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Study Guide for the Florida Teacher Certification Examination
Agriculture 6-12
FLORIDA DEPARTMENT OF EDUCATIONwww.fldoe.org
Developed, produced, and printed under the authority of theFlorida Department of Education
Agicultural Education content developed by theCenter for Education Research and DevelopmentCollege of EducationUniversity of Central Florida
Produced by theInstitute for Instructional Research and PracticeCollege of EducationUniversity of South Florida
Authorization for reproduction is hereby granted to persons acting in anofficial capacity within the State System of Public Education as definedin Section 228.041(1), Florida Statutes. The copyright notice on thebottom of the page must be included on all copies.
Permission is NOT granted for distribution or reproduction outside theState System of Public Education or for commercial distribution of thecopyrighted materials without written authorization from theDepartment of Education. Questions regarding use of thesecopyrighted materials are to be addressed to:
The AdministratorFlorida Department of Education
325 West Gaines Street, Suite 414Tallahassee, Florida 32399-0400
Copyright 2002State of Florida
Department of State
Contents
Test and Study Guide Development 1
Preparation for the Test 3
Competencies and Skills 5
Sources for Review 11
Test Format and Sample Questions 19
Test-taking Advice 27
Additional Information 29
Acknowledgments 31
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Test and Study Guide Development
Teacher Certification TestingSince 1980, Florida teacher certification candidates have beenrequired to pass the Florida Teacher Certification Examination(FTCE), which has consisted of tests in reading, writing,mathematics, and professional knowledge. The 1986 FloridaLegislature modified the testing program by also requiring teachercandidates to pass a test in the subject area in which they wish to becertified. In addition, the Legislature substituted the Florida College-Level Academic Skills Test (CLAST) for the reading, writing, andmathematics portions of the FTCE. The 2000 Florida Legislaturereplaced the CLAST with the General Knowledge Test, effective July1, 2002.
The subject area knowledge that is tested on the Agriculture 6-12examination was identified and validated by committees of contentspecialists from within the state of Florida. A majority of the committeemembers were public school teachers, but the committees alsoincluded district supervisors and college faculty with expertise in thisfield. Committee members were selected on the basis ofrecommendations by professional associations, experts in the field,and teachers’ unions. In developing the test, the committees used anextensive literature review, interviews with selected public schoolteachers, a large-scale survey of teachers, pilot tests, and their ownprofessional judgment.
Role of the Study GuideThe purpose of this study guide is to help candidates taking the InitialTeacher Subject Area Test in Agriculture 6-12 to prepare effectivelyfor the exam. The guide was designed to familiarize prospective testtakers with various aspects of the exam, including the content that iscovered and the way it is represented. The guide should enablecandidates to direct their study and to focus on relevant material forreview.
This study guide is intended primarily for use by certificationcandidates, who may be students in a college or university teacher-preparation program, teachers with provisional certification, teachersseeking certification in an additional subject area, or persons makinga career change to public school teaching. Candidates may havestudied and worked in Florida or may be from out of state.
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College or university faculty may also use the guide to prepare studentsfor certification, and in-service trainers may find the guide useful forhelping previously certified teachers prepare for recertification ormultiple certification.
This study guide is not intended as an all-inclusive source of subjectarea knowledge, nor is it a substitute for college course work in thesubject area. The list of references is not exhaustive, and the sampleitems are not an exact representation of the content of the actual test.Instead, the guide is intended to help candidates prepare for the subjectarea test by presenting an overview of the content and format of theexamination.
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Preparation for the Test
The following outline may help you to prepare for the exam. Adaptthese suggestions to suit your own study habits and the time youhave 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 developthis subject area test and the approximate proportion of test itemsfrom each competency area. It also cross-references each skillwith 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, forspecialized study, or for extensive test preparation.
Review• Study according to your needs.
Review all of the competencies, concentrating on areas withwhich 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 withsample test questions and an answer key.
Final preparation• Review test-taking advice.
Section 6 includes suggestions for improving your performanceon the exam.
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3 Competencies and Skills
The table on the following pages lists the competencies and skillsused as the basis for the Agriculture 6-12 exam. These competenciesand skills represent the knowledge that teams of teachers, subjectarea specialists, and district-level educators have determined to beimportant for beginning teachers. This table could serve as a checklistfor assessing your familiarity with each of the areas covered by thetest. The percentage weightings and review sources should help youto organize your review.
The following excerpt illustrates the components of the table:
Competencies are areas of content knowledge.
