Agri Engineering

ILOCOS SUR COMMUNITY COLLEGE
Quirino Stadium, Zone V, Bantay, Ilocos Sur, ISCC Barangay Demo Farm
Philippines 2727 Campus
Tel. No. (077) 604-0285 Barangay Labnig, San Juan,
e-mail address: isccbantay@yahoo.com Ilocos Sur
COURSE TITLE AGRICULTURAL ENGINEERING

COURSE CODE AGRI 2 NUMBER OF UNITS 3 UNITS with
Laboratory
COURSE PRE- NONE
REQUISITE/S
MODULE TITLE Introduction to Agricultural Engineering
CONTACT LOVELY ANN A. CARDONA
INFORMATION OF THE Contact number: 09196092520
INSTRUCTOR FB account: Lovely Ann Adviento Cardona
Email: lovelyann.cardona@gmail.com
I. COURSE DESCRIPTION
It is the study of practices and applications of engineering science and technology to agriculture
which includes hydrology, irrigation and drainage, soil and water conservation, farm power and
machinery, and farm structures.
II. COURSE OUTCOME

At the end of the course, given the relevant situations/conditions, the learners will be
able to:
- To comprehend the scope of the study of agricultural engineering and have a better
understanding of its different fields of specialization
- To describe the primary influences of the Sun on Earth
- To provide examples of cropping patterns in the Philippines according to type
- To comprehend the different methods of irrigation
- To assess the current agricultural mechanization status in a community
- To identify agricultural machineries and equipment used for land preparation
- To familiarize the different farm operations machineries and equipment
- To appreciate the functions of equipment in postharvest processing
III. MODULE INTRODUCTION

Agricultural Engineering was recognized as a discipline in 1907, with the formation of
ASAE which coincided with rapid advancement of mechanism. It is the application of
engineering principles to any process associated with producing agriculturally based
goods and management of natural resources.
IV. LEARNING OUTCOME

After studying this module, the learner will be able to:
LO1: Appreciate the importance of water to mankind

LO2: Understand the factors that have triggered the development of irrigation technologies through
the years
LO3: Devise a plan that promote sustainable water use through doable programs, projects and
activities in your own communities
V. COURSE POLICIES
a. The mode of delivery for this subject will be a combination of offline (modules) and online.
The course package contains necessary information needed in this subject. To enhance further
your learning, there will be pre-recorded lectures uploaded in our virtual classroom;
b. You must follow the study schedule set for this subject for you to be properly guided and to
maintain your progress;
c. You are allowed to have your own pacing in reading the module and other reading materials
but please be reminded that there are some activities that requires you to meet deadlines and
submit your home-based tasks on time;

