ag science experiments leaving cert

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Leaving certificate agricultrual science exam & revision.

The Leaving Certificate Agricultural Science (Ag Science) Exam is the final test for students studying Ag Science as part of their Leaving Cert. Agricultural Science is a notable subject given Ireland's agricultural sector and relevant for those interested in a career in farming. Ireland's Leaving Cert Agricultural Science Course is comprised of two parts, an Independent Project and a final Paper Examination. The Leaving Cert Ag Science project is worth 25% of the overall grade, while the written paper exam carries the remaining 75%. SimpleStudy offers exclusive revision tools and learning resources for Leaving Certificate in Agricultural Science, Including Revision Notes, Past Exams, Quizzes, Experiments, Questions by topic, and other unique features usually reserved for private schools or expensive tutors.

SimpleStudy® H1 Revision Notes

Leaving cert agricultural science notes.

Agricultural Science Revision Notes; study beautiful, concise and carefully curated learning materials. SimpleStudy’s LC Agricultural Science Notes are broken down into curriculum focused topics, already highlighted, and structured for easy recall in an exam environment.

SimpleStudy® Past Papers

Leaving cert agricultural science exams.

Agricultural Science Exams; Easily study years of LC Agricultural Science Past Papers and marking schemes. Build custom Agricultural Science Exams or Tests from previous Agricultural Science exam questions with marking schemes for each answer. Studying Agricultural Science exam papers, marking schemes and building custom exams is effective & easy with SimpleStudy.

SimpleStudy® Questions by topic

Leaving cert agricultural science questions.

Agricultural Science Questions; Explore LC Agricultural Science state exam questions. SimpleStudy’s Agricultural Science questions are divided by topic, timed, and offer a marking scheme for each question. Easily study previous Agricultural Science questions, pick your topic, and simulate the exam environment with our unique timer for each Agricultural Science question.

SimpleStudy® Quiz by topic

Leaving cert agricultural science quizzes.

Agricultural Science Quizzes; Unique LC Agricultural Science quizzes designed for each topic. Practice multiple choice LC Agricultural Science quizzes built to replicate short form exam questions. Pick a Agricultural Science quiz, answer each quiz question, and review your results; check what answers you got, how long the quiz took you, and try to beat your high score.

SimpleStudy® Experiments

Leaving cert agricultural science experiments.

Agricultural Science Experiments; Perfect Agricultural Science experiment writeups designed from the official curriculum. Study beautiful LC Agricultural Science experiments for any topic on the Agricultural Science curriculum with curated illustrations and diagrams for each experiment.

Leaving Cert Agricultural Science topics to explore

Animal classification.

Agricultural Science

Crop Production

Fertilisers, pollution & the environment, identification - animals, plant identification and ecology, soil science, husbandry and management, agricultural machinery, nervous system and endocrine system, plant and animal cells, the digestive system, beef breeds and production, the respiratory system, kidney and the urinary system, circulatory system, soil fertility and crop nutrition, dairy breeds, suckler herd, agriculture and pollution, microbiology, cell division, animal nutrition, plant structure and photosynthesis, applied genetics, transport in plants, plant reproduction, lamb production, diseases and husbandry, physical properties of soil, sowing and reseeding grassland, grazing & grassland management, reproduction in animals, the skeletal system, pig management and disease.

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Mathematics - Edexcel

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LC HL Agricultural Science

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Teaching and Learning Resources

The ag science teacher.

Helping students and teachers with Agricultural Science. 

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A collection of resources aimed to assist both students and teachers.

Teacher Resources

A selection of resources to aid in the teaching of Leaving Certificate Agricultural Science

Student Resources

A selection of resources to Help students with their LC Ag Science Studies

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H1 Standard Leaving Cert Agricultural Science (Ag Sci) Notes

We have finally finished our Ag Science notes. They come with over 450 pages of notes on all course sections. These notes will give you everything you need to know for the Agricultural Science course.

Agricultural Science at Leaving Certificate level is marked out of a total of 400 marks.

300 marks (75%) are allocated to the written exam & 100 marks (25%) to the newly revised Individual Investigative Study/ project.

