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Agriscience: Fundamentals and Applications, © 2019, 2015 Cengage
6E Precision Exams Edition
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L. DeVere Burton
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c
Preface / xii
How to Use This Textbook / xviii
c
Sec o 5 he Quest for More and Better Plants! / 317
T
ti
n
U 15 Plant tructures and axonomy / 318
nit
S
T
U 16 Plant Physiology / 338
nit
U 17 Plant Reproduction / 356
nit
Sec o 6 Crop cience / 383
S
ti
n
U 18 Home Gardening / 384
nit
U 19 Vegetable Production / 403
nit
U 20 Fruit and ut Production / 426
nit
N
U 21 Grain, il, and pecialty Field-Crop
nit
O
S
Production / 443
U 22 Forage and Pasture Management / 470
nit
Sec o 7 rnamental Use of Plants / 491
O
ti
n
UNIT 23 Indoor Plants / 492
U 24 urfgrass Use and Management / 514
nit
T
U 25 rees and hrubs / 539
nit
T
S
Sec o 8 nimal ciences / 559
A
S
ti
n
U 26 nimal natomy, Physiology, and utrition / 560
nit
A
A
N
UNIT 27 nimal Health / 579
A
UNIT 28 Genetics, Breeding, and Reproduction / 597
UNIT 29 mall nimal Care and Management / 615
S
A
UNIT 30 Dairy and ivestock Management / 636
L
UNIT 31 Horse Management / 663
c
Sec o 10 Putting It ll ogether / 737
A
T
ti
n
U 34 Marketing in griscience / 738
nit
A
UNIT 35 gribusiness Planning / 761
A
UNIT 36 ntrepreneurship in griscience / 781
E
A
Appendix A: Reference Tables / 797
Appendix B: Supervised Agricultural xperience / 801
E
Appendix : Developing a Personal Budget / 813
C
Appendix D: Plan Supervised Agricultural xperience / 815
E
References / 823
Glossary / Glosario / 825
Index / 861
Contents
Preface / xii
How to Use This Textbook / xviii
ONTENTS
Sec o 3 atural Resources Management / 131
N
ti
n
UNIT 7 Maintaining ir Quality / 132
A
ir Quality / 133
A
U 8 Water and oil Conservation / 151
nit
S
he ature of Water and oil / 153 and rosion and oil
T
N
S
L
E
S
Conserving Water and Improving Conservation / 163
Water Quality / 160
A
rigin and Composition of oils / 176 Plant-Growing Media / 188
O
S
oil Classification / 180 oil Chemistry / 191
S
S
Physical, Chemical, and Biological Hydroponics / 197
Characteristics / 183
U 12 quaculture / 254
nit
A
he quatic nvironment / 255
T
A
E
Sec o 4 Integrated Pest Management / 271
ti
n
U 13 Biological, Cultural, and Chemical Control
nit
of Pests / 272
ypes of Pests / 273 Pest-Control trategies / 285
T
S
Integrated Pest Management / 282
xii
xiii
Preface
Revisions in this new edition are the work of current Cengage agri-
science author L. DeVere Burton. He is also the author of three other
textbooks in the agriscience series: Agriscience & Technology, Second Edi-
tion; Fish and Wildlife: Principles of Zoology and Ecology, Third Edition; and
Introduction to Forestry Science, Third Edition. He also edited a new textbook
titled Environmental Science Fundamentals and Applications. Each of these
works, including this edition of Agriscience: Fundamentals and Applications,
reflects the premise on which agricultural education was founded—that
most students learn best as they apply the principles of science and agricul-
ture to real-life problems.
Organization
This edition of Agriscience: Fundamentals and Applications is organized
into 10 sections and 36 units. Each section introduces the subjects that
will be covered in the individual units. The text and illustrations for each
section have been revised. Each unit begins with a stated objective and
a list of competencies to be developed. Important terms are listed at the
beginning of each unit and highlighted in the text. They are also included
in the glossary at the end of the book. Each unit contains profiles on sci-
ence, careers, and agriculture and concludes with student activities and
a section on self-evaluation. The book includes a complete and thorough
index.
Extensive Teaching/
Learning Materials
A complete supplemental package is provided with this textbook. It is
intended to assist teachers as they plan their teaching strategies by provid-
ing materials that are up to date and efficiently organized. These materials
are also intended to assist students who want to explore beyond the con-
fines of the textbook. They include the following resources:
Lab Manual
ISBN: 978-1-13368-689-7
The lab manual has been updated to correlate to the content updates made
in the textbook. This comprehensive lab manual reinforces the text content. It
is recommended that students complete each lab to confirm understanding
of essential science content. Great care has been taken to provide instructors
with low-cost, strongly science-focused labs to help meet the science-based
curriculum needs of the Introductory Agriscience course in secondary schools.
New to this edition, optional Internet supplements offer additional
research opportunities and educational resources to learn more about top-
ics covered in the lab exercises. Each lab exercise has been enhanced with
new photos and illustrations to help stimulate visual learning.
Classmaster CD-ROM
ISBN: 978-1-13368-734-4
This technology supplement provides the instructor with valuable
resources to simplify the planning and implementation of the instruction-
al program. It has been expanded for this edition to include the following
support materials:
■■ Performance Objectives, Competencies to Be Developed, and
Terms to Know lists with definitions for each unit
■■ A PDF version of the Instructor’s Manual. The Instructor’s Manual
has been expanded for the sixth edition to provide the following
materials for instructors:
■■ Teaching Aids and Suggested Resources, including Suggested
Class Activities and ideas for Supervised Agricultural Experiences
■■ Lesson Plans for each unit
xv
Preface
®
in PowerPoint format focusing on key points for each chapter.
