
11, 20, 41
4
Demonstrate knowledge of measurement as it applies to
agriculture.
11, 20, 41
5
Identify basic tractor safety practices, tractor controls,
and safe operation.
3, 11, 13, 22
6
Identify the procedures for maintaining tools and
equipment.
11, 13, 20, 41
7
Demonstrate knowledge of the basic principles of gas
and diesel engine operation.
11, 20, 41
8
Demonstrate knowledge of facility construction and
building maintenance.
11, 20, 41
Knowledge of natural resources
12
1
Identify renewable and nonrenewable natural resources.
7, 12
2
Identify factors affecting soil erosion and methods of
erosion control.
1, 4, 12, 17
3
Identify sources of environmental pollution.
7, 12
4
Demonstrate knowledge of the hydrologic cycle.
7, 12
5
Identify governmental agencies that regulate natural
resources.
31, 38
6
Demonstrate knowledge of relationships among forests,
wildlife, and water resources.
7
Competency/Skill
7
8
9
Knowledge of Supervised Agricultural Experience
Programs (SAEP) and agribusiness management
%
Review Sources
10
1
Identify Supervised Agricultural Experience Programs
(SAEP) and their benefits.
8, 9, 10, 33
2
Identify the types of SAEP projects.
8, 9, 10, 33
3
Demonstrate knowledge of agribusiness management
and record keeping.
8, 9, 10, 33
Knowledge of agriculture department management and
professional development
10
1
Identify professional publications and organizations.
28, 32, 34
2
Demonstrate knowledge of agricultural curriculum
planning and development.
26, 27, 30, 37
3
Identify criteria for evaluating instructional resource
materials, such as software, textbooks, and audio-visual
materials.
27, 29, 35
4
Identify the purposes and functions of agricultural
education advisory committees, alumni, and community
support groups.
35, 37
5
Demonstrate knowledge of legislation and issues affecting
agriculture and agriculture education.
12, 25
6
Identify principles of agricultural laboratory management.
33, 35, 37
7
Demonstrate knowledge of public relations.
35, 37
Knowledge of employability skills and careers in
agriculture
10
1
Identify career opportunities in the seven program areas
within agriculture.
11, 12, 16, 20
2
Demonstrate knowledge of employability skills.
23, 24
3
Identify sources of job availability information.
23, 24
4
Demonstrate knowledge of entrepreneurship.
14, 19
9
10
4
Sources for Review
The annotated bibliography that follows includes basic references
that test candidates may use to prepare for the exam. These sources
provide a framework for review of subject area knowledge learned
through books, course work, and practical experience. The
references have been coded to the table of competencies and skills,
percentages, and review sources in Section 3 of this guide.
Committees of content consultants compiled the bibliography to
address the entire range of competencies and skills on the exam. The
consultants selected references that provide relevant material, giving
preference to sources that are available in college bookstores and
libraries.
This bibliography is representative of sources that can be used to
prepare for the exam. The Department of Education does not endorse
these references as the only appropriate sources for review; many
comparable texts currently used in teacher preparation programs also
cover the competencies and skills that are tested on the exam.
1
Beeman, C. E., & Caldwell, R. E. (1978). Basic principles of soil
science. Gainesville, FL: University of Florida.
Provides basic information for understanding proper soil
management and use. Offers instruction in soil formation,
identification, classification, fertility, and pH. Discusses use
of fertilizers. Developed by the Department of Agricultural
and Extension Education.
2
Boodley, J. W. (1981). The commercial greenhouse. Albany, NY:
Delmar.
Reviews the elements of greenhouse production. Also
covers the elements of plant science including application,
plant propagation, marketing and distribution, and essential
nutrients for plant growth.
3
Borgman, D. E. (1974). Fundamentals of machine operation:
Tractors. Moline, IL: Deere and Company.
Describes the fundamentals
maintenance, and repair.
of
tractor
operation,
11
4
Brady, N. C. (1974). The nature and properties of soils (8th ed.).