The curriculum is divided into the following components:

Written exam (300 marks)

70 marks. Must answer at least 7 short questions out of a possible 12. There is an internal choice of 4 questions.

150 marks. Long questions. Must answer at least 3 questions out of a possible 6. There is an internal choice of 2 questions.

Individual Investigative Stud (100 marks)

Required to identify different types of plants & animal breeds.

• Introduction
• Scientific Method
• Environmental Impact of Agriculture
• Soil Formation
• Soil Management
• Crops: Plant Physiology
• Animal Welfare
• Crop Production
• Grass Production
• Microbiology
• Animal Classification

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Free Leaving Cert Notes

All agricultural science experiments.

All of the experiments on the new Ag Science course including hypothesis and predictions.

1. Determine the soil texture of a soil sample by hand testing

Hypothesis: We can figure out soil textures using hand testing.

Prediction: If we use hand testing then we can figure out soil textures.

• Take a dry sample and rub it between finger and thumb. Take note of grittiness/ smoothness.
• Wet soil sample with water and rub between fingers and thumb, noting grittiness/ smoothness. Note plasticity (ability to be moulded). Note if sample is sticky or not.
• Roll sample into ball. Record if it is possible.
• Roll sample into threads on a flat surface. Record if this is possible
• Attempt to make a ring out of threads. Record if this is possible.

Result: Soils with high sand content didn’t form threads/ be moulded. High clay content soils are sticky and mouldable- able to form a ball, thread and ring.

2. Determine soil texture of a soil sample by sedimentation

Hypothesis: We can figure out soil textures through the process of sedimentation.

Prediction: If we use the process of sedimentation then we can figure out soil texture.

• Add soil sample to beaker of water and stir it with stirring rod to break up any large lumps of soil.
• Pour mixture into graduated cylinder, rinsing all soil from the beaker into the cylinder. Ensure all soil is covered.
• Place stopper on cylinder and shake to mix soil and water thoroughly.
• Leave to settle for a few hours overnight.
• Observe layers that have settled in the graduated cylinder. Sand settles at the bottom, silt above sand, and clay above silt.
• Using graduation marks on cylinder, record the amount of sand, silt and clay in the soil sample as a % of the total amount of soil.
• Use soil triangle to classify soil sample.

Results: We can see defined layers in the soil sample and are able to calculate % of sand, silt and clay.

3. Determine soil texture of a soil sample using a soil sieve

Hypothesis: We can figure out soil textures using a soil sieve.

Prediction: If we use a soil sieve then we can figure out soil texture.

• Place a soil sample in an over to dry out completely.
• When dry, crush with a pestle and mortar.
• Weigh in weighing boat (making sure to subtract the weight of the boat itself to subtract from mass to find mass of soil alone).
• Place crushed sample in largest soil sieve. Place cover on top and shake.
• Remove cover from each sieve and separate out each sieve.
• Pour contents of each sieve into separate boats (ensure you know the weight of the individual boat to subtract).
• Weigh each sample in turn.
• Calculate mass of sand, silt and clay as a % of total soil mass.
• Use a soil triangle to classify your sample.

Results: Sand, the largest particles, is caught in the largest sieve, then silt particles in the medium sieve, then clay in the smallest sieve.

4. Determine and compare the total pore space in compacted vs uncompacted soil samples

Hypothesis: The total pore space will be higher in the uncompacted soil than the compacted soil.

Prediction: If I compact a soil sample then its pore space will be lower than uncompacted soil.

• Add an amount of dry uncompacted soil to a graduated cylinder.
• Tap the cylinder to remove any large air pockets.
• Take an equal amount of compacted soil and add to second graduated cylinder.
• Add an equal amount of water as soil to each graduated cylinder.
• Allow cylinders to stand for one hour. 
• Calculate volume of water occupying pore space, hence calculating % pore space in compacted and uncompacted soils.

Results: Uncompacted soil has a higher volume of water in its pores compared to compacted soil.

5. Compare capillarity in a compacted soil and an uncompacted soil

Hypothesis: Compacted soils show high capillarity then uncompacted soils.