Skills identify behaviors that demonstrate the competencies.
Percentages indicate the approximate proportion of test items thatrepresent the competencies on the test.
Review sources for a particular skill are listed by number. Eachnumber is keyed to a reference listed in Section 4 of this guide.
1 Knowledge of the National FFA Organization 10
Competency/Skill % Review Sources
Competency Percentage of total test items
Skill Review sources
1 Identify the purposes of the National FFA Organization. 18, 28, 32, 342 Identify important milestones in the history of the 18, 28, 32, 34
National FFA Organization.3 Demonstrate knowledge of FFA chapter officers, 18, 28, 32, 34
committee chairpersons, and their responsibilities forFFA activities.
4 Demonstrate knowledge of the FFA contest, award, 18, 28, 32, 34and degree programs.
1 Identify the purposes of the National FFA Organization 18, 28, 32, 34and the FFA Foundation.
2 Identify important milestones in the history of the 18, 28, 32, 34National FFA Organization.
3 Demonstrate knowledge of FFA chapter officers, 18, 28, 32, 34committee chairpersons, and their responsibilities forFFA activities.
4 Demonstrate knowledge of the FFA contest, award, and 18, 28, 32, 34degree programs.
5 Demonstrate knowledge of using the FFA as an 18, 28, 32, 34instructional tool.
6 Demonstrate knowledge of parliamentary procedures 18, 28, 32, 34and public speaking.
7 Identify the organizational structure of the state and 18, 28, 32, 34national FFA organizations.
8 Identify the FFA program of activities and its use at the 18, 28, 32, 34chapter level.
1 Demonstrate knowledge of general livestock 6, 15, 16, 40terminology.
2 Identify desirable characteristics in the selection of 6, 15, 16, 40livestock.
3 Demonstrate knowledge of animal production and 6, 15, 16, 40reproduction practices.
4 Demonstrate knowledge of animal nutrition, feeds, 6, 15, 16, 40feeding, and digestive systems.
5 Demonstrate knowledge of animal health and sanitation 6, 15, 16, 40practices.
6 Demonstrate knowledge of handler safety in working 6, 15, 16, 40with livestock.
7 Identify principles and methods of marketing livestock 6, 15, 16, 40and livestock products in Florida.
Table of Competencies and Skills, Percentages, and Review Sources
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Competency/Skill % Review Sources
1 Knowledge of the National FFA Organization 10
2 Knowledge of animal science 12
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8 Demonstrate knowledge of animal production systems. 6, 15, 16, 409 Demonstrate knowledge of animal exhibition. 6, 15, 16, 40
1 Identify plant parts and their functions. 21, 392 Define photosynthesis, transpiration, and respiration. 21, 393 Identify essential nutrients for plant growth. 2, 21, 394 Demonstrate knowledge of plant propagation and 2, 21, 22, 39
reproduction.5 Identify agents of plant disease and plant disease control 22, 36
methods.6 Identify general methods of controlling weeds. 36, 397 Demonstrate knowledge of plant classification systems. 5, 22, 428 Demonstrate knowledge of insect classification and 22, 36
control methods.9 Interpret information on pesticide labels. 36, 3910 Demonstrate knowledge of pesticide handling, application, 36, 39
safety, and container disposal.11 Demonstrate knowledge of marketing techniques used in 2, 21, 22
the plant production industry.12 Demonstrate knowledge of techniques to reduce plant 2
water requirements in Florida.
1 Demonstrate knowledge of soil formation processes. 1, 4, 12, 172 Demonstrate knowledge of soil particles and their 1, 4, 12, 17
influences on soil characteristics.3 Identify the major components of soil. 1, 4, 12, 174 Identify factors used to classify soils. 1, 4, 12, 175 Identify the land capability classes. 1, 4, 12, 176 Demonstrate knowledge of soil and tissue testing 1, 4, 12, 17
procedures.7 Interpret information on a fertilizer analysis tag. 1, 4, 12, 178 Identify sources of primary plant nutrients. 1, 4, 12, 179 Identify pH and methods of adjusting pH levels. 1, 4, 12, 17
Competency/Skill % Review Sources
4 Knowledge of soil science 12
3 Knowledge of plant science 12
10 Demonstrate knowledge of safe fertilizer storage, 1, 4, 12, 17, 25handling, and application.
11 Identify types of irrigation systems. 1, 4, 12, 17, 2512 Identify water-conserving methods of irrigation. 1, 4, 12, 17, 25
1 Identify safety practices used in an agricultural lab. 11, 20, 412 Identify common hand and power tools and their proper 11, 20, 41
uses.3 Demonstrate knowledge of oxy-acetylene and arc 11, 20, 41
welding, cutting, and safety procedures.4 Demonstrate knowledge of measurement as it applies to 11, 20, 41
agriculture.5 Identify basic tractor safety practices, tractor controls, 3, 11, 13, 22
and safe operation.6 Identify the procedures for maintaining tools and 11, 13, 20, 41
equipment.7 Demonstrate knowledge of the basic principles of gas 11, 20, 41
and diesel engine operation.8 Demonstrate knowledge of facility construction and 11, 20, 41
building maintenance.