New York: Macmillan.
Provides information on soil characteristics, identification,
classification, properties, nutrients, organisms, formation, and
pH.
5
Broschat, T. K., & Meerow, A. W. (1991). Betrock's reference
guide to Florida landscape plants. Gainesville, FL: Betrock
Information Systems, Inc.
Excellent reference for landscape plants in Florida. Contains
color photographs of plants and information and data for
accurately selecting landscape plants.
6
Bundy, C.E., Diggins, R. V., & Christensen, V. W. (1975).
Livestock and poultry production (4th ed.). Englewood Cliffs,
NJ: Prentice-Hall.
Presents an overview of livestock and poultry production.
Discusses feeding and nutrition; pork, beef, horse, sheep,
poultry, and dairy production; and inheritance and
reproduction.
7
Camp, W. G., & Daugherty, T. B. (1988). Managing our natural
resources. Albany, NY: Delmar.
Provides an overview of natural resources and conservation.
Details renewable and nonrenewable resources, factors of soil
erosion, the water cycle, and woodland management.
8
Cheek, J. G., & Arrington, L. R. (1984, April). Using land
laboratories. The Agricultural Education Magazine, 56, 8-10.
Covers use of the land laboratory for students' supervised
agricultural experience programs. Explains various
approaches along with their benefits to teachers and students.
9
Cheek, J. G., & Arrington, L. R. (1990, May). Reshaping SAE to
provide experiential learning in the 1990's. The Agricultural
Education Magazine, 62, 12-13, 22.
Discusses the value of experiential learning in agricultural
education. Presents evidence that supervised agricultural
experience is an effective learning tool and gives innovative
ideas for using supervised agricultural programs for
experiential learning.
12
10 Cheek, J. G., & Beeman, C. E. (1984, February). Expanding
SOE via placement. The Agricultural Education Magazine,
56, 7-9.
Describes ways of expanding supervised occupational
experience programs through the placement method.
Explains the Florida model of supervised agricultural
experience program placement along with characteristics
and examples of different placement experiences.
11 Cooper, E. L. (1987). Agricultural mechanics: Fundamentals and
applications. Albany, NY: Delmar.
Provides information and instructions related to basic
mechanics skills for working with various materials. Includes
procedures for using hand tools, portable power tools, and
stationary power equipment. Discusses woodworking, metal
working, electric and gas welding, heating and cutting, small
engine maintenance, electrical wiring, plumbing, and
concrete and masonry work.
12 Cooper, E. L. (1990). Agriscience
applications. Albany, NY: Delmar.
fundamentals
and
Offers an overview of environmental technology, plant
sciences, integrated pest management, interior and exterior
plantscape, animal sciences, food science, agribusiness,
and employability skills.
13 Doss, H. J. (1974). Fundamentals of machine operation:
Agricultural machinery safety. Moline, IL: Deere and
Company.
Useful resource detailing safety, preventive maintenance,
and operation of agricultural machinery.
14 Ely, V. K., Berns, G. B., & Popo, D. L. (1990). Entrepreneurship
(3rd ed.). Lake Forest, IL: Macmillan/McGraw-Hill.
Focuses on the entrepreneurial level of employment.
Explains the relationship between small business trends and
marketing and financing.
15 Ensminger, M. E. (1991). Animal science (9th ed.). Danville, IL:
Interstate.
From the Animal Agriculture Series. Very thorough reference
on the management and production of all classes of
livestock. Includes a discussion of biotechnology,
environmental concerns, and genetic engineering.
13
16 Gillespie, J. R. (1983). Modern livestock & poultry production (2nd
ed.). Albany, NY: Delmar.
Covers all phases of modern production techniques of the
livestock industry. Discusses livestock feeding and nutrition,
animal breeding, and the selection and care of various
livestock species.