Prediction: If soil is compacted then the rate of capillarity will be higher.

• Use cotton wool to plug ends of two open ended tubes.
• Fill first tube with an amount of uncompacted soil.
• Fill second with an equal amount of compacted soil.
• Broadcast equal amounts of cress seeds on top of each soil sample.
• Stand both in a water trough filled with water.
• Leave in trough for a few hours.
• Record which tube’s cress seeds germinate first (indicating they received water)

Results: The compacted soil, where pore space is smaller shows greater capillary action and has its seeds germinate. The uncompacted soil’s seeds did not. 

Note: If soil becomes too compacted capillary action will also be limited.

6. Compare the infiltration rate of a compacted soil and an uncompacted soil

Hypothesis: Uncompacted soil will have a higher infiltration rate than compacted soil.

Prediction: If soil is uncompacted, then it will have a higher infiltration rate compared to compacted soil.

• Line a funnel with filter paper and fill with dry compacted soil.
• Line a second funnel with an equal amount of uncompacted soil.
• Clamp both funnels in retort stands and place a beaker beneath each funnel.
• Using a graduated cylinder, measure an amount of water and pour it into both beakers at the same time.
• Using a timer, record how long it takes the first drop of water to drip from the bottom of each tube and compare which was faster.

Result: The uncompacted soil drained faster then he compacted soil meaning its infiltration rate was higher. This is due to the large pore spaces in uncompacted soil.

7. Show flocculation in a soil sample

Hypothesis: Hydrochloric acid will promote flocculation better than calcium chloride, aluminium chloride and sodium chloride.

Prediction: If hydrochloric acid is used then it will be more effective than calcium chloride, aluminium chloride and sodium chloride at promoting flocculation.

• Add 1g of clay to deionised water and mix thoroughly.
• Pour 10cm3 of the clay water suspension into each of four test tubes.
• Add 1cm3 of hydrochloric acid to the first test tube.
• Add 1cm3 of calcium chloride to the second test tube.
• Add 1cm3 of aluminium chloride to the third test tube.
• Add 1cm3 of sodium chloride to the fourth test tube.
• Stopper each tube and shake to mix.
• Observe and record levels of flocculation at 5 min intervals.

Results: Hydrochloric acid was the most effective flocculant followed by calcium chloride, then aluminium chloride. Sodium chloride was the least effective flocculant.

8. Show cation exchange in a soil sample (HL only)

Hypothesis: Cation exchange occurs when potassium chloride is added to soil sample.

Prediction: If potassium chloride is added to a soil sample then cation exchange will occur.

• Add 5g of dry, sieved soil to a filter funnel.
• Use a dropper to add potassium chloride solution to the soil, drop by drop.
• Collect water that filters from the soil (leachate) in a clean, dry beaker.
• Test the leachate for calcium by adding 10 drops of ammonium oxalate to leachate. If white precipitate forms, calcium is present.
• Discard leachate and repeat steps 1-4.
• Repeat until leachate does not test positive for calcium.

Results: When potassium chloride was added to clay soil solution, cation exchange occurred as white precipitate did not form after a sufficient amount was added.

9. Determine % of soil organic matter and soil organic carbon in a soil sample

• Weigh an empty crucible and record its mass.
• Add dry soil sample to crucible and record mass. Subtract mass of crucible.
• Put crucible on a pipe clay triangle on tripod stand.
• Heat soil with Bunsen Burner. Humus should glow red as it burns and produces smoke.
• Heat until humus is burnt off, doesn’t glow and there is no more smoke.
• Remove crucible from tripod with tongs and reweigh.
• Take final mass from initial mass and out over initial mass
• % Organic Matter = Mass of organic matterMass of original soil sample multiplied by 100/1
• Calculate % soil organic carbon.
• % SOC = % SOM 0.58

10. Isolate and grow bacteria from clover root nodules

Hypothesis: Bacteria will grow on agar if Rhizobium bacteria is present.

Prediction: If Rhizobium bacteria is present, then bacteria will grow on agar.