1 Identify renewable and nonrenewable natural resources. 7, 122 Identify factors affecting soil erosion and methods of 1, 4, 12, 17
erosion control.3 Identify sources of environmental pollution. 7, 124 Demonstrate knowledge of the hydrologic cycle. 7, 125 Identify governmental agencies that regulate natural 31, 38
resources.6 Demonstrate knowledge of relationships among forests, 7
wildlife, and water resources.
Table of Competencies and Skills, Percentages, and Review Sources
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Competency/Skill % Review Sources
5 Knowledge of agricultural mechanics 12
6 Knowledge of natural resources 12
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1 Identify Supervised Agricultural Experience Programs 8, 9, 10, 33(SAEP) and their benefits.
2 Identify the types of SAEP projects. 8, 9, 10, 333 Demonstrate knowledge of agribusiness management 8, 9, 10, 33
and record keeping.
1 Identify professional publications and organizations. 28, 32, 342 Demonstrate knowledge of agricultural curriculum 26, 27, 30, 37
planning and development.3 Identify criteria for evaluating instructional resource 27, 29, 35
materials, such as software, textbooks, and audio-visualmaterials.
4 Identify the purposes and functions of agricultural 35, 37education advisory committees, alumni, and communitysupport groups.
5 Demonstrate knowledge of legislation and issues affecting 12, 25agriculture and agriculture education.
6 Identify principles of agricultural laboratory management. 33, 35, 377 Demonstrate knowledge of public relations. 35, 37
1 Identify career opportunities in the seven program areas 11, 12, 16, 20within agriculture.
2 Demonstrate knowledge of employability skills. 23, 243 Identify sources of job availability information. 23, 244 Demonstrate knowledge of entrepreneurship. 14, 19
Competency/Skill % Review Sources
8 Knowledge of agriculture department management and 10professional development
9 Knowledge of employability skills and careers in 10agriculture
7 Knowledge of Supervised Agricultural Experience 10Programs (SAEP) and agribusiness management
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Sources for Review
The annotated bibliography that follows includes basic referencesthat test candidates may use to prepare for the exam. These sourcesprovide a framework for review of subject area knowledge learnedthrough books, course work, and practical experience. Thereferences 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 toaddress the entire range of competencies and skills on the exam. Theconsultants selected references that provide relevant material, givingpreference to sources that are available in college bookstores andlibraries.
This bibliography is representative of sources that can be used toprepare for the exam. The Department of Education does not endorsethese references as the only appropriate sources for review; manycomparable texts currently used in teacher preparation programs alsocover the competencies and skills that are tested on the exam.
1 Beeman, C. E., & Caldwell, R. E. (1978). Basic principles of soilscience. Gainesville, FL: University of Florida.Provides basic information for understanding proper soilmanagement and use. Offers instruction in soil formation,identification, classification, fertility, and pH. Discusses useof fertilizers. Developed by the Department of Agriculturaland Extension Education.
2 Boodley, J. W. (1981). The commercial greenhouse. Albany, NY:Delmar.Reviews the elements of greenhouse production. Alsocovers the elements of plant science including application,plant propagation, marketing and distribution, and essentialnutrients for plant growth.
3 Borgman, D. E. (1974). Fundamentals of machine operation:Tractors. Moline, IL: Deere and Company.Describes the fundamentals of tractor operation,maintenance, and repair.
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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, andpH.
5 Broschat, T. K., & Meerow, A. W. (1991). Betrock's referenceguide to Florida landscape plants. Gainesville, FL: BetrockInformation Systems, Inc.Excellent reference for landscape plants in Florida. Containscolor photographs of plants and information and data foraccurately 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 andreproduction.
7 Camp, W. G., & Daugherty, T. B. (1988). Managing our naturalresources. Albany, NY: Delmar.Provides an overview of natural resources and conservation.Details renewable and nonrenewable resources, factors of soilerosion, the water cycle, and woodland management.