17 Herbert, J. H., Brown, R. B., & Hanlon, E. A. (1990). Land
judging and homesite evaluation in Florida. Circular 242-G.
Gainesville, FL: Florida Cooperative Extension Service.
Explains soil texture, organic matter, and other characteristics
of soil evaluation used in predicting degrees of limitations for
various uses.
18 Holmberg, D. A. (1983). Basic principles of parliamentary
procedure. Gainesville, FL: University of Florida.
Provides information on the basics of parliamentary
procedure. Covers most of the skills and information that an
organizational member needs to function effectively in a
meeting.
19 Hutt, R. W. (1988). Entrepreneurship: Starting your own business
(2nd ed.). Cincinnati: South-Western.
Introduces the concept of entrepreneurship as a possible
career path and provides a realistic framework for starting
student businesses.
20 Jacobs, C. O., & Harrell, W. R. (1983). Agricultural power and
machinery. Atlanta: McGraw-Hill.
Provides instruction in basic principles of power machinery
operation, maintenance, service, repair, and management.
Includes a discussion of employment opportunities in the
agricultural machinery industry.
21 Janick, J. (1986). Horticultural science (4th ed.). New York: W. H.
Freeman and Company.
Provides an overview of horticulture biology, technology,
environment, and industry. Covers plant parts and functions,
and plant nutrition, propagation and reproduction. Discusses
marketing techniques and production systems.
22 Joiner, J. N. (1981). Foliage plant production. Englewood Cliffs,
NJ: Prentice-Hall.
Details foliage plant production including causes and control of
diseases, marketing techniques, plant classification and
structure, plant propagation, and insect identification and
control methods.
14
23 Kelly-Plate, J., & Volz-Patton, R. (1991). Career skills (2nd ed.).
Mission Hills, CA: McGraw-Hill.
Covers career exploration and employment skills. Includes a
handbook detailing careers in agribusiness, natural
resources, and a variety of other vocations.
24 Kimbrell, G., & Vineyard, B. S. (1992). Succeeding in the world
of work (5th ed.). Lake Forest, IL: Glencoe.
Discusses planning for the future, entering the working
world, developing skills and understanding, becoming a wise
consumer, and meeting adult responsibilities.
25 Krebs, A. H. (1984). Agriculture in our lives (5th ed.). Danville,
IL: Interstate.
Reviews conservation, environmental pollution, the
hydrological cycle, and soil erosion. Explores methods of
erosion control.
26 Mager, R. F. (1962). Preparing instructional objectives. Palo Alto,
CA: Fearon.
Delineates the process of writing instructional objectives.
Covers the importance of developing and communicating
explicit instructional objectives.
27 Mager, R. F., & Beach, K. M. (1967). Developing vocational
instruction. Palo Alto, CA: Fearon.
Describes systematic course development to facilitate
learning. Covers the development of course objectives,
lesson plans, and measurement instruments.
28 Mattics, J. (1991). FFA student handbook
Alexandria, VA: Future Farmers of America.
(10th ed.).
Outlines the structure of FFA and opportunities available in
the organization. Discusses methods for conducting FFA
meetings. Offers information about FFA degrees, awards,
contests, and leadership activities.
29 McKeachie, W. J. (1986). Teaching tips: A guidebook for the
beginning college teacher (8th ed.). Lexington, MA: D. C.
Heath and Company.
Guidebook for college instructors and teaching assistants.
Discusses meeting a class for the first time, selecting texts,
preparing lecture notes, maintaining classroom order,
teaching labs, and evaluating students.
15
30 Miller, W. R., & Rose, H. C. (1975). Instructors and their jobs (3rd
ed.). Chicago: American Technical Publishers.
Provides practical and substantial assistance to instructors
and supervisors preparing to teach a vocational program.
Contains practical and productive use of modern instructional
methods.
31 National Commission on Supplies and Shortages. (1976).
Government and the nation's resources. (Report #052-00300271-0). Washington: United States Government Printing
Office.
