Especialidades JA/Agricultura/Respuestas

1

Mencionar de los componentes del suelo. ¿Por qué es importante el suelo para las plantas?

2

Explicar la diferencia entre la arcilla, arena y suelos loam. Hacer una lista de tres cultivos que crecen bien en cada una de ellas.

Clay

Clayey soils are made from very fine particles which stick together easily. Water does not easily soak through clayey soils, but once it penetrates, the clay holds it well. It must be broken up before it can be used for agriculture. This can be done by mixing it with sand, sawdust, wood chips, lime, or manure. Crops that grow well in clayey soils include celery, wheat, oats, beans, and clover.

Sand

Sandy soils are made from coarse particles. Water soaks into sand quickly, but will not remain there for very long. This can be addressed by adding clayey soil to it. Crops that grow well in sandy soil include melons, cucumbers, peaches, peanuts, and beans.

Loam

Loam is soil composed of sand, silt, manure, and clay in relatively even concentration (about 40-40-10-10% concentration respectively). Loams are gritty, plastic when moist, and retain water easily. They generally contain more nutrients than sandy soils. In addition to the term loam, different names are given to soils with slightly different proportions of sand, silt, manure and clay: sandy loam, silty loam, clay loam, sandy clay loam, silty clay loam, and manural loam. Loam soil is ideal for growing crops because it retains nutrients well and retains water while still allowing the water to flow freely. This soil is found in a majority of successful farms in regions around the world known for their fertile land. Crops that do well in loamy soil include barley, turnips, and potatoes.

3

Examinar la germinación de tres variedades de semillas, 100 semillas por cada variedad. Registrar el porcentaje de germinación después de tres, cuatro y cinco días.

First, wrap each variety seeds in a paper towel. Then dampen the paper towels and place them each inside their own clear plastic bag (such as a sandwich bag or a freezer bag) so that they retain moisture. Do not seal the bags. Place the bags in a warm place. After three days, carefully remove the paper towel from each bag, open it, and count the number of seeds that have sprouted. If you started with 100 seeds as per this requirement, the germination percentage will equal the number of seeds that have sprouted. Write this percentage down for each variety.

La especialidad de Semillas - Avanzado tiene un requisito similar, entonces considere desarrollarlas juntas.

4

Explicar cómo las plantas obtienen nutrientes y cómo los convierten en comida. Explicar las diferencias entre nutrientes primarios, secundarios y micronutrientes.

Fertilizers can be divided into macronutrients or micronutrients based on their concentrations in plant dry matter. There are six macronutrients: nitrogen, phosphorus, and potassium, often termed "primary macronutrients" because their availability is usually managed with NPK fertilizers, and the "secondary macronutrients" — calcium, magnesium, and sulfur — which are required in roughly similar quantities but whose availability is often managed as part of liming and manuring practices rather than fertilizers. The macronutrients are consumed in larger quantities and normally present as a whole number or tenths of percentages in plant tissues (on a dry matter weight basis). There are many micronutrients (such as boron, chlorine, manganese, iron, zinc, copper, and molybdenum), required in concentrations ranging from 5 to 100 parts per million (ppm) by mass.

5

Nombrar e identificar 10 malezas comunes de la comunidad y decir la mejor manera de eliminarlos, usando métodos manuales o químicos.

Chenopodium album

Chenopodium album (Fat hen)

Where found: Worldwide Description: Chenopodium album is a fast-growing weedy annual plant in the genus Chenopodium. The standard English name is Fat-hen; other names include white goosefoot, lamb's quarters, pigweed or dungweed, or more ambiguously as just goosefoot. Control: It may be controlled by dark tillage, rotary hoeing, or flaming when the plants are small. Crop rotation of small grains will suppress an infestation. It is, however, difficult to control with chemical means.

Stellaria

Stellaria (Chickweed)

Where found: Europe, North America Description: Stellaria is a genus of about 90-120 species flowering plants in the family Caryophyllaceae, with a cosmopolitan distribution. Common names include stitchwort and chickweed. Control: Control is difficult due to the heavy seed sets, although herbicides are effective when the plants are small. Common Chickweed is very competitive with small grains, and can produce up to 80% yield losses among barley.

6

Identificar seis plagas comunes de insectos o enfermedades. Mencionar qué plantas generalmente son afectadas y la forma de eliminar o prevenir su aparición.