8 Cheek, J. G., & Arrington, L. R. (1984, April). Using landlaboratories. The Agricultural Education Magazine, 56, 8-10.Covers use of the land laboratory for students' supervisedagricultural experience programs. Explains variousapproaches along with their benefits to teachers and students.
9 Cheek, J. G., & Arrington, L. R. (1990, May). Reshaping SAE toprovide experiential learning in the 1990's. The AgriculturalEducation Magazine, 62, 12-13, 22.Discusses the value of experiential learning in agriculturaleducation. Presents evidence that supervised agriculturalexperience is an effective learning tool and gives innovativeideas for using supervised agricultural programs forexperiential learning.
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10 Cheek, J. G., & Beeman, C. E. (1984, February). ExpandingSOE via placement. The Agricultural Education Magazine,56, 7-9.Describes ways of expanding supervised occupationalexperience programs through the placement method.Explains the Florida model of supervised agriculturalexperience program placement along with characteristicsand examples of different placement experiences.
11 Cooper, E. L. (1987). Agricultural mechanics: Fundamentals andapplications. Albany, NY: Delmar.Provides information and instructions related to basicmechanics skills for working with various materials. Includesprocedures for using hand tools, portable power tools, andstationary power equipment. Discusses woodworking, metalworking, electric and gas welding, heating and cutting, smallengine maintenance, electrical wiring, plumbing, andconcrete and masonry work.
12 Cooper, E. L. (1990). Agriscience fundamentals andapplications. Albany, NY: Delmar.Offers an overview of environmental technology, plantsciences, integrated pest management, interior and exteriorplantscape, animal sciences, food science, agribusiness,and employability skills.
13 Doss, H. J. (1974). Fundamentals of machine operation:Agricultural machinery safety. Moline, IL: Deere andCompany.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 andmarketing and financing.
15 Ensminger, M. E. (1991). Animal science (9th ed.). Danville, IL:Interstate.From the Animal Agriculture Series. Very thorough referenceon the management and production of all classes oflivestock. Includes a discussion of biotechnology,environmental concerns, and genetic engineering.
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16 Gillespie, J. R. (1983). Modern livestock & poultry production (2nded.). Albany, NY: Delmar.Covers all phases of modern production techniques of thelivestock industry. Discusses livestock feeding and nutrition,animal breeding, and the selection and care of variouslivestock species.
17 Herbert, J. H., Brown, R. B., & Hanlon, E. A. (1990). Landjudging and homesite evaluation in Florida. Circular 242-G.Gainesville, FL: Florida Cooperative Extension Service.Explains soil texture, organic matter, and other characteristicsof soil evaluation used in predicting degrees of limitations forvarious uses.
18 Holmberg, D. A. (1983). Basic principles of parliamentaryprocedure. Gainesville, FL: University of Florida.Provides information on the basics of parliamentaryprocedure. Covers most of the skills and information that anorganizational member needs to function effectively in ameeting.
19 Hutt, R. W. (1988). Entrepreneurship: Starting your own business(2nd ed.). Cincinnati: South-Western.Introduces the concept of entrepreneurship as a possiblecareer path and provides a realistic framework for startingstudent businesses.
20 Jacobs, C. O., & Harrell, W. R. (1983). Agricultural power andmachinery. Atlanta: McGraw-Hill.Provides instruction in basic principles of power machineryoperation, maintenance, service, repair, and management.Includes a discussion of employment opportunities in theagricultural 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. Discussesmarketing 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 ofdiseases, marketing techniques, plant classification andstructure, plant propagation, and insect identification andcontrol methods.
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23 Kelly-Plate, J., & Volz-Patton, R. (1991). Career skills (2nd ed.).Mission Hills, CA: McGraw-Hill.Covers career exploration and employment skills. Includes ahandbook detailing careers in agribusiness, naturalresources, and a variety of other vocations.
24 Kimbrell, G., & Vineyard, B. S. (1992). Succeeding in the worldof work (5th ed.). Lake Forest, IL: Glencoe.Discusses planning for the future, entering the workingworld, developing skills and understanding, becoming a wiseconsumer, and meeting adult responsibilities.
25 Krebs, A. H. (1984). Agriculture in our lives (5th ed.). Danville,IL: Interstate.Reviews conservation, environmental pollution, thehydrological cycle, and soil erosion. Explores methods oferosion 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 communicatingexplicit instructional objectives.