Analyzes the world's resources and makes recommendations
concerning international market considerations, data
collection and analysis, government policy on natural
resources, recycling, and materials research and
development.
32 National FFA Foundation. (1992). Experiencing agriculture: A
handbook on supervised agricultural experience. Alexandria,
VA: Future Farmers of America.
Loose-leaf handbook designed to be used as a duplication
resource. Includes philosophy of SAE, how-to ideas,
suggestions for implementing lesson plans, and
transparencies.
33 National FFA Organization. (1986). Advisors guide to the student
handbook. Alexandria, VA: Future Farmers of America.
Includes materials for teacher use that will enhance the value
of the student handbook to the student.
34 National FFA Organization. (1992). 1992 official FFA manual.
Alexandria, VA: Future Farmers of America.
Contains the FFA constitution, bylaws, and operating
procedures, in addition to historical information about the
organization. Excellent student and teacher reference for the
day-to-day operation of a local FFA chapter.
35 Newcomb, L. H., McCracken, J. D., & Warmbrod, J. R. (1986).
Methods of teaching agriculture. Danville, IL: Interstate.
Designed for preservice and inservice teachers. Includes a
discussion of methods of teaching agriculture, teaching and
learning principles, application of learning, special needs of
unique student populations, and procedures for evaluating
teaching and learning.
16
36 North Carolina State University. Applying pesticides correctly:
A guide for private and commercial applicators. Washington:
United States Department of Agriculture.
Details pesticide labelling, application, and precautions;
insect classification and control; and weed classification and
control.
37 Phipps, L. J. & Osborne, E. W. (1988). Handbook on
agricultural education (5th ed.). Danville, IL: Interstate.
Textbook for preservice teachers. Provides information
concerning historical and theoretical development and
operation of a complete agricultural education program.
38 Rees, J. (1990). Natural resources: Allocation, economics and
policy (2nd ed.). London: Routledge.
Contains chapters on the nature and scarcity of natural
resources, mineral production and distribution, and
management of renewable resources.
39 Reiley, H. E., & Shry, C.L., Jr. (1991). Introductory horticulture
(4th ed.). Albany, NY: Delmar.
Provides an overview of horticulture including types of plant
propagation, use of pesticides, plant parts and functions,
and environmental requirements for plant growth.
40 Stufflebeam, C. E. (1983). Principles of animal agriculture.
Englewood Cliffs, NJ: Prentice-Hall.
Provides an overview of the principles of animal agriculture
including scope, breeds of animals, anatomy and
physiology, genetics, behavior, reproduction, nutrition, and
health issues.
41 Wakeman, T. J. (1977). Modern agricultural mechanics.
Danville, IL: Interstate.
Discusses the facilities, equipment, tools, environment, and
physical factors that affect safety in the agricultural
mechanics laboratory.
42 Watkins, J. V., & Sheehan, T. J. (1975). Florida landscape
plants: Native and exotic (rev.ed.). Gainesville, FL:
University Presses of Florida.
Describes and illustrates the most commonly used
landscape plants for Florida with emphasis on plant
classification.
17
18
5
Test Format and Sample Questions
The Agriculture 6-12 subject area test consists of approximately 120
multiple-choice questions. You will have two-and-one-half hours to
complete the test.
You will receive a test booklet with a separate answer sheet. Each
question will contain four response options, and you will record your
selection by bubbling in A, B, C, or D on the answer sheet.
The table below presents types of questions on the exam and directs
you to examples of these formats among the sample items that follow.
Table of Question Formats
Type of question
Sample item
Direct question
Choose the response option that best
answers the question.
Item 2, page 21
Item 6, page 21
Sentence completion
Select the response option that best
completes the sentence.
Item 4, page 21
Item 7, page 21
Command
Select the best response option.
Item 15, page 22
Scenario
Examine a situation, problem, or case study.