Boll weevil

Anthonomus grandis (Boll weevil)

Where found: Thought to be native to Central America, it migrated into the US from Mexico in the late 19th century and had infested all US cotton-growing areas by the 1920s, devastating the industry and the people working there and traumatizing the people of the American south. During the late 20th century it became a serious pest in South America as well. Description: The boll weevil (Anthonomus grandis) is a beetle measuring an average length of six millimeters, which feeds on cotton buds and flowers. Affected crops: Cotton Control: The Boll Weevil Eradication Program is a program sponsored by the United States Department of Agriculture (USDA) that has sought to eradicate the boll weevil in the cotton-growing areas of the United States. It is one of the world's most successful implementations of integrated pest management. Three main techniques are employed over a 3- to 5-year period: pheromone traps for detection, cultural practices to reduce the weevil’s food supply, and malathion treatments. During the first year, applications of malathion are made every five to seven days starting in late summer. The frequency is reduced to every 10 days during the later part of the growing season until the first frost. The cotton stalks are shredded and plowed into the ground to eliminate their use as a winter shelter. During years 2 through 5, the automatic spraying is supplemented by an intensive trapping program (one trap per 1-2 acres), and malathion applications are made only in those fields where weevils are detected. This phase begins in late spring and continues until the first killing frost. The final phase of the program involves monitoring and trapping at a density of one trap per 10 acres, with spot spraying as required. The program has become more high-tech in recent years, employing GPS mapping technology and bar code readers that transmit trap data electronically.

Cutworm

Noctuidae (Cutworm)

Where found: Their distribution is worldwide. Description: The term cutworm is used for the larvae of many species of moth. Most cutworms are in the moth family Noctuidae, however, many noctuid larvae are not cutworms. Cutworms are notorious agricultural and garden pests. They are voracious leaf, bud, and stem feeders and can destroy entire plants. They get their name from their habit of "cutting" off a seedling at ground level by chewing through the stem. Some species are subterranean and eat roots. Cutworms are usually green, brown, or yellow soft-bodied caterpillars, often with longitudinal stripes, up to one inch in length. There are many variations across the genera. Affected crops: Most often tomato, pepper, pea, or bean Control: While there are pesticides which can control these insects, the non-industrial gardener can protect threatened plants by simply impeding the ground-hiding cutworm caterpillar from climbing the plant; they hide in the soil near the plants and climb them at night. To prevent this, one can: Place a "cutworm ring" around the plant. It can be a can with both ends cut off, or anything similar, even a ring made of cardboard. It should be at least four inches high above the soil and go one inch below the surface. Some even use five gallon buckets with the bottom cut out, planting the seedling and bucket at the same time. Wrap the stem of the plant in aluminium foil, wax paper, coloured paper, cardboard, or plastic. Reputedly as reliable as anything: simply brace both sides of the stem with popsicle sticks, toothpicks, or even sticks from the yard. If they run smoothly up the side of the plant several inches, this apparently stops the cutworm from "wrapping itself around" the plant, necessary for its method of cutting it off. In fact, cutworms do not chew through stems by "wrapping" themselves, so the efficacy of this method is highly doubtful.

Brown marmorated stink bug

Halyomorpha halys (Brown marmorated stink bug)

Where found: The brown marmorated stink bug is believed to have "hitched a ride" to the United States as a stowaway in packing crates from Asia; it was accidentally introduced there from China or Japan. Its native range also includes Korea and Taiwan. Description: Looks similar in appearance to other native species of shield bugs including Acrosternum, Euschistus, and Podisus, except that several of the abdominal segments protrude from beneath the wings and are alternatively banded with black and white (visible along the edge of the bug even when wings are folded) and a white stripe or band on the next to last (4th) antennal segment. The adults are approximately 5/8 inch long and the underside is white or pale tan, sometimes with grey or black markings. The legs are brown with faint white banding. Affected crops: Fruits, vegetables, soybeans Control: Infestations should be reported to your local county Cooperative Extension office as this is a fairly new species to invade the United States. They will be able to help you control them.

7

Localizar dos fuentes de información meteorológica agrícola. ¿Cómo es ésta información útil para el agricultor?