• Wash roots of a clover plant under running water.
• Use a scalpel to remove a portion of root with a large pink nodule.
• Sterilise surface of nodule and root with disinfectant, then wash with alcohol.
• Rinse off root nodule with water.
• Crush root nodule with sterile glass rod in sterile petri dish.
• Sterilise inoculating loop in Bunsen Burner flame until it glows red. Allow hoop to cool for 20secs.
• Transfer some of the contents of the crushed root nodule onto a nutrient agar plate.
• Seal and incubate upside down at 25ºC for one week.

Result: Colonies of bacteria are present on agar.

11. Show earthworm activity in a soil sample.

Hypothesis: Worms will blend together soil layers.

Prediction: If worms are active in soil, then soil layers will be mixed.

• Fill wormery with distinct layers of soil, sand, clay and chalk. Alternate layers.
• Add some organic matter (e.g. leaf litter) to top layer.
• Add earthworms to wormery.
• Add water to moisten soil.
• Cover with black bag to block out light.
• Leave in a cool place for at least a week, keeping soil moist.
• Record changes after a week.

Results: Wormery soils layers will have blended together as worms burrowed through the soil.

12. Estimate number of earthworms in a pasture.

• Measure area of pasture.
• Place quadrat on a pasture.
• Remove all vegetation within quadrat with scissors.
• Make warm water and washing up liquid solution.
• Pour solution over area within quadrat.
• Wait for worms to come to the surface.
• Count each worm that surfaces and put them into container so as to not count them twice.
• Do not count worms that surface outside of quadrat.
• Record number of earthworms collected and return them to soil.
• Repeat in other locations.
• Find average.

Result: Calculate area of pasture. Divide area of pasture by area of quadrat to find how many quadrats could fit in the field. Multiply number of quadrats by average number of worms per quadrat to find approximate earthworm population of field.

13. Investigate the complexity associated with the genetic inheritance of traits by hybridising two varieties to determine the rate of transfer of the required trait to the next progeny.

Hypothesis: Using subsequent generations we can determine what traits in a plant are dominant.

Prediction: If we hybridise two plants then we can determine which traits are dominant through their expression in subsequent generations.

• Obtain two plants of the same species which express a unique trait (e.g. petal colour).
• Supply plants with, water, fertiliser and light.
• When flowered, rub a cotton bud of the anther of one plant and transfer pollen onto the stigma of the other plant.
• When seed pod has swelled and petals have died off, remove seed pod from plant.
• Store seeds until conditions are suitable for sowing.
• Plant seeds in new tray, water them and ensure nutrient levels are sufficient.
• Upon germination, transfer seedlings into individual pots.
• Once petals have flowered, record how many of each petal colour is present.
• Calculate ratio of each trait to determine rate of transfer.

Results: Majority of the plants will display the dominant colour however a small majority may display the recessive colour depending on the genome of the parent plant. Further accuracy can be obtained through subsequent breeding.

14. Compare plant uniformity from certified and uncertified seeds. (HL only)

Hypothesis: Certified seeds will have increased uniformity.

Prediction: If we use certified seeds, uniformity will increase.

• Obtain equal amounts of certified and uncertified seeds.
• Identify characteristics of certified seed that will classify it as uniform (e.g height, colour)
• If a cereal grain, let soak in a labelled beaker for 24hrs.
• Plant sample in separate trays.
• Provide both with equal amounts of light, water and nutrients.
• Monitor seeds until both have become established.
• Count the number of certified and uncertified seeds which are uniform.

Results: Certified seeds will have higher rates of uniformity.

15. Investigate the effect of the weather and soil conditions on the % germination of an agricultural seed.

Hypothesis: Adverse weather and soil conditions have a negative effect on the % germination of a seed.

Prediction: If exposed to adverse weather and soil conditions, then % germination will decrease.

• Place equal amounts of seeds in three trays of soil.
• In tray A, limit water given to seeds.
• In tray B, compact the soil.
• Tray C will act as a control, let all conditions be ideal.
• Expose all trays to equal light, temp, oxygen concentration.
• Calculate % germination of seeds.

Results: Seeds in tray A and B had a low % germination due to adverse weather and soil conditions. Tray C had a high % germination.