d. You are free to utilize reading materials online or printed books to enhance your learning;
e. You are advised to frequently check on the virtual classroom and to the group chat for any
update on learning activities given by the instructor;
f. A learning package containing the Course guide, study guide, assignment/activity guides, &
assessment guide will be uploaded in the virtual classroom and will also be given in printed
forms/digital format
g. Make-up exams will only be given for excused absences (Doctor’s excuse, obituary, etc.)
deemed valid at my discretion. Make-up exams will not be given without written can send
via online notification prior to the exam by the student and approval from the instructor. I am
under no obligation to provide the student with the opportunity to make-up exams due to
unexcused absences. Make-up exams will not be the same exam given to the rest of the class.
h. Lecture Exams/Final: There will be two exams during the semester (100 points each). The
second will occur during your scheduled final time. Exams will assess your understanding of
the factual material as well as your ability to understand meaning and context and to
synthesize information from more than one lecture. Exams will typically (but not always)
consist of definitions and concepts, short answer and two major essays. Please note, you will
only have the regularly scheduled class time to complete exams. This may apply to all learners
i. Lab Quizzes: There will be a total of several lab quizzes throughout the semester. Each quiz
will be in practical form where you will be asked to identify specimens. They are worth 50
points each. The lowest score will be dropped. Spelling will count. If I cannot understand your
answer for any reason, points will be deducted even if you believe it is correct. You are
permitted to write whatever you want in your field guide but you ONLY permitted to use
that guide during the quiz. There will be NO MAKE-UP quizzes given, even upon
presentation of a valid excuse. If you miss the quiz, you will receive zero credit for that quiz.
j. All assignments and other requirements MUST be submitted ON TIME. Late submissions
will still be admitted provided that the learner will give acceptable/justifiable reason, but will
have a corresponding point deduction;
k. All tasks requiring an individual output MUST be done INDIVIDUALLY;
l. For group projects, it is the responsibility of each learner to get in touch with their
groupmates;
m. Each of you must respect the views and opinions of everyone and practice proper netiquettes;
n. CHEATING is considered a MORTAL SIN. Any form of cheating will not be tolerated.
Copy-pasted works without proper citation of the author will be rejected. You will be given
only 1 chance to redo your output, otherwise you will be marked failed for that activity;
o. Learners who failed to submit requirements on time will be marked INCOMPLETE for the
final grade, but will be given a chance to submit their lacking within 1 semester only. Failure
to do so will make them failed from the class;
p. Learners who were able to submit all requirements and taken all the quizzes and exams but
still did not gain a passing grade are marked CONDITIONAL and will be given a
requirement/task to complete to determine if she/he will be able to pass the course;
Consultation time with your instructor is strictly done during working hours only, 8am to
5pm from Monday to Friday. Queries and other matters that concerns the subject will only be
entertained during the specified time and day.
VI. OUTLINE OF TOPICS
Information sheet 1: AGRICULTURAL ENGINEERING: DEFINITION AND SCOPE
VII.
STUDY SCHEDULE
TIME FRAME OUTLINE OF TOPICS
AGRICULTURAL ENGINEERING: DEFINITION AND
SCOPE
Week 1 – 2
a. History of Irrigation and Water Resources Development
- In the World
- In the Philippines
b. Overview of Philippine Agriculture and Status of Irrigation
Development
- Philippine Agriculture
- Status of Irrigation Development
Week 3-4 WEATHER, CLIMATE AND AGRICULTURE
a. Earth-Sun Relationship
b. Revolution and Rotation of the Earth
c. Change of Season: Equinoxes and Solstices
d. Radiation
e. The Earth’s Atmosphere
Week 5-6 WEATHER ELEMENTS, CLIMATE AND CROPPING
CALENDAR
a. Weather Elements
b. Climate of the Philippines
c. Cropping System
d. The Philippine Cropping Calendar
Week 7-8 IRRIGATION AND DRAINAGE PRINCIPLES
A. Methods of Irrigation
- Flooding or Basin Irrigation
- Furrow Irrigation
- Border Irrigation
- Sprinkler Irrigation
- Drip Irrigation
Week 9 AGRICULTURAL MECHANIZATION
A. Definition
B. Scope
C. Potential benefits from mechanization
D. Issues and concerns
E. Status of Agricultural Mechanization in the Philippines
Week 10-11 AGRICULTURAL MACHINERIES AND EQUIPMENT
A. Four-wheel tractor
B. Two-wheel tractor
C. Rotary Tiller or Power Tiller
D. Float-assist tiller
E. Farm Implements for tillage
- Moldboard plow
- Disc plow
- Disc harrow
- Spring-tooth harrow
- Furrower
- Field cultivator
- Weeder
- Sub-soller
Week 12 OTHER FARM OPERATIONS
a. Seeding, Planting and Transplanting

b. Fertilizer Application
c. Irrigation
d. Pest Control
e. Harvesting
Week 13-14 POSTHARVEST PROCESSING
A. Threshing and Shelling

B. Drying
C. Cleaning
D. Milling
E. Grinding, Shredding and Chipping
Week 15-16 AGRICULTURAL STRUCTURES
A. Farmstead Planning Definition

B. Site Selection
C. Fire Prevention
D. Security
E. Space
F. Farmstead Planning in Zones
G. Windbreaks and Livestock
VIII. STUDY GUIDE
To guide the learners to go along the course package, these icons were used to represent
learning activities that goes along the learning process:
 this icon represents a quiz/exam/guide questions that the learner

needed to answer;
 this icon represents the references made used for the contents of this
course package;
 this icon represents an information sheet containing the topic/lesson

that the learner must study;
 this icon represents important information the learners have to take

note of;
 this icon represents an activity/assignment/requirement the learners

must learn and do;
 this icon represents the set date for deadlines of submission for a
certain requirement;
 this icon represents the learning objectives for the content/s of the
course package;
 this icon represents the study schedule recommended for the

content/s of this course package including all the learning activities
embedded in each information sheet;
 this icon is used to represent all learner’s guides (course guide,