Approximately 700 slides (about 20–25 slides per unit) are available
to accompany the textbook.
Acknowledgments
The author and publisher wish to express their appreciation to the many
individuals, FFA associations, and organizations that have supplied
photographs and information necessary for the creation of this text. A
very special thank you goes to all the folks at the National FFA organi-
zation and the USDA photo libraries, who provided many of the excel-
lent photographs found in this textbook. Because of their efforts, this is a
better book.
The author and publisher also gratefully acknowledge the unique
expertise provided by the contributing authors to the text. Their work
provided the core material upon which successive editions have expanded.
The contributing authors are the following:
Robert S. DeLauder,
Agriscience Instructor, Damascus, Maryland;
Thomas S. Handwerker, PhD,
Department of Agriculture, University of Maryland at Princess Anne;
Curtis F. Henry,
Business Manager, College of Agriculture, University of Maryland at College Park;
Dr. David R. Hershey,
Assistant Professor, Department of Horticulture, University of Maryland at College Park;
Robert G. Keenan,
Agriscience Instructor, Landsdowne High School, Baltimore, Maryland;
J. Kevin Mathias, PhD,
Institute of Applied Agriculture, University of Maryland at College Park;
Renee Peugh,
Biological Science Consultant, Boise, Idaho;
Regina A. Smick, EdD,
Academic Advisor and Instructor, College of Agriculture, Virginia Tech, Blacksburg; and
Gail P. Yeiser,
Instructor, Institute of Applied Agriculture, University of Maryland at College Park.
Christina Griffith
Agriculture Instructor
Milan High School
Milan, TN
Mary Handrich
Grades 8–12 Teacher/Agriculture
Fall Creek School District
Fall Creek, WI
Elizabeth Harper
Agriscience Teacher
NAAE member
New Smyrna Beach, FL
Lowell E. Hurst
Agricultural Educator Emeritus
Watsonville High School, Ret.
Watsonville, CA
Jim Satterfield
Agriculture Teacher
Jefferson County High School
Dandridge, TN
Tom Willingham
Instructor
Blythewood High School
Blythewood, SC
How to Use This
Textbook
■■ Suggested class activities • relate methods used in processing and preserving foods.
99
UnIt 5 sUPerVIseD aGrICUltUral eXPerIenCe
MaterIals lIst • list the major steps used in slaughtering meat animals.
lary to master.
• What are the policies and procedures for workers?
708• What are the working hours?
Copyright © 2015 Cengage Learning®.
T
he Dairy Heifer replacement Project is a program that is in place in many areas of the United states. It is
fungi
weeds
fungicide
herbicide
scientific discoveries for designed to increase the knowledge and interest of young people in the dairy industry. the goal is to enhance
life skills of its youth participants. the project begins when the participant purchases a heifer calf from a
program-approved seller. for the next few months, the participant cares for the animal. specific care must be provided,
rodents rodenticide cation has been identified. a crucial part of the dairy industry. Contact the agriculture teacher in your high school or your local extension office for
more information about such a program in your area.
INTERNET Damage by pests to agricultural crops in the United States has been esti-
KeY WorDs: mated to be one-third of the total crop-production potential. Therefore, an under-
weeds
annual weed
biennial weed
standing of the major pest groups and their biology is required to ensure success
in reducing crop losses caused by pests. ■■ Internet Key Words icons are placed through-
perennial weed
noxious weed weeds
out each unit. These icons include key search
Weeds are plants that are considered to be growing out of place (Figure 13-3).
Such plants are undesirable because they interfere with plants grown for crops.
terms that will help students and instructors
The word weed is therefore a relative term. Corn plants growing in a soybean field
or white clover growing in a field of turfgrass are examples of weeds, just as crab-
explore agriscience topics beyond the scope of
grass is considered a weed when it grows in a yard or garden.
Weeds can be considered undesirable for any of the following reasons:
the textbook.
■ They compete for water, nutrients, light, and space, resulting in reduced
10. Store in the dark for about 1 week, and then place where the fragments
Hundreds of full-
have a daily light cycle and 68° to 77° F (20° to 25° C) temperatures.
Mature leaf
11. Observe weekly. If part of a plate becomes contaminated, transfer healthy
fragments to a fresh plate. Even with a commercial hood with sterile air,
■■
color photographs
only about 50 percent of the plates remain completely free of contaminants.
12. Plantlets will appear on some fragments after about 8 weeks. When plantlet
leaves grow to about 0.5 cm, aseptically remove the fragment. Separate its
topics discussed.
STUDENT ACTIVITIES
Oldest leaf
1. Write the Terms to Know and their meanings in your notebook.
2. List the crops that are grown commercially in your area. Visit a site or sites where plants are Node
propagated, and ask the grower to discuss the propagation methods used.
3. List the prevalent crops that are grown from seed in your area and the popular varieties of each. Study a
seed catalog and determine the requirements for germination of each variety and why the varieties are
popular in your community.
Shoot growth
4. Plant a seed in a jar filled with medium. Place the seed near the edge of the jar so that you can see what
is happening. Keep a journal of daily observations as the seed or plant changes. You may want to do this
Crown Internode
Note your observations and the conditions regarding each seed. Write your conclusions about what is
best for maximum germination results.