27 Mager, R. F., & Beach, K. M. (1967). Developing vocationalinstruction. Palo Alto, CA: Fearon.Describes systematic course development to facilitatelearning. Covers the development of course objectives,lesson plans, and measurement instruments.
28 Mattics, J. (1991). FFA student handbook (10th ed.).Alexandria, VA: Future Farmers of America.Outlines the structure of FFA and opportunities available inthe organization. Discusses methods for conducting FFAmeetings. Offers information about FFA degrees, awards,contests, and leadership activities.
29 McKeachie, W. J. (1986). Teaching tips: A guidebook for thebeginning 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.
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30 Miller, W. R., & Rose, H. C. (1975). Instructors and their jobs (3rded.). Chicago: American Technical Publishers.Provides practical and substantial assistance to instructorsand supervisors preparing to teach a vocational program.Contains practical and productive use of modern instructionalmethods.
31 National Commission on Supplies and Shortages. (1976).Government and the nation's resources. (Report #052-003-00271-0). Washington: United States Government PrintingOffice.Analyzes the world's resources and makes recommendationsconcerning international market considerations, datacollection and analysis, government policy on naturalresources, recycling, and materials research anddevelopment.
32 National FFA Foundation. (1992). Experiencing agriculture: Ahandbook on supervised agricultural experience. Alexandria,VA: Future Farmers of America.Loose-leaf handbook designed to be used as a duplicationresource. Includes philosophy of SAE, how-to ideas,suggestions for implementing lesson plans, andtransparencies.
33 National FFA Organization. (1986). Advisors guide to the studenthandbook. Alexandria, VA: Future Farmers of America.Includes materials for teacher use that will enhance the valueof 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 operatingprocedures, in addition to historical information about theorganization. Excellent student and teacher reference for theday-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 adiscussion of methods of teaching agriculture, teaching andlearning principles, application of learning, special needs ofunique student populations, and procedures for evaluatingteaching and learning.
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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 andcontrol.
37 Phipps, L. J. & Osborne, E. W. (1988). Handbook onagricultural education (5th ed.). Danville, IL: Interstate.Textbook for preservice teachers. Provides informationconcerning historical and theoretical development andoperation of a complete agricultural education program.
38 Rees, J. (1990). Natural resources: Allocation, economics andpolicy (2nd ed.). London: Routledge.Contains chapters on the nature and scarcity of naturalresources, mineral production and distribution, andmanagement 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 plantpropagation, 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 agricultureincluding scope, breeds of animals, anatomy andphysiology, genetics, behavior, reproduction, nutrition, andhealth issues.
41 Wakeman, T. J. (1977). Modern agricultural mechanics.Danville, IL: Interstate.Discusses the facilities, equipment, tools, environment, andphysical factors that affect safety in the agriculturalmechanics laboratory.
42 Watkins, J. V., & Sheehan, T. J. (1975). Florida landscapeplants: Native and exotic (rev.ed.). Gainesville, FL:University Presses of Florida.Describes and illustrates the most commonly usedlandscape plants for Florida with emphasis on plantclassification.
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Test Format and Sample Questions
The Agriculture 6-12 subject area test consists of approximately 120multiple-choice questions. You will have two-and-one-half hours tocomplete the test.You will receive a test booklet with a separate answer sheet. Eachquestion will contain four response options, and you will record yourselection by bubbling in A, B, C, or D on the answer sheet.The table below presents types of questions on the exam and directsyou to examples of these formats among the sample items that follow.
Table of Question Formats
Direct question Item 2, page 21Choose the response option that best Item 6, page 21answers the question.
Sentence completion Item 4, page 21Select the response option that best Item 7, page 21completes the sentence.
Command Item 15, page 22Select the best response option.
Scenario Item 34, page 24Examine a situation, problem, or case study. Item 41, page 25Then answer a question, make a diagnosis,or recommend a course of action byselecting the best response option.
Graphics Item 42, page 25Examine a chart, graph, or diagram andselect the response option that best answersthe question.
Selection Item 1, page 21Choose the response option that contains Item 18, page 22all the elements needed to correctly answerthe question.
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Type of question Sample item
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Sample ItemsThe following items represent both the form and content of questionsyou will encounter on the exam. These sample items cannot cover allof the competencies and skills that are tested, and they can onlyapproximate 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.
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DIRECTIONS: Read each item and select thecorrect response. An answer key follows thesample test.