1. USDA's Weekly Weather and Climate Bulletin
2. U.S. National Climate Data Center

Climate is what to expect. Weather is what you get. Climate is basically a long-term average of what the weather has done in the past.

Knowing the climate helps the farmer plan agricultural activities such as planting and harvesting, as well as assisting in crop selection. Crops need to be in the ground early enough that they will be able to produce their yield before the first frost, but late enough to avoid springtime frosts. The climate tells the farmer how many growing days to expect, and that can be compared to the number of growing days required by various crops. Some crops also need to be harvested before the weather gets too hot, and other crops may allow multiple plantings and harvestings per season.

Weather also plays a hand in timing agricultural activities. A field needs to dry out before it is plowed, and then it may need to dry out for a few more days before it is disced. Dry weather is also needed to allow hay time to cure between mowing and bailing, and it is sometimes important when applying fertilizers or pesticides.

8

Ayudar en la siembra, cultivo, cosecha en por lo menos four diferentes cultivos. Mantener un registro del trabajo realizado y los problemas que enfrentó en la siembra a la cosecha.

Your log need not be any more complicated than a notebook and pen. You could include information such as:

• Plowing/Discing
  • When was it done?
  • What was the condition of the soil?
  • Cost
• Planting
  • Date
  • Amount of seed used
  • Method (how was the planting done?)
  • Cost
• Fertilizer
  • When applied
  • What kind was applied
  • Cost
• Pest Control
  • Dates and types of pesticides and herbicides
  • Cultivation dates
  • Mechanical/cultural controls applied
  • Cost
• Irrigation
  • Dates
  • Rainfall dates
  • Cost
• Harvest
  • Date
  • Yield

9

Conocer el propósito de los siguiente:

9a

Arado

The primary purpose of plowing is to turn over the upper layer of the soil, bringing fresh nutrients to the surface, while burying weeds and the remains of previous crops, allowing them to break down. It also aerates the soil, and allows it to hold moisture better. In modern use, a plowed field is typically left to dry out, and is then harrowed before planting.

9b

Remover tierra con discos de tractor

Disking is often carried out on fields to follow the rough finish left by plowing operations. The purpose of this is generally to break up clods and lumps of soil and to provide a finer finish, a good tilth or soil structure that is suitable for seeding and planting operations.

9c

Cultivar

A cultivator is a farm implement for stirring and pulverizing the soil, either before planting or to remove weeds and to aerate and loosen the soil after the crop has begun to grow.

9d

Riego

Irrigation is the artificial application of water to the soil for assisting in growing crops. In crop production it is mainly used in dry areas and in periods of rainfall shortfalls, but also to protect plants against frost.

9e

Cosecha

The purpose of harvesting is to collect the salable product grown in a field when it reaches maturity.

10

Nombrar y determinar las 10 aves comunes de su localidad y decir su valor para el agricultor.

The greatest benefit birds provide to farmers is their voracious appetites for insects.

Please consult Wikibooks' Field Guide to Birds to help you identify ten birds in your area. As of this writing, this field guide is still in its infancy, so you might be well served to purchase a more thorough field guide. Field guides are generally tailored to a specific area of the world, so be sure to consult one that covers your area.

11

¿Qué es la erosión? ¿Cómo puede prevenirse?

Erosion is the displacement of soil by wind, water, or ice by downward or down-slope movement. It can occur quickly on steep ground - especially if there is nothing growing there. It can be slowed by minimizing the amount of time the land has nothing growing on it. When plowing, discing, or planting, it is best to make furrows perpendicular to the slope of the ground. Plowing straight uphill will cause furrows to act as ever-widening ditches that channel the water quickly away, carrying soil with it. Plowing across a hill instead slows the descent of rainwater and allows it to drop the sediments it picks up rather than carrying it off.

12

Visitar una cooperativa local de servicios de extensión y averiguar la forma en que la organización ayuda a los agricultores. Escribir un informe de una página de la visita.

USA

The Cooperative Extension Service, also known as the Extension Service of the USDA, is a non-formal educational program implemented in the United States designed to help people use research-based knowledge to improve their lives. The service is provided by the state's designated land-grant universities. In most states the educational offerings are in the areas of agriculture and food, home and family, the environment, community economic development, and youth and 4-H. The Cooperative State Research, Education, and Extension Service of the USDA administers funding for Smith Lever Act services in cooperation with state and county governments and land-grant universities.