Then answer a question, make a diagnosis,
or recommend a course of action by
selecting the best response option.
Item 34, page 24
Item 41, page 25
Graphics
Examine a chart, graph, or diagram and
select the response option that best answers
the question.
Item 42, page 25
Selection
Choose the response option that contains
all the elements needed to correctly answer
the question.
Item 1, page 21
Item 18, page 22
19
Sample Items
The following items represent both the form and content of questions
you will encounter on the exam. These sample items cannot cover all
of the competencies and skills that are tested, and they can only
approximate the degree of difficulty of actual exam questions. However,
these items will acquaint you with the general format of the exam.
An answer key follows on page 26.
20
DIRECTIONS: Read each item and select the
correct response. An answer key follows the
sample test.
1.
5.
The primary goal of the FFA organization is
to develop agricultural
A.
leadership, cooperation, and citizenship.
B.
learning, competition, and
communication.
C. experience, competition, and
management.
adjournment
B.
amendment
C. point of order
6.
director.
B.
president.
C. advisor.
D. executive secretary.
4.
A male bovine that has been castrated is a
A.
heifer.
B.
steer.
Jersey
Which vitamin is most likely to be deficient
in beef cattle rations?
A.
vitamin A
B.
vitamin C
D. vitamin E
7.
According to the FFA constitution, the
instructional program leader at the
national, state, and local levels is also
designated as the FFA
A.
B.
C. vitamin D
D. previous question
3.
Hereford
D. Holstein
In parliamentary procedure, which motion
does NOT require recognition by the
chair?
A.
A.
C. Ayrshire
D. scholarship, confidence, and patriotism.
2.
Which breed of dairy cattle is
distinguished by its large size and black
and white color?
The primary purpose of the ____________
system of beef production is to produce
bulls to be sold to other cattle producers.
A.
cow-calf
B.
purebred
C. stocker
D. feedlot
8.
Plants transpire through which leaf
structure?
A.
blade
B.
petiole
C. stoma
D. chloroplast
C. bull.
D. barrow.
21
9.
What are the symbols for the three plant
nutrients provided by air and water?
A.
C, H, and O
A.
CAUTION
B.
N, P, and K
B.
WARNING
C. Mg, Mn, and Zn
C. DANGER
D. Fe, Ir, and Cu
D. CORROSIVE
10. Which of the following is a form of sexual
propagation?
15. Identify the most water-efficient sprinkler
to use in shrub areas of a landscape.
A.
cutting
A.
rotor
B.
layering
B.
spray
C. division
C. impact
D. seeding
D. drip
11. Which plant disease pathogen causes
"damping off"?
A.
Fusarium
B.
Sclerotinium
C. Pythium
D. Verticillium
12. Which of the following is a narrow-leaved
perennial weed?
A.
nut sedge
B.
pennywort
C. spotted splurge
D. sandbur
13. Which insect has a piercing-sucking mouth
part?
A.
beetle
B.
aphid
C. grasshopper
D. katydid
22
14. Which signal word designates the most
toxic classification of chemical pesticides?
16. Which soil particle is highly plastic and
retains plasticity when moist?
A.
sand
B.
clay
C. silt
D. organic
17. Which type of soil water is predominately
used by plants?
A.
free
B.
hygroscopic
C. gravitational
D. capillary
18. Soil texture is determined by the
percentages of
A.
sand, silt, and clay.
B.
sand, organic matter, and clay.
C. organic matter, water, and air.
D. microorganisms, organic matter, and
water.
19. Which land capability class is cultivatable?
A.
III
B.
V
C. VI
D. VIII
24. To measure the cylinder bore of a gasoline
engine, which tool should be used?
A.
spring divider
B.
outside caliper
C. bench rule
D. inside micrometer
20. Animal tankage is listed in which category
of nitrogen on a fertilizer label?