activity guides, assessment guides, study guides) that shall help
them accomplish this course package;
 this icon is used to represent the MODULE INFORMATION
Information sheet 1:
INTRODUCTION TO AGRICULTURAL ENGINEERING
LEARNING ACTIVITIES
1. Read and understand information sheet 1 containing Introduction to Livestock
and Poultry Production
I. Agricultural Engineering refers to the:

a. application of engineering science and designs to the processes and systems involved in
the sustainable production, post production and processing of safe food, feed, fiber, timber
and other agricultural and biological materials; and
b. efficient utilization, conservation, and management of natural and renewable resources
in order to enhance human health in harmony with the environment.
Agricultural and biosystems consist of crops, forestry and other plants, poultry,
livestock, fisheries and aquaculture resources and other animals, wildlife and other living
things.
The specializations on Agricultural and Biosystems Engineering include the following:
a. Agricultural and Biosystems Power and Machinery;
b. Irrigation and Drainage Engineering;
c. Soil and Water Conservation Engineering;
d. Agricultural and Biosystems Buildings and Structures;
e. Renewable/Bio-Energy and Farm Electrification;
f. Agricultural and Bio-process Engineering;
g. Food Engineering;
h. Agricultural and Biological Waste Management;
i. Aquaculture Engineering;
j. Forest Engineering;
k. Agricultural and Biosystems Automation and Instrumentation;
l. Agricultural and Bio-Information System; and
m. Agrometeorology
History of Irrigation and Water Resources Development

In order to survive, humans have to produce something to eat and have learned
three main tasks: (a) how to concentrate desirable plants into a manageable area; (b) how to
prevent weeds from growing there; and (c) how best to encourage the plants to flourish. In
short, people learned to plant, weed, and water crops. Water is the most important input
required for agricultural production. Where rainfall is insufficient to support plant growth
and development, irrigation helps reduce the climatic uncertainties in agriculture.
History, it is said is the greatest teacher of mankind. Likewise, necessity is the mother of
inventions. Some anthropologists and historians point to the development of irrigation as
the catalyst for the interaction of engineering, organizational, political and related creative
or entrepreneurial skills and activities which produced the outcome referred to as
‘civilization.’ Study of the history of irrigation, development of irrigation technology, and
sustainability of the old irrigation systems provides an insight into the factors that have
sustained the outcomes over the generations.
A. In the World
In about 6000 BC (before Christ), irrigation began at about the same time in Egypt
and Mesopotamia (present day Iraq and Iran) using the water of the flooding Nile River,
and Tigris and Euphrates Rivers, respectively. The flood waters, which occurred July
through December, were diverted to fields for 40 to 60 days. The water was then drained
back into the river at the right moment in the growing cycle.
In about 3500 BC, the ancient Egyptians created a flood gauge called the nilometer
because the annual flood season along the Nile was unpredictable and without records. The
simplest design was a vertical column submerged in the river with marked intervals
indicating the depth of the river. A second design (Figure 3) was a flight of stairs leading
into the river. The nilometer data was then used to predict when the flood would occur.
Nilometer used by ancient Egyptians to measure and predict flood levels

In about 3100 BC, the first major irrigation project was created under King Menes
during Egypt’s First Dynasty. He and his successors used dams and canals (one measuring
20 km) to use the diverted flood waters of the Nile into a new lake called lake Moeris.
In about 2000 BC, a pipe made with cement and crushed rock was developed by the
Romans to carry water.
Concrete water pipe developed by the Romans