At the end of each unit, Student
with several seeds in different jars with different amounts of water, light, air, or temperature in each jar.
Auxillary bud
SELF-EVALUATION
A. MULTIPLE CHOICE
1. An acre of plant material can produce enough oxygen to keep
a. 5 to 10 people alive each year. c. 16 to 20 people alive each year.
b. 10 to 16 people alive each year. d. nobody alive. It does not produce enough
oxygen to be of any value.
2. A border planting
a. is used as a single plant to highlight a c. is a number of trees or shrubs planted
fence or some other special feature of the together as a point of interest.
landscape.
b. is used to separate some part of the d. is a collection of plants that are placed in
landscape from another. the landscape as needed.
3. When planning the location for planting trees and shrubs, which is not a major consideration?
a. fruit size and type c. other structures
b. flower color d. bare-root plants
4. The term Cornus florida rubra is a
a. common name. c. name that was developed in Florida.
Self-Evaluations allow you to review
the unit content using multiple choice,
b. scientific name. d. type of annual deciduous plant.
5. Planting of trees and shrubs may be done
a. in spring, summer, or fall. c. in fall only.
b. in spring only.
6. Mulch should be applied
a. 1 to 2 inches deep.
d. in spring and summer.
c. 3 to 4 inches deep.
matching, and completion question.
b. 2 to 2.5 inches deep. d. 6 inches deep to keep out the weeds.
B. MATCHING
__________ 1. Urban foresters a. The removal of dead, broken, unwanted, diseased,
__________ 2. Shrubs and insect-infested wood
__________ 3. Specimen plant b. Used as a single plant to highlight it or some other
__________ 4. Nomenclature special feature of the landscape
__________ 5. Pruning c. A systematic method of naming plants
__________ 6. Canopy d. Woody plants that normally grow low and produce
many stems or shoots from the base
e. The top of the plant; has the framework and leaves
f. Help install and maintain trees in large cities
C. COMPLETION
1. Plant material can cut noise pollution by __________.
2. A rule of thumb is that 1 cubic yard of mulch can be spread over a(n) __________ square-feet area.
3. Newly planted trees may have to be __________ to prevent wind damage.
4. Plants should be fertilized every __________ to __________ years, starting with the growing season
after the first year. xix
Section
Better Living Through Research
1
Science and technology are modern miracles that have opened the
doors to new areas of research, turning the dreams of humankind
into realities. Space station research, new frontiers to investigate,
and our never-ending quest for knowledge have exploded into
many new and exciting careers.
You could become one of the people growing plants or
animals in a space station high above the Earth. Or, you might
become an engineer who designs the animal- or plant-growing
module of the space station, or a molecular geneticist or plant
breeder designing new plants to grow well in low gravity, or a food
scientist developing packaging for space-grown produce. Closer
to home, you might discover ways to prevent plant or animal
diseases. Perhaps you will become a researcher who discovers a
better way to preserve food or a safe way to sanitize fresh fruits
and vegetables. You may have personal attributes and skills that
will propel you to become a teacher of agriscience, giving you
an opportunity to have a positive influence on the lives of many
students.
One career area in ever-expanding demand is plant science.
As you will learn, plants are “green machines” that capture, package,
and store energy from the sun through photosynthesis. They supply
food and fiber for animals and humans to help sustain life. But,
human knowledge and energy are required to help plants function
in the overall “green machine” that constitutes our food, fiber, and
natural resources system. Students of the twenty-first century
will become the agricultural professionals of the twenty-first
century. They will become the agricultural producers, processors,
marketers, and scientists who discover new ways to feed the citizens
of the United States and the world. This will be accomplished by
conducting basic research and applying it to the agricultural
food system.
Agriscience in the
Information Age
Whether you choose a career in plant or animal science,
sales and marketing, mechanics, or processing, it is certain to be
rewarding. By studying agriscience, you are opening the door
to exciting educational programs and careers that contribute to
better living conditions for people everywhere. What role will you
play in the challenging task of producing the food and fiber that
will be required by future generations?
© iStockphoto/Andrey Pavlov.
Biosphere 2
UNIT 1
The Science of Living
Things
L
aquaculture moment of our lives. The space we occupy, as well as the people we work
agricultural engineering and play with, may be constant for a brief time. However, these are quick
animal science technology
to change with time and circumstances. The things we need to know and
crop science
the resources we have available to use are constantly shifting as the world turns.
soil science
Humans have the gift of intelligence—the ability to learn and to know
biotechnology
(Figure 1-1). This permits us to compete successfully with the millions of other
integrated pest
management
creatures that share the Earth with us (Figure 1-2). In ages past, humans have
water resources
not always fared well in this competition. Wild animals had the advantages of
environment
speed, strength, numbers, hunting skills, and superior senses over humans. These
biology superior senses of sight, smell, hearing, heat sensing, and reproduction all helped
chemistry certain animals, plants, and microbes to exercise control over humans to meet
biochemistry their own needs.
entomology The cave of the cave dweller, lake of the lake dweller, and cliff of the cliff
agronomy dweller indicate early human reliance on natural surroundings for basic needs
horticulture (food, clothing, and shelter) (Figure 1-3). Those early homes gave humans some
ornamentals protection from animals and unfavorable weather. However, they were still
animal sciences exposed to diseases, the pangs of hunger, the stings of cold, and the oppressions
mathematics of heat.
statistics The world of agriscience has changed the comfort, convenience, and safety
sociology of people today. According to the USDA/Economic Research Service, Americans
geography spent only 9.4 percent of our wages to feed ourselves in 2010 (Figure 1-4). Despite
agricultural economics fluctuations in the percentage of income that is spent for food, the percentage of
agricultural education annual income spent for food in the United States has tended to decrease. People
in many nations spend more than half of their incomes on food. We are fortunate
© Barbara Dudzinski/Shutterstock.com.