A.
water soluble organic nitrogen
B.
water insoluble nitrogen
C. nitrate nitrogen
D. ammoniacal nitrogen
25. Tractors have a tendency to overturn on
slopes because of their
A.
heavy weight.
B.
oversized tires.
C. high center of gravity.
D. lack of shock absorbers.
21. What material would raise the pH level of a
soil?
A.
manure
B.
gypsum
C. sulfur
D. dolomite
26. The fuel-air mixture is ignited at the end of
the ___________ stroke in a four-cycle
engine.
A.
compression
B.
exhaust
C. power
D. intake
22. In the case of a minor nonchemical burn,
the recommended emergency treatment is
to
A.
bandage the burned area immediately.
B.
apply an oily first-aid cream.
C. place an ice pack over the burn.
D. flush the burned area with warm water.
27. Using a tape measure and the triangle
method, how does a person lay out a
square corner?
A.
3, 4, 6
B.
5, 7, 9
C. 6, 8, 10
D. 12, 12, 12
23. For accuracy in heavy drilling jobs, which
tool is best?
A.
hand drill
B.
portable power drill
C. drill press
D. center punch
23
28. Coal is an example of a(an)
________________ resource.
A.
reusable
B.
renewable
C. inorganic
D. nonrenewable
33. The major benefit to participants in a
Supervised Agricutural Experience (SAE)
program is
A.
earning a weekly paycheck.
B.
receiving practical job-related experience.
C. developing social skills in the workplace.
D. utilizing free time constructively.
29. Which type of erosion is the most serious?
A.
rill
B.
sheet
C. gully
D. splash
30. One of the most common compounds
causing groundwater pollution today is
A.
sulfate.
B.
nitrate.
34. An agriculture education student is paid
for work in a local veterinary clinic one or
more afternoons per week during the
school year.
The student is participating in what type of
SAE program?
A.
partnership
B.
ownership
C. entrepreneurship
D. placement
C. sulfite.
D. nitrite.
31. In the hydrologic cycle, ____________ soil
loses the most water due to percolation
and leaching.
A.
sandy
B.
loamy
C. clay
D. silty
32. Which governmental agency is responsible
for regulating natural resources?
A.
CES
B.
FHA
C. SCS
D. DER
24
35. Which type of business has a limit for
returns on ownership capital?
A.
individual ownership
B.
corporation
C. partnership
D. cooperative
36. Professional organizations exist to
A.
enhance the profession.
B.
distribute financial benefits.
C. provide social interactions.
D. promote recreational activities.
37. The statement: "Given 30 common
landscape plants, the student will be able
to identify those plants with 80% accuracy"
is an example of a(an)
A.
task.
B.
objective.
41. During a job interview a student is asked
about work experiences.
Which is the best response for the student
to make?
A.
"It's all listed on my resume."
B.
"I've had many jobs, and I'm sure I can do
this one."
C. rationale.
D. competency.
38. The most important criterion for selecting
printed instructional material is
A.
length.
B.
content accuracy.
C. "It doesn't relate to this job."
D. "I have been a salesclerk in a hardware
store and have tended animals in a pet
store."
42. Identify the tool shown below.
C. attractiveness.
D. use of color.
39. The primary purpose of an advisory
committee is to
A.
counsel and advise.
B.
evaluate and analyze.
A.
angle square
C. lobby and encourage.
B.
carpenter square
D. defend and promote.
C. combination square
D. T square
40. Which law and year of passage established
the intracurricular nature of the FFA and
firmly established it as a part of the
vocational agriculture instructional
program?
A.
Smith—Hughes, 1917
B.
George—Barden, 1946
C. Public Law 740, 1950
D. Public Law 88210, 1963
25
Answer Key
26
1. A
15. D
29. C
2. C
16. B
30. B
3. C
17. D
31. A
4. B
18. A
32. D
5. D
19. A
33. B
6. A
20. B
34. D
7. B
21. D
35. B
8. C
22. C
36. A
9. A
23. C
37. B
10. D
24. D
38. B
11. C
25. C
39. A
12. A
26. A
40. C
13. B
27. C
41. D
14. C
28. D
42. B
6
Test-taking Advice
•
Go into the exam prepared, alert, and well-rested.