1. The primary goal of the FFA organization isto develop agricultural
A. leadership, cooperation, and citizenship.
B. learning, competition, andcommunication.
C. experience, competition, andmanagement.
D. scholarship, confidence, and patriotism.
2. In parliamentary procedure, which motiondoes NOT require recognition by thechair?
A. adjournment
B. amendment
C. point of order
D. previous question
3. According to the FFA constitution, theinstructional program leader at thenational, state, and local levels is alsodesignated as the FFA
A. director.
B. president.
C. advisor.
D. executive secretary.
4. A male bovine that has been castrated is a
A. heifer.
B. steer.
C. bull.
D. barrow.
5. Which breed of dairy cattle isdistinguished by its large size and blackand white color?
A. Hereford
B. Jersey
C. Ayrshire
D. Holstein
6. Which vitamin is most likely to be deficientin beef cattle rations?
A. vitamin A
B. vitamin C
C. vitamin D
D. vitamin E
7. The primary purpose of the ____________system of beef production is to producebulls to be sold to other cattle producers.
A. cow-calf
B. purebred
C. stocker
D. feedlot
8. Plants transpire through which leafstructure?
A. blade
B. petiole
C. stoma
D. chloroplast
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9. What are the symbols for the three plantnutrients provided by air and water?
A. C, H, and O
B. N, P, and K
C. Mg, Mn, and Zn
D. Fe, Ir, and Cu
10. Which of the following is a form of sexualpropagation?
A. cutting
B. layering
C. division
D. seeding
11. Which plant disease pathogen causes"damping off"?
A. Fusarium
B. Sclerotinium
C. Pythium
D. Verticillium
12. Which of the following is a narrow-leavedperennial weed?
A. nut sedge
B. pennywort
C. spotted splurge
D. sandbur
13. Which insect has a piercing-sucking mouthpart?
A. beetle
B. aphid
C. grasshopper
D. katydid
14. Which signal word designates the mosttoxic classification of chemical pesticides?
A. CAUTION
B. WARNING
C. DANGER
D. CORROSIVE
15. Identify the most water-efficient sprinklerto use in shrub areas of a landscape.
A. rotor
B. spray
C. impact
D. drip
16. Which soil particle is highly plastic andretains plasticity when moist?
A. sand
B. clay
C. silt
D. organic
17. Which type of soil water is predominatelyused by plants?
A. free
B. hygroscopic
C. gravitational
D. capillary
18. Soil texture is determined by thepercentages of
A. sand, silt, and clay.
B. sand, organic matter, and clay.
C. organic matter, water, and air.
D. microorganisms, organic matter, andwater.
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19. Which land capability class is cultivatable?
A. III
B. V
C. VI
D. VIII
20. Animal tankage is listed in which categoryof nitrogen on a fertilizer label?
A. water soluble organic nitrogen
B. water insoluble nitrogen
C. nitrate nitrogen
D. ammoniacal nitrogen
21. What material would raise the pH level of asoil?
A. manure
B. gypsum
C. sulfur
D. dolomite
22. In the case of a minor nonchemical burn,the recommended emergency treatment isto
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.
23. For accuracy in heavy drilling jobs, whichtool is best?
A. hand drill
B. portable power drill
C. drill press
D. center punch
24. To measure the cylinder bore of a gasolineengine, which tool should be used?
A. spring divider
B. outside caliper
C. bench rule
D. inside micrometer
25. Tractors have a tendency to overturn onslopes because of their
A. heavy weight.
B. oversized tires.
C. high center of gravity.
D. lack of shock absorbers.
26. The fuel-air mixture is ignited at the end ofthe ___________ stroke in a four-cycleengine.
A. compression
B. exhaust
C. power
D. intake
27. Using a tape measure and the trianglemethod, how does a person lay out asquare corner?
A. 3, 4, 6
B. 5, 7, 9
C. 6, 8, 10
D. 12, 12, 12
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28. Coal is an example of a(an)________________ resource.
A. reusable
B. renewable
C. inorganic
D. nonrenewable
29. Which type of erosion is the most serious?
A. rill
B. sheet
C. gully
D. splash
30. One of the most common compoundscausing groundwater pollution today is
A. sulfate.
B. nitrate.
C. sulfite.
D. nitrite.
31. In the hydrologic cycle, ____________ soilloses the most water due to percolationand leaching.
A. sandy
B. loamy
C. clay
D. silty
32. Which governmental agency is responsiblefor regulating natural resources?
A. CES
B. FHA
C. SCS
D. DER
33. The major benefit to participants in aSupervised 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.
34. An agriculture education student is paidfor work in a local veterinary clinic one ormore afternoons per week during theschool year.