Copyright © 2015 Cengage Learning®.
Figure 1-4 Americans spend
only 9.4 percent of their disposable
income on food.
that our scientists have discovered new ways to produce greater amounts of food
and fiber (such as cotton) from each acre of agricultural land. They have done this
by finding ways to stimulate growth and production of animals and plants and to
reduce losses from diseases, insects, parasites, and storage. We have learned to pre-
serve our food from one production cycle until the next without excessive waste;
however, spoilage of stored food remains high among agriscience research priori-
ties. The agriscience, agribusiness, and renewable natural resources of the nation
provide materials for clothing, housing, and industry at an equally attractive price.
Agriscience Defined
Agriscience is a relatively new term that you may not find in your dictionary.
Agriscience is the application of scientific principles and new technologies to
agriculture. Agriculture is defined as the activities involved with the produc-
tion of plants and animals and related supplies, services, mechanics, products,
processing, and marketing (Figure 1-5). Actually, modern agriculture covers so
What Is Agriculture?
Animal
Production
Marketing Products
Copyright © 2015 Cengage Learning®.
Mechanics Processing
Crop
Production
many activities that a simple definition is not possible. Therefore, the U.S. Depart-
ment of Education has used the phrase agriculture/agribusiness and renewable
natural resources to refer to the broad range of activities in agriculture.
Agriculture generally has some tie-in or tieback to animals or plants.
However, production agriculture, or farming and ranching, accounts for only
12 percent of the total jobs in agriculture (Figure 1-6). The other 88 percent of the
jobs in agriculture are nonfarm and nonranch jobs, such as sales of farm equip-
ment and supplies, plant and animal research, processing of agricultural products
(Figures 1-7 and 1-8), agricultural education, and maintaining the health of plants
and animals. Agribusiness refers to commercial firms that have developed in
support of agriculture (Figure 1-9).
© iStockphoto/Chris Fertnig.
© iStockphoto/David Sucsy.
A
serious food issue surfaced in late 2007 as the world supply of rice, wheat,
and corn dropped to dangerously low levels. The result was a substantial
worldwide increase in the purchase price for all grains. This crisis continues
© iStockphoto/james steidl.
to this day, and prices have increased far beyond expectations. In the United States
and other nations, the cost of bread and other grain products increased as food
processors adjusted the price of their products to compensate for the high cost of
raw materials and transportation. The cost of grain and energy has also affected
the price of meats, eggs, milk, and other foods, driving the price upward.
Unemployment and high food Political turmoil across the world as a result of economic recessions and in
prices drive those who are most the form of revolutions has become a serious deterrent to affordable food prices
affected to seek food from in other ways. The price of oil has been driven up by reduction in the production
charitable organizations. of crude oil, which is often associated with military conflicts in many oil-producing
nations. This has raised production costs for most food items because the cost of
fuel has increased and remained high.
Among the poor nations of the world and among those living on fixed incomes or in poverty here at home, obtain-
ing enough food to meet the needs of individuals and families has become difficult. What should be done to overcome
and resolve a world food crisis?
© digitalbalance/Shutterstock.com.
T
he world’s population reached 7 billion people in 2011, and it is projected
that it will reach 8 billion in 2025. During the same period, the amount
of land and fresh water per person will decrease. Food production must
become much more efficient if the people of the world are to have enough food to
eat. During the past 50 years, food production has increased at a rate that is greater
than the increases in the domestic population; however, food shortages and famine
still exist in the world. Agricultural production is driven by a worldwide market. Agri-
cultural research has resulted in greater productivity of food, plants, and animals,
and new technologies have made it possible for farmers to perform their work with
© Garsya/Shutterstock.com.
greater efficiency. The key to an adequate food supply for the growing human popu-
lation in the new millennium is agricultural research. New agricultural technologies
that lead to the development of more efficient plants and animals and more efficient
agricultural machinery will be needed. In addition, we will need to discover new
food sources and maintain a healthy environment as the population approaches
10 billion people.
Environment refers to all the
conditions, circumstances,
and influences surrounding
and affecting an organism
or group of organisms.
S
cience plays an increasing role in the lives of plants and animals and the
people around them. These living bodies include plants ranging in size from
microscopic bacteria to the huge redwood and giant sequoia trees. They
include animals from the one-celled amoeba to elephants and whales.
Only recently has science identified the nature of viruses and permitted
humans to observe the submicroscopic world in which they exist. The electron micro-
scope, radioactive tracers, computers, electronics, robotics, nanotechnology, and
biotechnology are just a few of the developments that have revolutionized the world
Courtesy of USDA/ARS K5304-17.
of living things. We call this the world of science. Agriscience is a part of this world.
Through agriscience, humans can control their destinies better than at any time in
known history.
Agriscience spans many of the major industries of the world today. Some
examples are food production, processing, transportation, sales, distribution, recre-
ation, environmental management, and professional services. Study of and experi-
Students experience the ences in a wide array of basic and applied sciences are appropriate preparations
wonder of living things. for careers in agriscience.
refers to the use of scientific principles in growing and managing crops. Soil sci-
ence refers to the study of the properties and management of soil to grow plants.