•
Complete your travel arrangements prior to the exam date. Plan
to arrive early so that you can locate the parking facilities and
examination room without rushing.
•
Dress comfortably and bring a sweater or jacket in case the room
is too cool.
•
Take the following with you to the test site:
admission ticket
picture identification
watch
money for lunch and change for vending machines
•
There are many strategies for taking a test and different
techniques for dealing with different types of questions.
Nevertheless, you may find the following general suggestions
useful.
•
Read each question and all the response options carefully before
marking your answer. Pay attention to all of the details.
•
Go through the entire test once and answer all the questions you
are reasonably certain about. Then go back and tackle the
questions that require more thought.
•
Check periodically to be sure that you are correctly coding your
answers on the answer sheet. When you answer questions out of
sequence, be certain that the answers you mark on your answer
sheet correspond to the correct question numbers in the test
booklet.
•
When you are not certain of the right answer, eliminate as many
options as you can and choose the response that seems best. It
is to your advantage to answer all the questions on the test, even
if you are uncertain about some of your choices.
•
Be certain to mark your answers clearly on the answer sheet. If
you change an answer, erase the first pencil mark completely.
Also make sure there are no stray marks on the answer sheet.
•
After completing the exam, go back and check every question.
Verify that you have answered all of the questions and that your
responses are correctly entered.
27
28
7
Additional Information
Write to the following address to request an FTCE registration
bulletin. You may also request information on test administration,
retakes, and score reports, or offer comments about this study guide.
FTCE Inquiries
Florida Department of Education
325 West Gaines Street, Suite 414
Tallahassee, Florida 32399-0400
Write to the address below for an order form and price list if you wish
to order additional copies of this study guide or guides for other
subject areas, the Professional Education Test, the General
Knowledge Test, or the Florida Educational Leadership Exam.
Study Guides / USF
The Institute for Instructional Research and Practice
HMS 401
4202 Fowler Avenue
Tampa, Florida 33620-8360
Refer to the following Web site for additional FTCE information
including upcoming test dates, test registration, pass/fail status, and
score reports.
www.cefe.usf.edu
29
30
Acknowledgments
The Department of Education wishes to thank the following people for
their work with the Florida Teacher Certification Examination
program.
Project Administration
Center for Education Research and Development
College of Education
University of Central Florida
Study Guide Development and Review
Timothy C. App, Instructor, Colonial Ninth Grade Center, Orange
County Public Schools
Carl Beeman, Ph.D., Professor, Department of Agricultural Education
and Communication, University of Florida
Gregory Charles, Instructor, Pinellas Technical Education Center, St.
Petersburg
Jimmy G. Cheek, Ph.D. Professor, Department of Agricultural
Education and Communication, University of Florida
H. Fred Dietrich, III, Instructor, Colonial High School, Orange County
Public Schools
Jeffrey Durrance, Instructor, Sarasota County Technical Institute,
Sarasota County Public Schools
Jodi Geiger, Instructor, New Smyrna Beach High School, Volusia
County Public Schools
Karen S. Hamilton, Instructor, Eisenhower Junior High School,
Hillsborough County Public Schools
Paul Harris, Jr., Instructor, DeSoto Middle School, DeSoto County
Public Schools
Susan A. Kelly, Instructor, Evans High School, Orange County Public
Schools
Thomas M. McCall, Instructor, Department of Agricultural Education
and Communication, University of Florida
H. Larry Moore, Agriculture Extension Agent, Holmes County
Robert Philpot, Instructor, Williston High School, Levy County Public
Schools
Ray Pigott, Instructor, Chipley High School, Washington County
Public Schools
Alexander H. Smith, Instructor, Dr. Phillips High School, Orange
County Public Schools
Test Development and Validation
Gregory Alvarez, Instructor, Bradford-Union Vocational Technical
Center, Starke
31
Danny Bartlett, Instructor, Suwannee Senior High School, Suwannee
County Public Schools
Carl Beeman, Professor, Department of Agricultural Education and
Communication, University of Florida
Jo Ann Brady, Instructor, A. L. Mebane High School, Alachua County
Public Schools
John Brewer, III, Instructor, Okeechobee Junior High School,
Okeechobee County Public Schools
Henry F. Campbell, Instructor, Miami Agricultural School, Dade County
Public Schools
Gregory Charles, Instructor, Pinellas Technical Education Center, St.