In 1792 – 1750 BC, Babylonian King Hammurabi instituted water regulations within
his kingdom. This early code covered: a) the distribution of water proportionally based on
the acres farmed; b) a farmer’s responsibilities in maintaining canals on his property; and c)
the collective administration of the canal by all users.
In about 1700 BC, a shadoof or shaduf was developed by the ancient Egyptians who
lived along the Nile River and used it for irrigation. It was constructed using a large pole
balanced on a crossbeam, a rope and a bucket on one end and a heavy counter weight at the
other end. By pulling the rope, it lowered the bucket into a canal or river. The operator
would then raise the full bucket of water by pushing down on the counter weight. The pole
could be swung around and the bucket emptied in a field or different canal.
Shadoof developed by the ancient Egyptians and used it to lift water from the Nile River
for irrigation
In the US, shadoof is called either a swape, counterpoise lift, well pole, well sweep,
or simply sweep. In the Ilocos, it is called battuag. In Hungary, shadoof is known as
gémeskút or heron wells. It is also known by the Greeks as kēlōn or kēlōneion.
In 700 – 600 BC, noria was developed again by the ancient Egyptians. Also called the
Egyptian water wheel (Figure 6), noria is a wheel with buckets or clay pots along its
circumference. The wheel was turned by the current of the river. The flow filled buckets by
immersion and as it rotated the upper buckets are emptied by gravity into a trough or
aqueduct. The empty buckets then returned to be refilled. The noria provided the ancient
world with its first non-human operated lifting device.
Noria developed by the ancient Egyptians and used it to lift water from the Nile River for
irrigation
In 550 – 331 BC, the development of the qanat, first by the Persians (present day
Iranians) and later by the Romans, allowed the use of groundwater to become the primary
source of irrigation water for crops. A qanat (Figure 7) was built by first digging a vertical
well into sloping ground. Once the well was completed, a tunnel was dug nearly horizontal
to the lower end of the well. The natural slope would allow well water to travel by gravity
down the tunnel and emerge some distance down slope from the well. Construction of
qanats was labor intensive and vertical openings were placed every 20-30 meters to allow
the tunnel diggers to breathe and to remove the debris from the tunnel. Once the tunnel
was completed, the area had a constant source of water. Qanats are still in use today and at
least 20,000 are still operational mostly from China and Morocco.
Qanat developed by the ancient Persians and Romans who first used subsurface water
for irrigation
In about 500 BC marked the first use of a sakia (Persian water wheel) or what is now
called a pump. As shown in Figure 8, this device was an endless series of pots on a rope
which ran over two pulleys. The oxen-powered device powered a cogged wheel allowing
the pots to enter the water supply, fill and then be raised and emptied. The sakia was
similar to the noria except that it was powered by an external force rather than by the flow
of the river’s current.
Sakia developed by the ancient Persians who used it to lift water from a well
A sakia differs from a noria in two ways. First, by the way it is powered by animal power.
The other difference is that a sakia is lifting the water out of a well or a body of standing water;
while the noria is placed on the bank of a river.
In about 250 BC, while visiting Egypt, the Greek scholar Archimedes created the tambour
(now known as Archimedes screw, which consisted of a screw inside a hollow tube (Figure 9). The
screw was turned and as the bottom end of the screw rotated, it scooped up water. The water
travelled up the length of the screw until it poured out the top of the tube. Today, the principle is
used in moving cereal grains and any granular materials from lower to higher elevation.
Tambour of the ancient Egyptians now known as Archimedes screw
In about 500 AD (anno Domini or in the year of our Lord Jesus Christ), a water pumping
windmill from Persia (present day Iran) was first used. The design had vertical sails made of
bundles of reeds or wood which were attached to a central vertical shaft that provided power for
lifting water from a source.
Windmill of the ancient Persians as source of power for lifting water from a source
In about 600 AD, one of the first dams of ancient times was built in Yemen. It was built right
across the bed of the stream (Figure 11). The structure was meant to be a giant weir to hold back
some of the annual flood waters coming down the valley, and to divert some of that water, under
control, out of sluices and into a canal system.
Dam viewed from upstream
Dam viewed from downstream
In the Philippines
In 800 – 500 BC, the early inhabitants of the Philippine archipelago, the rice-eating proto-
Malays, constructed the first rice terraces in the mountains of Ifugao (Figure 13). The Ifugao rice
terraces cover an area of about 1,035 km2 (10,355 ha), and if the walls were placed end-to-end, they
would reach halfway around the Earth. The rice terrace properly built consisted first in digging out
a terrace from the hillside and then building upon the edge of that terrace a stone wall. The back of
the wall was filled with layers of materials carried up from riverbeds or brought down from the
hillsides. To terrace a one hectare of mountain slope would require 10,000 m3 of excavation, filling,
and rock masonry.
Rice terraces in Ifugao
In 1521 – 1898 (Spanish Colonial Era), the King of Spain granted lands (called friar estates) to
religious orders to support their missionary efforts. These religious orders grew rice as a major crop.