Biotechnology refers to the management of the genetic characteristics trans-
mitted from one generation to another and its application to our needs. It may
be defined as the use of cells or components of cells to produce products and
processes (Figure 1-13).
The phrase integrated pest management refers to combining two
or more different control methods to control insects, diseases, rodents, and
other pests. Organic food is a term used for foods that have been grown without
the use of chemical pesticides. Water resources cover all aspects of water
conservation and management. Finally, environment refers to all the condi-
tions, circumstances, and influences surrounding and affecting an organism or
group of organisms (Figure 1-14). This generally means air, water, and soil, but it
ENVIRONMENT
CONDITIONS INFLUENCES
ORGANISM
Copyright © 2015 Cengage Learning®.
Courtesy of USDA/ARS K-5011-19.
CIRCUMSTANCES
Figure 1-13 Genetic engineering and other forms of Figure 1-14 The term environment refers to all the
biotechnology have become some of the most impor- conditions, circumstances, and influences surrounding
tant priorities in research today. and affecting an organism or group of organisms.
11
UNIT 1 The Science of Living Things
Agriscience Around US
Agriscience and technologies have helped humans change their living conditions
from dependence on hand labor to a highly mechanized society. In the process,
food and fiber production has become much more efficient. Many members of
the U.S. society have become free to pursue new careers in business, industry, or
the arts because they are no longer required to spend all of their time finding
or producing food for themselves and their families. Fewer than 2 percent of the
people in the United States are farmers. On average, each farmer produces enough
food for approximately 167 people. The large surplus of food that is produced in
the United States is shipped to many other countries in the world.
Whether you live in the city, town, or country, you are surrounded by the
world of agriscience. Plants use water and nutrients from the soil and release water
and oxygen into the air. Animals provide companionship as pets and assistance
with work. Both plants and animals are sources of food. Many microscopic plants
and animals are silent garbage disposals (Figure 1-15). They assist in the process of
decay of the unused plant and animal residue around us. This process returns nutri-
ents to the soil and has many other benefits to our environment and our well-being.
Agriscience encompasses the wildlife of our cities and rural areas, and the
fish and other life in streams, ponds, lakes, and oceans. Plants are used extensively
to decorate homes, businesses, shopping malls, buildings, and grounds. When the
use of one crop is lessened, another takes its place. This occurs even where the
land resource changes from farm use to suburban and urban uses.
Corn has long been referred to as king among crops in the United States.
Yet, in some states, including Texas and Virginia, turf grass is the number-one
agricultural crop. Turf is a grass that is used for decorative as well as soil-holding
purposes. This change has occurred as more land is used for roads, housing, busi-
nesses, institutions, recreation, and other nonfarm uses (Figure 1-16).
Agriculture and the agriscience activities that support it extend far beyond
the borders of the United States. Many nations throughout the world depend
on agriscience to improve the production of their crop and livestock industries.
Agriculture is a global industry, and although the United States exports many of
© Photoroller/Shutterstock.com.
its agricultural products, it also imports many agricultural products from other
parts of the world. Many of the flowers used by florists in the United States come
from South America, Colombia, and other foreign countries (Figure 1-17). Bulbs
come from Holland, and meat products are imported from Argentina. Lumber is
shipped from the United States to Japan, only to return in the form of plywood
and other processed lumber products. A decrease in the price of sow bellies or
an unexpected change in the price of grain futures in Chicago can affect business
and investment around the world (Figure 1-18).
The great water-control projects on the Colorado River have permitted
the transformation of the American Southwest from a desert to irrigated lands
© Igor Karon/Shutterstock.com.
Internet ( Figure 1-19). This is now an area of intensive crop production that has stimulated
Key Words: national population shifts. Water management has transformed the great dust
agriculture bowl of the American West into the “breadbasket” of the world.
journals Agriscience enterprises extend beyond farming to such fields as journalism
biology
and communications. Agricultural publications such as magazines, journals, and
chemistry
newspapers provide information to farmers, helping make farm production more
efficient. Radio and television programs provide similar services to agriculture.
They provide a communications link among such people as agricultural special-
Internet
Key Words: ists, agricultural extension educators, wildlife biologists, and others to communi-
entomology cate the latest information to farmers and other managers of natural resources.
agronomy Such subjects as plants, animals, wildlife, market reports, gardening, and lawn
animal science care are popular “Saturday morning” topics.
T
he scientific method is an excellent and widely used method for systematic
inquiry and documentation of new findings. The agriscience student is
encouraged to learn and use the scientific method for classroom, labora-
tory, and field studies. The following procedures will guide you in your quest for
new knowledge in agriscience.
to limit your topic to a single researchable objective. Your teacher can suggest
other topics that could be researched.
beauty. Examples are flowers, shrubs, trees, and grasses. Horticulture is a unique
science because it also incorporates the art of plant design.
The animal sciences are applied sciences that involve growth, care, and
management of domestic livestock. They include veterinary medicine, animal
nutrition, animal reproduction, and animal production and care. Animal scien-
tists work to discover scientific principles related to animals. Scientific princi-
ples are then applied to animal management plans to improve animal health and
production.
Mathematics is a discipline that deals with quantity (numbers), space,
structure, and their relationships. It is sometimes referred to as the science of
numbers. Mathematics is integral to agriscience because it gives us an ability to
apply numbers, measure, and calculate. Each of these functions is used extensively
in engineering new products or evaluating business practices. Examples include
counting production units, measuring reliability of products, and predicting eco-
nomic cycles, among others.