This table summarizes the cooperative extension programs in each state. (Under the 1890 amendment to the Morrill Act, if a state's land-grant university was not open to all races, a separate land-grant university had to be established for each race. Hence, some states have more than one land-grant university.)

Cooperative Extension

State	University	Extension Website
Alabama	Alabama A&M University Auburn University Tuskegee University	Alabama Cooperative Extension System
Alaska	University of Alaska	University of Alaska Cooperative Extension
Arizona	University of Arizona	Arizona Cooperative Extension
Arkansas	University of Arkansas University of Arkansas at Pine Bluff	University of Arkansas Cooperative Extension Service
California	University of California	University of California Cooperative Extension
Colorado	Colorado State University	Colorado State Cooperative Extension
Connecticut	University of Connecticut	Connecticut Cooperative Extension System
Delaware	University of Delaware Delaware State University	Delaware Cooperative Extension DSU Cooperative Extension
District of Columbia	University of the District of Columbia	University of the District of Columbia Cooperative Extension Service
Florida	University of Florida Florida A&M University	University of Florida IFAS Extension
Georgia	University of Georgia Fort Valley State University	University of Georgia Cooperative Extension
Hawaii	University of Hawaii	University of Hawaii Cooperative Extension Service
Idaho	University of Idaho	University of Idaho Extension
Illinois	University of Illinois	University of Illinois Extension
Indiana	Purdue University	Purdue University Extension
Iowa	Iowa State University	Iowa State University Extension
Kansas	Kansas State University	Kansas State University Research & Extension
Kentucky	University of Kentucky	University of Kentucky Cooperative Extension Service
Louisiana	Louisiana State University Southern University and A&M College	Louisiana Cooperative Extension Service
Maine	University of Maine	University of Maine Extension
Maryland	University of Maryland University of Maryland Eastern Shore	Maryland Cooperative Extension
Massachusetts	University of Massachusetts	University of Massachusetts Extension
Michigan	Michigan State University	Michigan State University Extension
Minnesota	University of Minnesota	Minnesota Extension Service
Mississippi	Mississippi State University Alcorn State University	Mississippi State University Extension
Missouri	University of Missouri Lincoln University	University of Missouri Extension
Montana	Montana State University	Montana State University Extension Service
Nebraska	University of Nebraska	University of Nebraska Cooperative Extension
Nevada	University of Nevada	University of Nevada Cooperative Extension
New Hampshire	University of New Hampshire	University of New Hampshire Cooperative Extension
New Jersey	Rutgers University	Rutgers Cooperative Extension
New Mexico	New Mexico State University	New Mexico State University Cooperative Extension Service
New York	Cornell University	Cornell Cooperative Extension
North Carolina	North Carolina State University North Carolina A&T State University	North Carolina Cooperative Extension Service North Carolina A&T State University Cooperative Extension Program
North Dakota	North Dakota State University	North Dakota State University Extension Service
Ohio	Ohio State University	The Ohio State University Extension
Oklahoma	Oklahoma State University	Oklahoma Cooperative Extension Service
Oregon	Oregon State University	Oregon State University Extension Service
Pennsylvania	Penn State	Penn State Cooperative Extension
Rhode Island	University of Rhode Island	University of Rhode Island Cooperative Extension
South Carolina	Clemson University South Carolina State University	Clemson University Cooperative Extension Service
South Dakota	South Dakota State University	South Dakota State University Cooperative Extension Service
Tennessee	University of Tennessee Tennessee State University	University of Tennessee Extension Tennessee State University Cooperative Extension Program
Texas	Texas A&M University Prairie View A&M University	Texas AgriLife Extension Service
Utah	Utah State University	Utah State University Extension
Vermont	University of Vermont	University of Vermont Extension System
Virginia	Virginia Tech Virginia State University	Virginia Cooperative Extension
Washington	Washington State University	Washington State University Extension
West Virginia	West Virginia University	West Virginia University Extension Service
Wisconsin	University of Wisconsin-Extension	University of Wisconsin Extension
Wyoming	University of Wyoming	University of Wyoming Cooperative Extension Service

Canada

Agriculture extension (the process of sharing agricultural research with the farming community) is the responsibility of provincial governments in Canada. Contact your Provincial Ministry of Agriculture for contact information for the appropriate office near you.