16. Investigate the effect of nutrients on the growth of a sample of plants and measure the biomass of these plants above and below the ground.

Hypothesis: Seeds with full access to nutrients will have higher biomasses above and below ground.

Prediction: If seeds have access to all nutrients needed for growth then they will have high biomasses above and below ground.

• Set up 4 trays with equal numbers of seedlings.
• Place each seed tray into a separate water trough with an oxygen supply.
• Add a different mineral solution (Sach’s solution) to each trough. 
• Tray A, a solution with all minerals.
• Tray B, a solution with all but nitrogen.
• Tray C, a solution of all but phosphorus.
• Tray D, a solution with all but potassium.
• Leave to grow for one month.
• Record heights and appearances after a month.
• Compare height and appearances of tray B,C, D with tray A- the control.
• Harvest seedlings by cutting them where the stem emerges from the soil.
• Place all in a bag and weigh. Repeat for each tray.
• Collect all roots.
• Clean off soil.
• Weigh all and repeat for each tray.

Results: Seeds with access to all nutrients will have a higher biomass both above and below ground.

17. Investigate the dry matter content of a crop.

Hypothesis: Rooster variety of potato will have higher DM than Cara variety.

Prediction: If we compare DM of Rooster vs Cara potato variety, then Rooster will have a higher DM content.

• Choose potato varieties, wash away any soil and dry.
• Weigh each potato variety separately.
• Weigh empty beaker (to subtract from final)
• Cut potatoes into equal sized pieces and add to beakers.
• Place in oven at 100ºC and reweigh after 15 mins.
• Continue to heat until mass is constant.
• Repeat for each variety.
• Calculate dry matter by subtracting beaker weight from beaker and potatoes.
• Calculate % dry matter.
• Final mass of potatoes divided by Initial mass of potatoes multiplied by 100/1

Results: Rooster varieties had higher DM content then Cara.

18. Investigate the botanical composition of an old permanent pasture.

Hypothesis: A permanent pasture will have high levels of biodiversity.

Prediction: If a grassland is a permanent pasture then it will have high levels of biodiversity.

• Throw a pen over your shoulder and place the quadrat on top.
• Record plants within the quadrat.
• Repeat 10 times in various random areas.
• Calculate % frequency of each plant found.

Results: Permanent pastures have high levels of biodiversity.

19. Investigate DM content of grass

• Use tissue to dry off excess water on grass sample.
• Use scissors to cut grass into short, equal lengths.
• Weigh beakers (to subtract later)
• Add equal amounts of grass to three beakers.
• Weigh each.
• Place in an oven at 100ºC.
• Remove and weigh every 10 mins until constant mass achieved.
• Record results and calculate DM content.
• Final mass divided by Initial mass multiplied by 100/1

20. Compare the establishment of grass with that of one other crop (HL only)

Hypothesis: Grass will have a higher rate of establishment to clover.

Prediction: If grass is present, then it will have a higher rate of establishment to clover.

• Place a quadrat at regular intervals in a W shape in a recently sown pasture.
• Count grass plants within quadrat and record in table.
• Calculate number of plants per m2.
• Repeat for 20 different locations.
• Calculate average rate of establishment per m2.
• Repeat for another crop e.g clover.
• Compare results.

Results: Grass had a higher rate of establishment to clover.

21. Investigate quality of a milk sample over time

Hypothesis: Milk quality will decrease over time when left out in the open.

Prediction: If milk is left out in the open, then its quality will decrease over time.

Materials: 4 sterile beakers, a sample of fresh pasteurised milk, milk that was left out for 12 hrs, milk that was left out for 24hrs and milk that was left out for 48 hrs. Resazurin dye.

• Label 4 beakers A, B, C, D.
• Add equal volumes of fresh pasteurised milk, milk that was left out for 12 hrs, milk that was left out for 24hrs and milk that was left out for 48 hrs, one to each beaker.
• Add 1cm3 (one centimetre cubed) of resazurin to each.
• Record results.