Statistics is a branch of mathematics that is used to collect large amounts
of data, organize it in number form, and analyze it. Statistics are used to predict
trends for entire populations by studying small representative samples of the popu-
lation. The amount of corn produced in a harvest season is predicted before the
corn harvest is complete, based on measurements of yields from representative
samples gathered from a few fields. Predicted yields make it possible to establish
a fair price early in the harvest season. Statistics are also used to measure the reli-
ability of agricultural research methods and results.
opportunities are described in later units in this text. By studying agriscience, you
open the door to exciting educational programs and careers that contribute to
professional satisfaction and prosperity.
STUDENT ACTIVITIES
1. Write the Terms to Know and their meanings in your notebook.
2. List examples of animals that have superior senses than do humans. Indicate the sense(s) along with
the animals.
3. Write a paragraph or two on (1) cave, (2) lake, and (3) cliff dwellers. Explain how the types and locations
of their homes provided protection from (1) animals and (2) unfavorable weather. Access to an online
encyclopedia would be a good resource for this activity.
4. Ask your teacher to assign you to a small discussion group to talk about the responses to Activity 3.
5. Place a map of your school community on a bulletin board. Insert a colored map pin in every location
of a farm, ranch, or agribusiness in your school community.
6. Talk to your County Extension Agent or another agricultural leader regarding the importance and role
of agriscience, agribusiness, and renewable natural resources in your county.
7. Select one of the sciences mentioned in this unit. Prepare a written report on the meaning and nature
of that science. Report to the class.
8. Identify several emerging technologies with agricultural applications and list them in the left-hand
column of a spreadsheet titled “Analysis of Emerging Agricultural Technologies.” Create two additional
columns titled “Benefits” and “Limitations.” Record each applicable observation you can find in the
appropriate cell. Use the data to form and record an informed opinion on the relative value of each
technology.
SELF-EVALUATION
A. Multiple Choice
1. Humans have the ability to learn and know. This is known as
a. achievement. c. intuition.
b. intelligence. d. spontaneity.
2. The percentage of an average U.S. worker’s pay that is used for food is
a. 9.4 percent. c. 50 percent.
b. 14.5 percent. d. 74 percent.
3. The best term to describe the application of scientific principles and new technologies to agriculture is
a. agribusiness. c. farming.
b. renewable natural resources. d. agriscience.
4. Harmful insects, rodents, and diseases are all referred to as
a. animals. c. pests.
b. plants. d. parasites.
5. Agriscience encompasses
a. wildlife and fish. c. farms and agribusinesses.
b. ornamental plants and trees. d. all of the above and more.
18
Section 1 Agriscience in the Information Age
B. Matching
__________ 1. Aquaculture a. Commercial firms in agriculture
__________ 2. Renewable resource b. Electronics and ultramodern equipment
__________ 3. Agribusiness c. Growing in water
__________ 4. Chemistry d. Basic science of plants and animals
__________ 5. High technology e. Can replace itself
__________ 6. Biology f. Characteristics of elements
__________ 7. Organic food g. Space and mass around us
__________ 8. Environment h. Grown without chemical pesticides
C. Completion
1. Integrated pest management refers to the application of many different methods used together to _______.
2. The transformation of the American Southwest from desert to irrigated lands was made possible, in part,
by water-control projects on the _______ River.
3. By studying agriscience, you open the door to exciting educational programs that may lead to _______.
D. CALCULATIONS
1. Standard/Metric Measurement. Refer to the Conversion Charts in the Appendix
a. Standard to metric measurements: b. Metric to standard measurements:
i. 5 gallons 5 _______ L i. 20 L 5 ________ yd3
ii. 7 inches 5 ________ cm ii. 90 km 5 _________ mile
iii. 4.5 ounces 5 _______ gm iii. 13 L 5 _________ qt
iv. 29 cubic feet 5 ______ m3 iv. 10 ft2 5 _________ m2
Unit 2
Better Living through
Agriscience
Objective Competenciesto
Competencies toBe
BeDeveloped
Developed
To determine impor- After studying this unit, you should be able to:
tant elements of a • describe the conditions of desirable living spaces.
desirable environment • discuss the influence of climate on the environment.
and explore efforts • compare the influences of humans, animals, and plants on the
made to improve the environment.
environment. • examine the problems of an inadequate environment.
• identify significant world population trends.
Materials List • identify significant historical developments in agriscience.
Suggested Class Activities
• paper • state practices used to increase productivity in agriscience.
• pen or pencil • identify important research achievements in agriscience.
• current newspaper
• describe future research priorities in agriscience.
• online encyclopedias
• agriscience magazines
• Internet connection Suggested Class Activities
1. Discuss ways that farmwork has changed during the last 100 years.
Identify several important tasks that must be done by farmers.
Describe how each of those tasks was done 100 years ago. Describe
how farmers perform each of those tasks today. What scientific
discoveries have contributed to greater efficiency in doing farmwork
today?
2. Investigate ways that new and modern farming methods have
contributed to opportunities in career fields other than agriculture.
How have efficient farming methods benefited all the citizens of the
United States?
19
20
Section 4 Integrated Pest Management
© sonya etchison/Shutterstock.com.
Figure 2-1 People of all cultures appreciate pleasant surroundings for their
homes and work.