The student is participating in what type ofSAE program?
A. partnership
B. ownership
C. entrepreneurship
D. placement
35. Which type of business has a limit forreturns 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.
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37. The statement: "Given 30 commonlandscape plants, the student will be ableto identify those plants with 80% accuracy"is an example of a(an)
A. task.
B. objective.
C. rationale.
D. competency.
38. The most important criterion for selectingprinted instructional material is
A. length.
B. content accuracy.
C. attractiveness.
D. use of color.
39. The primary purpose of an advisorycommittee is to
A. counsel and advise.
B. evaluate and analyze.
C. lobby and encourage.
D. defend and promote.
40. Which law and year of passage establishedthe intracurricular nature of the FFA andfirmly established it as a part of thevocational agriculture instructionalprogram?
A. Smith—Hughes, 1917
B. George—Barden, 1946
C. Public Law 740, 1950
D. Public Law 88210, 1963
41. During a job interview a student is askedabout work experiences.
Which is the best response for the studentto make?
A. "It's all listed on my resume."
B. "I've had many jobs, and I'm sure I can dothis one."
C. "It doesn't relate to this job."
D. "I have been a salesclerk in a hardwarestore and have tended animals in a petstore."
42. Identify the tool shown below.
A. angle square
B. carpenter square
C. combination square
D. T square
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Answer Key
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
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Test-taking Advice
• Go into the exam prepared, alert, and well-rested.
• Complete your travel arrangements prior to the exam date. Planto arrive early so that you can locate the parking facilities andexamination room without rushing.
• Dress comfortably and bring a sweater or jacket in case the roomis too cool.
• Take the following with you to the test site:admission ticketpicture identificationwatchmoney for lunch and change for vending machines
• There are many strategies for taking a test and differenttechniques for dealing with different types of questions.Nevertheless, you may find the following general suggestionsuseful.
• Read each question and all the response options carefully beforemarking your answer. Pay attention to all of the details.
• Go through the entire test once and answer all the questions youare reasonably certain about. Then go back and tackle thequestions that require more thought.
• Check periodically to be sure that you are correctly coding youranswers on the answer sheet. When you answer questions out ofsequence, be certain that the answers you mark on your answersheet correspond to the correct question numbers in the testbooklet.
• When you are not certain of the right answer, eliminate as manyoptions as you can and choose the response that seems best. Itis to your advantage to answer all the questions on the test, evenif you are uncertain about some of your choices.
• Be certain to mark your answers clearly on the answer sheet. Ifyou 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 yourresponses are correctly entered.
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Additional Information
Write to the following address to request an FTCE registrationbulletin. You may also request information on test administration,retakes, and score reports, or offer comments about this study guide.
FTCE InquiriesFlorida Department of Education325 West Gaines Street, Suite 414Tallahassee, Florida 32399-0400
Write to the address below for an order form and price list if you wishto order additional copies of this study guide or guides for othersubject areas, the Professional Education Test, the GeneralKnowledge Test, or the Florida Educational Leadership Exam.
Study Guides / USFThe Institute for Instructional Research and PracticeHMS 4014202 Fowler AvenueTampa, Florida 33620-8360
Refer to the following Web site for additional FTCE informationincluding upcoming test dates, test registration, pass/fail status, andscore reports.www.cefe.usf.edu
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Acknowledgments
The Department of Education wishes to thank the following people fortheir work with the Florida Teacher Certification Examinationprogram.
Project AdministrationCenter for Education Research and DevelopmentCollege of EducationUniversity of Central Florida
Study Guide Development and ReviewTimothy C. App, Instructor, Colonial Ninth Grade Center, Orange
County Public SchoolsCarl Beeman, Ph.D., Professor, Department of Agricultural Education
and Communication, University of FloridaGregory Charles, Instructor, Pinellas Technical Education Center, St.