Results: If resazurin turns white, high levels of bacteria are present- bad quality, light pink- poor quality, deep pink- fair quality, blue/ deep mauve- good quality, blue (no colour change) – excellent quality.

Beaker A- excellent

Beaker B- fair

Beaker C- poor

Beaker D- bad

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SPA - Specified Practical Activity

Over the two years of the course, each learner is required to complete and prepare reports on the specified practical activities which are included as learning outcomes in the specification. The reports will not be externally assessed, but must be available for inspection and retained until the end of the assessment process.

There is no particular method prescribed for these activities, which may be planned and carried out in small groups but must be reported on individually. These reports can be completed using any suitable media. The skills and understanding developed in these activities will prepare students for the individual investigative study. The following videos have been highly recommended to Scoilnet by teachers and focus on the specified practical activities. These videos were created by Leaving Certificate Agricultural Science teachers in Ireland.

Demonstrate Cation Exchange Capacity (CEC)

Video by Mary O'Rourke

Video by Mary O'Rourke demonstrates the cation exchange capacity (CEC).

* If you have a new experimental video to share, please upload to Scoilnet or use the Scoilnet Contact Us below.

To Show Flocculation in Soil

Video by Alicia Shortt Discover the meaning of flocculation and  cation exchange. Afterwards, discover how to show flocculation using a number of reagents on a soil sample and list the cations in order of effectiveness.

To Determine the pH of a Soil Sample

Video by Mary O'Rourke and PDST Describe a test to determine the pH of a soil.

To Determine the Texture of a Soil Sample

Videos by Alicia Shortt Learn how to determine the texture of a soil sample using three different methods; - Using the hand method - Using a soil sieve - Using the sedimentation method

To Compare the Capillarity and infiltration Rate of a Compacted Soil and an Uncompacted Soil

Video by PDST

Capillary action is the ability of a liquid to flow in narrow spaces without the assistance of, or even in opposition to, external forces like gravity.  Learn how to investigate the capillarity in soils by watching one.

To Determine the Organic Matter in Soil Sample

Video by Mary O'Rourke Determine the % organic matter in a soil sample and convert that to organic carbon.

Hypothesis: Soil contains organic matter.

Prediction: If the soil is burned then the organic matter is removed.

Independent variable: Type of soil Dependent variable: Loss in mass after burning.

To Isolate and Grow Bacteria from Clover Root Nodules

Video by Mary O'Rourke Examine how to isolate and grow bacteria from clover root nodules. Hypothesis: Clover contains nitrogen fixing bacteria in its root nodules.

Prediction: If an agar plate is streaked with contents of a clover nodule then bacteria will grow on the agar plate.

To Calculate the Percentage of Water Content of a Soil Sample

Video by Alicia Shortt Discover how to calculate the percentage of water content of a soil sample. Hypothesis: Different soil samples will have different percentages of water.

Prediction: If the soil sample has clay present then it will retain water and have a percentage water content higher than that of a sandy soil.

To Show the Activity of Earthworms in a Soil and Estimate the Number of Earthworms in a Pasture

The activities of earthworms have an important role in the soil. The following video demonstrates the role of earthworms in the soil.

To Compare the Uniformity of Certified and Uncertified Seed

Video by AgriAware and UCD Discover how to compare plant uniformity of certified and uncertified seeds.

Hypothesis: Certified seeds will have a greater uniformity than uncertified seeds.

Prediction: If the certified seeds have a greater germination rate and smaller range in height than the uncertified seed then they will be more uniform.

To Compare Establishment for Grass with that of one other Crop

Designed for Ag Science students

* If you have a new experimental video to share, please upload to Scoilnet or use the Scoilnet Contact Us below to include the video in this section.

To Investigate the Botanical Composition of an Old Permanent Pasture or a New Ley

Discover how to find the botanical composition of an old permanent pasture.

To Investigate the Effect of Nutrients on the Growth of a Sample of Different Plants and Measure the Biomass of these Plants above and below Ground

Learn how to investigate the effects of nutrients on the growth of a sample of different plants and to measure the biomass of these plants above and below ground.

To Measure the Dry Matter (DM) Content of a Named Crop

Learn how to measure the Dry Matter (DM) Content of a grass.