20
21
Unit 2 Better Living through Agriscience
of life. It also has much to do with the way we feel about ourselves and others.
In addition, the way we feel about ourselves is often expressed in the way we treat
and care for our environment.
© Dmitry Nikolaev/Shutterstock.com.
Figure 2-2 In 2011, the population of the world reached and exceeded 7 billion people.
Courtesy of NASA.
will he or she go on to live a happy and productive life? Positive answers to these
questions would indicate a good environment for a person. These same ques-
tions should be asked for the rest of humankind.
Figure 2-4 The poor of the world live in substandard housing, and it is not uncom-
mon for homes to be shared with pets, livestock, or poultry.
23
Unit 2 Better Living through Agriscience
PRIMARY TREATMENT
Waste
liquids and
solids Primary Clarifier
Liquids
Barminutor and SECONDARY TREATMENT
(grinder and screen) Liquids
and suspended
ground solids
solids Aeration Tank
Secondary Clarifier
Clear
liquid
Air
Activated
Methane
Air
pump
Sludge
Digester (solids)
that are free from harmful chemicals and disease-causing organisms (Figure 2-6).
In most countries of the world, people rely on creeks or rivers to supply their drink-
ing water, bathe the family, wash the clothes, and carry away the human waste.
People with low or modest incomes also may live in housing with bath-
rooms and running water. However, maintenance of the systems may be poor,
Figure 2-6 This modern sewage treatment plant captures energy from sewage
sludge by using the sludge to produce methane gas. The gas is used as fuel for engines
that drive generators, producing electricity.
24
Section 1 Agriscience in the Information Age
© iStockphoto/Peeter Viisimaa.
Figure 2-7 For much of the world’s population, even a
single community source of safe water is a luxury.
and the users’ lack of knowledge may cause conditions that are hazardous to
health.
In the developing countries, the lower classes are fortunate if there is a source
of safe water (water that is free of harmful chemicals and disease-causing organ-
isms) at the village center (Figure 2-7). Modest and simple running-water facilities
are generally the first evidence of community development in many such areas.
Even a single faucet with unpolluted water is a major step forward for many com-
munities. Communities that do not have a source of safe water must use whatever
water they have available to them. Too often, water is polluted or unsafe to drink
because it contains waste materials, chemicals, or unhealthful organisms.
Food
Until the 1970s, much of the world went to bed hungry. Only a few countries had
sufficient food for their people. Most countries had problems with distribution.
Not everyone had food of sufficient amount and quality for proper nutrition.
Today, major famines (widespread starvation) are still a fact of life and death.
Even in the modern world, serious famines have occurred in various countries.
25
Unit 2 Better Living through Agriscience
Internet United Nations scientist John Tanner concluded that, in theory, the world
Key Words: could feed itself; but in practice it could not. It is estimated that nearly a billion
world food supply people are not getting enough food for an active working life. Although some
countries enjoy an adequate food supply from their own production and imports,
most nations have many individuals who do not receive proper nutrition.
Family
Family life may well be the dominant force that shapes the environment for most
individuals. The family has control of the household activities and sets the pri-
orities of its members. The family has considerable influence over maintaining
attractive surroundings and promoting warm relations among individuals.
For some, the family chooses the neighborhood and community where they
live. A wise choice, however, is based on having the knowledge of better oppor-
tunities and the necessary resources to move to a better living environment. For
most of the world’s population, the communities where individuals are born are
the communities where they are raised and spend their lives.
© Tracy Whiteside/Shutterstock.com.
Figure 2-8 Good communities provide pleasant, attractive environments for living
and working.
26
Section 1 Agriscience in the Information Age
W
hen the first colonists arrived in America from Europe, abundant land
resources were available for food production. Trees were removed to
make way for the farms. Midway through the twenty-first century, as
the world’s population approaches 10 billion people, the forests of the world
will again become endangered unless we can continue to increase the food
Courtesy of DeVere Burton.
Internet
Key Words:
Climate and Topography
climate prediction Climate and topography are also important factors affecting our environment.
causes of climate Climate is the average yearly temperature and precipitation for a region. Unlike
topography, which is the physical shape of the Earth, the climate of a given area is
shaped by many factors. The movement of heat by wind and ocean currents, the
amount of heat absorbed from the sun, latitude, and the amount of precipitation
received are all factors that influence climate. The climate affects what kinds of
crops can be raised. The tropical areas of the world produce crops such as pine-
apples and bananas, whereas the more mild climates found in the U.S. mainland
are better adapted for crops such as corn and wheat (Figure 2-9). Average annual
temperatures are very high near the equator. Yet people living near ocean waters,
even in tropical areas, enjoy a moderate climate with cool breezes most of the
time. Inland, the inhabitants are likely to experience hot, humid weather with
high rates of rainfall. The high rainfall, in turn, stimulates heavy plant growth,
resulting in jungle conditions. Similarly, sea-level elevations may create balmy
80° F temperatures, whereas a short trip to the top of a nearby mountain may
reveal snow on its peak (Figure 2-10).
27
Unit 2 Better Living through Agriscience
60 N
30 N
Equator
30 S
90 S
Figure 2-9 The distance from the equator is measured by degrees, Figure 2-10 Topography is an important
with zero being the equator and 90 degrees North being the north factor that affects the temperature of the
pole. Distance from the equator affects the climate of a region. environment.