Petersburg
Jimmy G. Cheek, Professor, Department of Agricultural Education and
Communication, University of Florida
Marilyn Cooper, Instructor, John I. Leonard High School, Palm Beach
County Public Schools
Daniel F. Culbert, Instructor, Palm Beach Gardens High School, Palm
Beach County Public Schools
H. Fred Dietrich, III, Instructor, Colonial High School, Orange County
Public Schools
Ed Dillard, Instructor, Pasco High School, Pasco County Public Schools
Michael Drake, Instructor, Turkey Creek Junior High School,
Hillsborough County Public Schools
Jeffrey Durrance, Instructor, Sarasota County Technical Institute,
Sarasota County Public Schools
Jack Halabrin, Instructor, Haines City High School, Polk County Public
Schools
Dane Hamilton, Instructor, East Bay High School, Hillsborough County
Public Schools
Karen S. Hamilton, Instructor, Eisenhower Junior High School,
Hillsborough County Public Schools
Jimmy Harrell, Instructor, Retired
Hope Harrell-Turin, Instructor, King High School, Hillsborough County
Public Schools
Paul Harris, Jr., Instructor, DeSoto Middle School, DeSoto County
Public Schools
Michelle Hartwig, Instructor, Clewiston High School, Hendry County
Public Schools
Patrick Hiser, Instructor, Vero Beach High School, Indian River County
Public Schools
Susan A. Kelly, Instructor, Evans High School, Orange County Public
Schools
Keith Krueger, Instructor, South Fork High School, Martin County Public
Schools
Carolyn Lawrence, Instructor, Dan McCarty Middle School, St. Lucie
County Public Schools
32
Thomas M. McCall, Instructor, Department of Agricultural Education
and Communication, University of Florida
Max McGhee, Professor, Department of Agricultural Education and
Communication, University of Florida
Dale McQuillen, Instructor, Lake Placid High School, Highlands
County Public Schools
Kenneth H. Meharg, Instructor, Ernest Ward High School, Escambia
County Public Schools
Everal A. Miller, Instructor, Homestead High School, Dade County
Public Schools
H. Larry Moore, Vocational Director, Jackson County Public Schools
Phyllis M. Olmstead, Instructor, Orange County Public Schools
Ray Pigott, Instructor, Chipley High School, Washington County
Public Schools
Russ Randall, Instructor, Dunnellon High School, Marion County
Public Schools
Odon Russell, Instructor, Paxton High School, Duval County Public
Schools
Sue Sanborn, Instructor, Palmetto High School, Manatee County
Public Schools
Dale Seanor, Jr., Instructor, Beasley Middle School, Putnam County
Public Schools
Alexander H. Smith, Instructor, Dr. Phillips High School, Orange
County Public Schools
Ronald Tipton, Instructor, South Fork High School, Martin County
Public Schools
Michelle Walker, Instructor, Trenton High School, Gilchrist County
Public Schools
Daniel B. Wilder, III, Instructor, Lake Gibson Middle School, Polk
County Public Schools
Charles E. Williams, Instructor, Cottondale High School, Jackson
County Public Schools
Study Guide Development
Center for Education Research and Development
College of Education
University of Central Florida
33
34
054