To Investigate the Complexity associated with the Genetic Inheritance of Traits by Hybridising Two Varieties to Determine the Rate of Transfer of the Required Trait (e.g. Petal Colour) to the Next Progeny

Designed by the PDST Ag Science team

Resource on the right relates to LO 3.3.2 (k) and shows an overview of the entire process from seed to seed using fast plants. Students may also choose to source a locally grown plant and carry out the hybridisation process themselves and would need to factor in a longer time line due the lifecycle of their chosen plant. The resource contains 4 embedded videos.

To Investigate the Quality of a Sample of Milk over Time

Learn how to determine the hygiene quality of milk using resazurin.

To Describe a Farm that they have Studied

Describe a farm that they have studied in terms of:

• farmyard layout (sketch) in which they identify and discuss potential hazards on the farm and how they may be managed
• best layout practice, encompassing economic, health and safety, social, and environmental sustainability aspects

Virtual Farmyard Tours

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2024/2025 Leaving Certificate agricultural science study guides

Welcome back to the 2024/ 2025 agricultural science study guides, brought to you by the irish farmers journal, agri aware and irish agricultural science teachers association..

SHARING OPTIONS:

This year, we have two options for your students - Option 1: digital; Option 2: print plus digital.

Students will be able to order a hard copy of the paper (maximum 30 weeks, starting Thursday 5 September), while also availing of the wealth of relevant content and videos that have been developed within the dedicated Schools Hub area on farmersjournal.ie via digital access.

This year, we are delighted to offer students the following subscription options, packed with amazing value!

€25: digital subscription

Our digital subscription provides students with digital premium access to the Irish Farmers Journal website, Schools Hub and e-paper access.

Normally €179, students will only have to pay €25 – a saving of 86%!

€55: paper and digital access

Our print and digital offer includes access to the Irish Farmers Journal in print and online:

• Print edition delivered weekly throughout the school year (maximum 30 weeks, starting Thursday 5 September)
• Digital access to our website and new and improved Irish Farmers Journal Live app
• Plus, a FREE Irish Farmers Journal backpack (RRP €30)

Normally €289, students will only have to pay €55 – a saving of 81%!

Students can also avail of our print and digital option without a backpack for €50.

DEIS schools

Discount available for DEIS schools. Call 01-419 9505 / 01-419 9525 or email [email protected] to place your order.

The 2024/2025 study guide offer includes:

Study guides: access to the agricultural science study guides throughout the school year (30 weeks), plus access to the back catalogue of study guides from 2023, 2022 and 2021, videos, student worksheets and other online resources.

*NEW revision supplement: the Irish Farmers Journal , IASTA and Agri Aware will release a substantial revision supplement in the lead-up to Easter 2025. This supplement will be an essential exam revision aid, featuring: revision notes on the cross-cutting themes and other topics covered throughout the year, sample exam questions answered, plus mock questions in short and long formats.

Student activities: a brand-new student activity will be available each week to supplement the weekly study guide. This resource can be used by students in school or at home to further their understanding of the topics covered in the study guides each week.

Access to dedicated Schools Hub area within farmersjournal.ie: the Irish Farmers Journal Schools Hub is the home for all of the Leaving Certificate agricultural science content produced each week, including weekly study guides, classroom videos with Irish Farmers Journal specialists and student activities, along with any articles related to the study guide content.

Signposting: the Irish Farmers Journal will highlight relevant articles related to the study guide content covered in the weekly study guides.

Classroom videos: the Irish Farmers Journal ’s specialist team will produce educational videos based on the study guide topics throughout the year to further enhance students' understanding of the topics covered in the study guides. Videos can be used in class or watched from home.

Schools Hub videos: how-to videos will be available for students and teachers. These videos will showcase the key features and educational tools available. These videos will also cover navigating the Schools Hub, accessing the dedicated ag science video hub, along with utilising the ag science e-paper folder, with clickable links, back issues of the study guides and dictionary of essential ag science terms.