The colonial government, in response to the representations of these orders, constructed irrigation
projects on the friar estates to make them more productive and therefore generate more income.
Said projects consisted of diversion dams and canal networks with 50 m flume and 100 m barrel-
type road crossing. The dams (called frinza) were made of heavy stones, had no sluice channels,
and range in height from a few meters to as much as 40 meters from the base. The water conveyance
system included networks driven through rocks. The unlined tunnels varied in width from 0.11 m
to 0.20 m and had a height of 0.15 m.
In 1630, communal irrigation systems were initiated and constructed by irrigation societies
or associations (called sanjera meaning turnout in Spanish). These projects were mostly located in
the Ilocos area. The function of the sanjeras was simply to ensure a stable, reliable supply of water
for the use of their members. Irrigation water was obtained usually from a river by means of locally-
constructed bamboo and rock diversion structures placed across the river. Because there was no any
assistance from the colonial government, the construction costs were all shared by the members
either by giving construction materials, or by contributing labor. This practice of sharing also
governed the repair and maintenance of the system.
In 1866, Spanish authorities implemented the Ley de Aguas (Law on Waters) in the
operation and maintenance of irrigation systems in the Philippines.
In 1907, the Philippine Legislature appropriated a permanent reimbursable sum of
₱ 250,000 for irrigation construction. However, irrigation projects could not be undertaken due to
lack of sufficient data on which a sound construction program could be based.
In 1908, the appropriated permanent reimbursable sum was increased to ₱ 750,000.
In 1912, the Irrigation Act was passed. The law regulated the appropriation of public waters,
prescribed rules on water rights, provided for the investigation, construction, operation and
maintenance of irrigation systems.
In 1916, the government provided financial assistance through loaning scheme in the
operation, maintenance, repair and improvement of existing privately-owned irrigation systems.
This paved the way for the development of communal irrigation systems.
In 1918, the provincial and municipal irrigation systems were established.
In 1922, the issuance of bonds in the amount of ₱ 20 million as revolving funds for the
construction of irrigation projects was authorized and another ₱ 20 million to bolster funding
support.
In 1930 up to the outbreak of World War II (WWII), no major irrigation project was
undertaken.
Meanwhile in 1938, pork barrel funds for communal irrigation projects were allocated for
the first time. Pork barrel (a term of American origin) is a government appropriation yielding rich
political patronage. By their very nature and purpose, pork barrel allotments were subject to the
whims of favored politicians and were usually spread out thinly over many public works projects.
This resulted in the construction of dams in streams with insufficient water supply, or on sites
where foundations were unstable, causing the collapse of dams during heavy floods. In many
instances, projects were left unfinished.
In 1941 – 1945 (WWII), farmers were required to turn over one-half of their produce to
Japanese authorities to feed the 250,000-strong occupation army.
In 1949, pump irrigation as a government project was initiated. It called for the purchase of
irrigation pumps for distribution to farmers through loaning scheme.
In 1952, the irrigation pump program was expanded with additional funding support from
the United States Mutual Security Agency (USMSA).
In 1962, the Philippine government and the United States Agency for International
Development (USAID) entered into an agreement to establish a planning program for water
resources development in seven major river basins in the country.
In 1963, the National Irrigation Administration (NIA) was created by virtue of RA 3601. It
started operations a year later when the NIA Board of Directors met for the first time. NIA has been
tasked to spearhead irrigation development in the country as a major backbone to Philippine
agricultural development.
IV. Overview of Philippine Agriculture and Status of Irrigation Development
A. Philippine Agriculture
Agriculture is the prime mover of the country's economy. The agricultural sector posted a
2.98 percent growth in the third quarter of 2016. At current prices, gross value of agricultural
production amounted to ₱ 360.9 billion, higher by 7.33 percent than the 2015 record. For the period
from January to September 2016, however, agricultural output dropped by 1.53 percent.
Land Area. The Philippines is an agricultural country with a land area of 30 million hectares,
47 percent of which is agricultural land. The total area devoted to agricultural crops is 13 million
hectares. This is distributed among food grains, food crops and non-food crops. Food grains occupy
31 percent (4.01 million hectares); food crops utilize 52 percent (8.33 million hectares); while 17
percent (2.2 million hectares) are used for non-food crops.
For food grains, the average area utilized by corn is 3.34 million while rice occupy 3.31
million hectares. Of the total area under food crops, coconut accounts for the biggest average
harvest area of 4.25 million hectares followed in decreasing order by sugarcane with 673 thousand
hectares; industrial crops with 591 thousand hectares; 148 thousand hectares for fruits; 270
thousand hectares for vegetables and root crops; 404 thousand hectares for pasture and 133 hectares
for cutflower.
Farming System and Structure. Philippine agriculture is characterized by a mixture of small,