PetersburgJimmy G. Cheek, Ph.D. Professor, Department of Agricultural
Education and Communication, University of FloridaH. Fred Dietrich, III, Instructor, Colonial High School, Orange County
Public SchoolsJeffrey Durrance, Instructor, Sarasota County Technical Institute,
Sarasota County Public SchoolsJodi Geiger, Instructor, New Smyrna Beach High School, Volusia
County Public SchoolsKaren S. Hamilton, Instructor, Eisenhower Junior High School,
Hillsborough County Public SchoolsPaul Harris, Jr., Instructor, DeSoto Middle School, DeSoto County
Public SchoolsSusan A. Kelly, Instructor, Evans High School, Orange County Public
SchoolsThomas M. McCall, Instructor, Department of Agricultural Education
and Communication, University of FloridaH. Larry Moore, Agriculture Extension Agent, Holmes CountyRobert Philpot, Instructor, Williston High School, Levy County Public
SchoolsRay Pigott, Instructor, Chipley High School, Washington County
Public SchoolsAlexander H. Smith, Instructor, Dr. Phillips High School, Orange
County Public Schools
Test Development and ValidationGregory Alvarez, Instructor, Bradford-Union Vocational Technical
Center, Starke
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Danny Bartlett, Instructor, Suwannee Senior High School, SuwanneeCounty Public Schools
Carl Beeman, Professor, Department of Agricultural Education andCommunication, University of Florida
Jo Ann Brady, Instructor, A. L. Mebane High School, Alachua CountyPublic Schools
John Brewer, III, Instructor, Okeechobee Junior High School,Okeechobee County Public Schools
Henry F. Campbell, Instructor, Miami Agricultural School, Dade CountyPublic Schools
Gregory Charles, Instructor, Pinellas Technical Education Center, St.Petersburg
Jimmy G. Cheek, Professor, Department of Agricultural Education andCommunication, University of Florida
Marilyn Cooper, Instructor, John I. Leonard High School, Palm BeachCounty Public Schools
Daniel F. Culbert, Instructor, Palm Beach Gardens High School, PalmBeach County Public Schools
H. Fred Dietrich, III, Instructor, Colonial High School, Orange CountyPublic Schools
Ed Dillard, Instructor, Pasco High School, Pasco County Public SchoolsMichael Drake, Instructor, Turkey Creek Junior High School,
Hillsborough County Public SchoolsJeffrey Durrance, Instructor, Sarasota County Technical Institute,
Sarasota County Public SchoolsJack Halabrin, Instructor, Haines City High School, Polk County Public
SchoolsDane Hamilton, Instructor, East Bay High School, Hillsborough County
Public SchoolsKaren S. Hamilton, Instructor, Eisenhower Junior High School,
Hillsborough County Public SchoolsJimmy Harrell, Instructor, RetiredHope Harrell-Turin, Instructor, King High School, Hillsborough County
Public SchoolsPaul Harris, Jr., Instructor, DeSoto Middle School, DeSoto County
Public SchoolsMichelle Hartwig, Instructor, Clewiston High School, Hendry County
Public SchoolsPatrick Hiser, Instructor, Vero Beach High School, Indian River County
Public SchoolsSusan A. Kelly, Instructor, Evans High School, Orange County Public
SchoolsKeith Krueger, Instructor, South Fork High School, Martin County Public
SchoolsCarolyn Lawrence, Instructor, Dan McCarty Middle School, St. Lucie
County Public Schools
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Thomas M. McCall, Instructor, Department of Agricultural Educationand Communication, University of Florida
Max McGhee, Professor, Department of Agricultural Education andCommunication, University of Florida
Dale McQuillen, Instructor, Lake Placid High School, HighlandsCounty Public Schools
Kenneth H. Meharg, Instructor, Ernest Ward High School, EscambiaCounty Public Schools
Everal A. Miller, Instructor, Homestead High School, Dade CountyPublic Schools
H. Larry Moore, Vocational Director, Jackson County Public SchoolsPhyllis M. Olmstead, Instructor, Orange County Public SchoolsRay Pigott, Instructor, Chipley High School, Washington County
Public SchoolsRuss Randall, Instructor, Dunnellon High School, Marion County
Public SchoolsOdon Russell, Instructor, Paxton High School, Duval County Public
SchoolsSue Sanborn, Instructor, Palmetto High School, Manatee County
Public SchoolsDale Seanor, Jr., Instructor, Beasley Middle School, Putnam County
Public SchoolsAlexander H. Smith, Instructor, Dr. Phillips High School, Orange
County Public SchoolsRonald Tipton, Instructor, South Fork High School, Martin County
Public SchoolsMichelle Walker, Instructor, Trenton High School, Gilchrist County
Public SchoolsDaniel B. Wilder, III, Instructor, Lake Gibson Middle School, Polk
County Public SchoolsCharles E. Williams, Instructor, Cottondale High School, Jackson
County Public Schools
Study Guide DevelopmentCenter for Education Research and DevelopmentCollege of EducationUniversity of Central Florida
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