Tullamore Farm: the Irish Farmers Journal beef and sheep demonstration farm in Tullamore will release insights and data for students and teachers - this data will be updated throughout the school year. The insights and data available will include details on animal weights, diets, target weights and body condition scores, along with grass growth reports, plus updates from the sustainability initiatives on Tullamore Farm.

Download the e-paper and read offline without an internet connection .

Explore over 14 years of past editions of the Irish Farmers Journal through our e-paper archives, including access to study guides from the last three years.

Access to our new and improved app and all farmersjournal.ie content including multimedia learning tools – videos, podcasts, Schools Hub and more!

Read on any smartphone, tablet or PC device.

If you have not already received the brochure for this year's offer, please email [email protected].

To place your order; visit https://schoolsubs.farmersjournal.ie/2024/ or call 01-419 9525/ 01-419 9505.

• Agricultural Science
• Leaving Cert
• schools hub

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Leaving Cert Papers, News, Notes, Tips and Resources

Welcome back, Ag Science.

So, my Ag Science class finally reconvened last night, and since Ag Science is an epic subject I was suitably delighted. Reasons for its epicness are twofold, one being that I’m an out and proud bogger. My nickname is Kitty, that should give you fair indication. Yeah, I know I live in Cork, and sadly I don’t see fields when I look out my window. Just boy racers mostly. But one of my best friends lives out the backarse of Laois, and for the past 5 years she’s been schooling me in the ancient and noble art of culchiness. She’s been my sensei, showing me how to do the perfect ‘culchie nod’ and the importance of a good cuppa tae.Her Dad is our equivalent of Buddha, the example for all good culchies to aspire to. He achieved Bogger Nirvana a few months back when he procured a shiny new Massey Ferguson. Ironically enough, we had to explain what the term culchie actually meant to him, but anyway. Ag Science as a subject is basically a dream come true for me. I mean, talking in detail about cow husbandry, could it get any better? Actually yeah, it could, we get to draw graphs about cows too…jackpot!

The other reason is that Ag Science is a fairly feckin easy ride, no offence to any  farmers that might be reading this. Not trying to insinuate you have an easy job, but the theory of it is pretty straightforward. After two hours of study, I could pretty much sing off the notes. All this being said, I might have to come back here in June and eat my words with a side of cabbage, because the exam’s gotten way harder this year. The SEC, in their infinite wisdom, decided to throw in questions that weren’t on the course, just for the craic. Didn’t want anyone being bored in the exam, bless them.  The standard for he project’s gone way up too, they’re expecting a short novel at this stage pretty much. My teacher thinks they want rid of Ag Science because it’s way too easy to be considered a legitimate science subject, and it’s making a mockery of the Leaving Cert. Frankly, I think that’s insulting farmers, but anyway. Point is, they’re making it nigh on impossible to get an A.  And between my class of total wasters, and a teacher who insists on spending half the class telling us how wonderful he is( if you really are the best in Ireland, think you could see your way to teaching us something?)  my chances are probably halved again. Ah well. If push comes to shove, I can always write a ten page essay debating the merits of Barry’s Tea over Lyons. Sure this is it.

Just on a more positive note, remember that History project that had me up the walls a couple of weeks ago? Disney, World War II and whatnot?  Well, it’s done.  I went medieval on its ass, no pun intended. It did mean that I spent a Saturday locked in my room with just my laptop, Red Bull and We are Scientists for company (great band by the way ). But by God was it worth it. I was about ready to burst into spontaneous song once I’d finished.Course, I haven’t gotten it back from my teacher yet, I could have a million and one things to change when I do. I’m just hoping that the History gods will be smiling down on me and it’ll already be perfect. Because if I already had 20% of the exam basically sorted, that’d be class.

Hmmm, any more news? Oh yeah, to celebrate Cork winning we get a half day on Friday. First time in my life saying this ever but.. Gwan Cork! 😀

Later lads!

1 thought on “Welcome back, Ag Science.”

Limerick for life! =P My congratulations at learning the mystical trades of the culchie,but townie’s rule. 😀 Gaelic football off! Oh,and its probably unpatriotic of me,but tea is brown water. Coffee… Thats where its at. 🙂

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