medium and large farms. Majority of farms in the country are small, which are owned or managed
through leasehold by single families ranging from subsistence to commercial production. Farming
is generally undertaken on small farms. Two-thirds of all farms are no larger than 3 ha. Eighty-five
percent of all farms are no more than 5 ha. A typical farming system consists of major crops, with
rice, corn and coconut as common base crops, and a few heads of livestock and poultry.
The average farm size managed by each family is 2.84 ha in 1980, which declined to 2.16 ha
in 1991 and further to 1.98 ha in 2002. This declining trend is due maybe to population pressure,
wherein agricultural lands are being converted into residential lots. NIA records show (see Table 1)
that of the total irrigable area of 3,126,340 ha in 2012, this dropped to 3,019,609 ha in 2013, a 3.4
percent drop equivalent to 106,731 ha of potential productive areas supposedly for food production.
B. Status of Irrigation Development
Realizing the importance of irrigation water to agriculture (see Figure 14), the government
institutionalized a concerted effort to develop irrigation infrastructures nationwide through the
NIA. Its mandates are to develop, operate and maintain irrigation systems all over the country, and
to help enhance food self-sufficiency in the Philippines.
Impact of irrigation to agricultural development

1970s, NIA began to place more emphasis on communal irrigation systems that would
benefit remote poverty-afflicted areas. To do this, community organizers were assigned in the field
to work hand-in-hand with the farmers to provide training and team support building. Their goals
were to increase the ability of farmers to work together, negotiate effectively with the government,
operate and maintain the system, and manage it financially.
As Philippine agriculture develops, the total irrigable area also increases. The total irrigable
area consistently increased from mere 662 thousand ha in 1964 to 1,533 thousand ha in 1992, a 231
percent increase for a period of 28 years. For another 15 years from 1992 to 2007, a 104 percent
increase in the total irrigable area of 3,126,340 ha was further recorded, which remained the same
until 2012. Since 2013, the total irrigable area has dropped to 3,019 thousand ha to date.
Notably, the status of irrigation development in the country is mere 57.3 percent. If NIA has
been able to accomplish this much for a period of 51 years, then it will probably take another 50
years to provide irrigation water to all agricultural farms in the country. This is a gargantuan task
that needs trillions of pesos and political will of our leaders. Success stories along irrigation
development are that of China, Egypt, and USA
Since 2008, NIA has embarked on 10 major irrigation projects. When fully operational, these
projects will irrigate additional 131,158 ha, which entail billions of pesos. According to Dela Cruz
(2006), the government allocates P7 billion for irrigation annually. In 2007 alone, NIA spent P3.126
billion to restore and rehabilitate irrigation facilities servicing 96,209 hectares of farmlands.
The World Bank (WB) has described the financial operation of debt-ridden NIA as a “failed case”
due partly to low levels of irrigation charges and fee collection, wherein less than half the operation
and maintenance costs are recovered. NIA cannot be faulted alone because the government reduced
service fees and reinstated public subsidies to NIA.
WB also cited NIA’s failure during the 1990s to transfer operational and management
responsibilities to user organizations and to increase irrigation service fees. Further, NIA used its
investment program just to finance rehabilitation, without identifying the causes of rapid
deterioration of the water control infrastructure. The bank said experience shows that
modernization, focusing only on physical investment as in the Philippines, does not address the
underlying causes of poor water service and scheme deterioration.
LEARNING ACTIVITIES
DISCUSSION FORUM: for the benefit of interacting with your fellow classmates, a
discussion board has been created in our virtual classroom with guide questions where
you are required to comment your insight regarding the topic. Please refer to the attached
discussion forum guide at the end of this module for the complete instruction and how you will be
evaluated
IX.ACTIVITY GUIDE
(Instructions/guidelines/procedures in performing each learning activity intended to
assess learning of all students are completely explained in this area)
1. DISCUSSION FORUM GUIDE
GUIDELINES
Discussion forum is an electronic message boards for asynchronous communication regarding
the concepts being tackled in our class. You are expected to post your thoughts in a
conversational tone.
i. I will be posting guide questions for discussion in our virtual classroom.
You are expected to post at least twice to thrice on each forum. Your first
post will an answer for the guide question, and you are also encouraged to
respond or react to the postings of your classmates;
ii. Discussion forums are intended for conversations about our topic, you are
expected to be at your modest when interacting with each other. Postings
that are out of the topics gives the learner a deduction point;
iii. Remember that when you post your comments/reactions, you must
respect the opinions of your classmates and to always have proper
netiquette when conversing with each other;
iv. Please refrain from copy-pasting works of others. You can use them as your
reference then summarize the idea/thought but make sure to properly cite
your sources;
2. VIDEO RECORDED DEMONSTRATION GUIDE and NARRATIVE REPORT:

( Not applicable on this chapter)
3. ACTIVITY GUIDE
i. Your activity/assessment test on this chapter will be uploaded at our
google classroom
ii. The activity/assessment test will be posted at google classroom 2
days before the end of your scheduled time of chapter discussion
and reading (ex. The chapter will be 2 weeks scheduled (March 7-
March 18) the activity/assessment test
iii. Will be posted on March 17 at 8:00 am and it will be scheduled to
closed automatically at March 18 at 11:59 PM.
X. ASSESSMENT GUIDE
(Performance of learners will be graded as the following assessment percentage
presented below)
LECTURE CLASS STANDING 60%
 Discussion forum
 Journal
 Narrative report
Chapters evaluation 40%

 Assessment test
 Performance test
 Quiz
 examinations
LABORATORY:
LABORATORY PERFORMANCE: 60%
 Video recorded demonstration
Laboratory assessment: 40%

 Narrative report
 Laboratory exam
 Laboratory quiz
GRADING SYSTEM:
a. MIDTERM GRADE:
Class standings = 60%
Major Exam = 40%
q. TENTATIVE FINAL GRADE:

Class standings = 60%
Major Exam = 40%
*** FINAL GRADE =Mid. Grade (40%) + Tentative Final grade (60%)
XI. REFERENCES
TEXTBOOKS Agricultural Engineering Module

EBOOKS -
WEB INTERNET https://www.dirp3pids.gov.ph
SITE
YOUTUBE VIDEO https://youtu.be/iy-H3vvOivE
https://youtu.be/2KcZf4Kifoc
XII. THE INSTRUCTOR
She was born in Santa, Ilocos Sur. She studied Bachelor of Science in Agricultural Education-
Major in Animal Science at Ilocos Sur Polytechnic State College- Sta. Maria Campus. Last March
2018, she passed the Board Licensure Examination For Professional Teachers. At present she is
enrolled at Don Mariano Marcos Memorial State University on her Master’s Degree on Master of
Science in Animal Science. She began to practice her profession at ISCC-Demofarm Campus as
Acting Registrar and on August 2019 she transferred to ISCC Main as College Instructor and
SHS Teacher.

Agri Engineering

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Agri Engineering

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ILOCOS SUR COMMUNITY COLLEGE

COURSE TITLE AGRICULTURAL ENGINEERING

II. COURSE OUTCOME

III. MODULE INTRODUCTION

IV. LEARNING OUTCOME

LO1: Appreciate the importance of water to mankind

submit your home-based tasks on time;

a. Seeding, Planting and Transplanting

A. Threshing and Shelling

A. Farmstead Planning Definition

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I. Agricultural Engineering refers to the:

History of Irrigation and Water Resources Development

Nilometer used by ancient Egyptians to measure and predict flood levels

Concrete water pipe developed by the Romans

Tambour of the ancient Egyptians now known as Archimedes screw

Dam viewed from upstream

Dam viewed from downstream

Rice terraces in Ifugao

In 1907, the Philippine Legislature appropriated a permanent reimbursable sum of

In 1908, the appropriated permanent reimbursable sum was increased to ₱ 750,000.

In 1918, the provincial and municipal irrigation systems were established.

IV. Overview of Philippine Agriculture and Status of Irrigation Development

Farming System and Structure. Philippine agriculture is characterized by a mixture of small,

B. Status of Irrigation Development

Impact of irrigation to agricultural development

2. VIDEO RECORDED DEMONSTRATION GUIDE and NARRATIVE REPORT:

Chapters evaluation 40%

Laboratory assessment: 40%

q. TENTATIVE FINAL GRADE:

TEXTBOOKS Agricultural Engineering Module

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