Internet Northern areas, such as Alaska, may border on the Arctic Circle and have
Key Words: long, frigid winters. Yet those same latitudes enjoy summers suitable for short-
insect contamination season crops (Figure 2-11). People inhabit most areas of the Earth, so the climate
insects and topography where they find themselves create environmental conditions that
forests
influence their quality of life.
pollinating insects
pesticides
pollution
© ARENA Creative/Shutterstock.com.
Figure 2-11 The climate near Anchorage, Alaska, is influenced by a short growing
season; however, during the growing season, the number of hours of daylight per day is
high, contributing to excellent growth conditions for some food crops.
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ils reviennent à leur première querelle. Le roi d’Afrique
laisse à Doralice le choix entre Mandricard et
Rodomont. Ce dernier est repoussé, et part plein de
dépit, dans l’intention de s’en retourner en Afrique. Il
loge un soir dans une hôtellerie sur les bords de la
Saône.
Chant XXVIII. — L’hôtelier conte à Rodomont l’histoire de
Joconde. Rodomont, ayant changé son premier
dessein d’aller en Afrique, s’arrête dans une petite
chapelle abandonnée où arrive Isabelle avec l’ermite,
conduisant les restes mortels de Zerbin. Le païen veut
détourner Isabelle de la résolution qu’elle a prise de se
retirer du monde, et s’impatiente des remontrances de
l’ermite. 71
Chant XXIX. — Triste fin de l’ermite. Isabelle, pour
conserver sa chasteté, amène par une pieuse ruse
Rodomont à lui trancher la tête. Le païen construit un
pont étroit sur le fleuve voisin, et fait prisonniers les
chevaliers qui y arrivent, ou les tue ; il place leurs
armes comme un trophée sur la tombe d’Isabelle.
Arrive en cet endroit Roland qui se prend de querelle
avec Rodomont, le jette dans le fleuve, et donne de
nombreuses preuves de sa folie. 98
Chant XXX. — Étranges preuves de folie de Roland. —
Mandricard et Roger combattent l’un contre l’autre
pour l’écu d’Hector et l’épée de Roland. Roger est
blessé et Mandricard est tué. — Bradamante reçoit
des mains d’Hippalque la lettre de Roger et se plaint
de lui. — Renaud vient à Montauban, et emmène avec
lui ses frères et ses cousins au secours de Charles. 117
Chant XXXI. — Funestes effets de la jalousie. — Combat 141
de Renaud et de Guidon le Sauvage. Ce dernier est
reconnu, et se joint à la troupe des guerriers de
Montauban qui, réunis aux forces dont dispose
Charles, fait un grand carnage des Maures. —
Brandimart va avec Fleur-de-Lys sur les traces de
Roland, et arrive au petit pont construit par Rodomont
dont il devient prisonnier. — L’armée des Sarrasins se
retire à Arles.
Chant XXXII. — Mesures prises par Agramant pour
renforcer son armée. — Bradamante, jalouse de Roger
à cause de Marphise, quitte son château et arrive à la
Roche-Tristan. Là, elle est obligée de combattre contre
trois princes, et leur fait vider les arçons. 169
Chant XXXIII. — Dans une salle de la Roche-Tristan,
Bradamante voit peintes sur les murailles les guerres
futures des Français en Italie. Défiée de nouveau par
les trois princes qu’elle avait déjà battus, elle les
enlève une seconde fois de selle. — Renaud et
Gradasse en viennent aux mains pour la possession
de Bayard. Celui-ci, épouvanté par un monstrueux
oiseau, s’enfuit dans un bois, et le combat se trouve
suspendu. — Astolphe va en Éthiopie sur l’Hippogriffe.
Là, par le son de son cor, il chasse dans l’enfer les
Harpies qui infectaient les tables du roi Sénapes. 197
Chant XXXIV. — Astolphe, étant entré dans la grotte par
où l’on descend dans l’enfer, apprend d’une âme
quelle peine est infligée à ceux qui méconnaissent
l’amour d’autrui. De là il va dans le Paradis terrestre ;
puis il passe dans la Lune, où on lui donne le moyen
de rendre la raison à Roland. Description du palais des
Parques. 230
Chant XXXV. — Éloge du cardinal d’Este. Le poète
montre comment le temps efface les noms des
hommes obscurs et voue à une immortelle renommée
ceux des hommes illustres. — Bradamante défie
Rodomont, le jette dans le fleuve, et suspend son
armure à la tombe d’Isabelle. Elle combat contre
Serpentin, Grandonio et Ferragus, qu’elle jette tour à
tour hors de selle. Elle appelle Roger au combat. 253
Chant XXXVI. — Bradamante persistant à défier Roger, 274
Marphise qui a prévenu ce dernier, est renversée
plusieurs fois par la lance enchantée ; alors s’élève
une mêlée générale entre les chevaliers de l’un et
l’autre camp, qui étaient restés jusque-là spectateurs
de la lutte. Bradamante, qui parmi eux a reconnu
Roger, s’acharne contre lui ; mais, ne pouvant se
résoudre à lui faire outrage, elle se jette sur les Maures
et les disperse. S’étant ensuite retirée avec Roger en
un endroit écarté, où s’élève un mausolée, survient
Marphise, à laquelle Bradamante s’attaque de
nouveau. Roger s’efforce en vain de séparer les deux
adversaires ; pendant qu’il est lui-même aux prises
avec l’obstinée Marphise, une voix sortant du
mausolée leur apprend qu’ils sont frère et sœur.
Notes 297
F I N D E L A TA B L E D E S M AT I È R E S D U TO M E T R O I S I È M E .
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