Agriscience Fundamentals and

Applications 6th Edition Burton

Solutions Manual
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Lesson Plan
Unit 9 – Soils and Hydroponic Management
Performance Objective
After the learner completes Unit 9 and participates in the suggested activities, the learner should
be able to determine the origin and classification of soils and to identify effective procedures for
soils and hydroponics management.

Competencies
 Define terms in soils, hydroponics, and other plant-growing media management.
 Identify types of plant-growing media.
 Describe the origin and composition of soils.
 Discuss the principles of soil classification.
 Determine appropriate amendments for soil and hydroponics media.
 Discuss fundamentals of fertilizing and liming materials.
 Identify requirements for hydroponics plant production.
 Describe types of hydroponics systems.

Terms to Know
The following terms are used in this unit and defined in the text glossary. Spanish translations of
the terms also appear in the glossary.
 medium — surrounding environment in which a living organism functions and thrives.
 hydroponics — the practice of growing plants without soil.
 compost — mixture of partially decayed organic matter.
 sphagnum — pale and ashy mosses used to condition soil.
 peat moss — a type of organic matter made from sphagnum moss.
 perlite — natural volcanic glass material having water-holding capabilities.
 vermiculite — mineral matter used for starting plant seeds and cuttings.
 horizon — layer.
 profile — a cross-sectional view of the soil.
 residual soils — parent materials formed in place.
 alluvial deposits — soils transported by streams.
 lacustrine deposits — soils deposited by lakes.
 loess deposits — soils deposited by wind.
 colluvial deposits — soils deposited by gravity.
 glacial deposits — soils deposited by ice.
 percolation — movement of water through the soil.
 capability classes — soil classifications indicating the most intensive but safe land use,
designated by a Roman numeral.
 O horizon — the soil layer that is on the surface that is composed of organic matter and a
small amount of mineral matter.
 A horizon — layer near the soil surface that is made up of desirable proportions of
mineral and organic matter.
 clay — smallest of soil particles; less than .002 mm.
 silt — intermediate soil particles; .05 to .002 mm.
 sand — largest soil particles; 1 to .05 mm.
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publically
accessible website, in whole or in part.
  topsoil — desirable proportion of plant nutrients, chemicals, and living organisms
located near the surface which support good plant growth.
 B horizon — soil below the A horizon or topsoil and generally referred to as subsoil.
 subsoil — a soil layer that corresponds to the B horizon that is composed almost entirely
of mineral matter with generally large chunky soil structure.
 C horizon — soil below the B horizon; it is important for storing and releasing water to
the upper layers of soil.
 bedrock — the area below C horizon consisting of large soil particles.
 loam — a relatively even mixture of sand, silt, and clay.
 soil structure — the tendency of soil particles to cluster together and function as soil
units.
 decomposer — an organism that breaks down material that was once living.
 soil amendment — in addition to; change in.
 pH — measurement of acidity or alkalinity from 0 to 14.
 acidity — sourness.
 alkalinity — sweetness.
 neutral — neither acid or alkaline.
 fertilizer grade — percentages of primary nutrients in fertilizer.
 active ingredients — components that achieve one or more purposes of the mixture.
 starter solutions — diluted mixtures of single or complete fertilizers used when plants
are transplanted.
 nitrate — a form of nitrogen used by plants.
 nitrogen fixation — conversion of nitrogen gas to nitrate by bacteria.
 aeroponics — the plant roots hang in the air and are misted regularly with a nutrient
solution.

Curriculum Standards Correlations

 National AFNR Performance Indicators: ESS 01.01, ESS 03.02, NRS 01.01, NRS 01.02,
NRS 02.03, NRS 02.04, PS 02.02, PS 02.03
 CCTC Standards: AG-ENV 3, AG-ENV 4, AG-NR 1, AG-NR 2
 Green Sustainability Knowledge and Skills Statements: Agriculture, Food, & Natural
Resources Career ClusterTM 1, 2, 3, 4, 6, 7, and 8; STEM Career ClusterTM 2, 4, and 5

Instructor Resources
 Computerized test bank in ExamView®
 Instructor slide presentations
 Correlation guides (National AFNR, CCTC, and Green Sustainability)
 Image Library
 CourseMate materials for Unit 9

Instructor Notes:
 Assign each student words from the Terms to Know list to research. They should be
prepared to present a brief report in class about the meaning of these terms and how they
are used in agriculture.

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publically
accessible website, in whole or in part.
  Assist the students in constructing a working model of a hydroponics planter from
everyday materials such as plastic pipe and a water pump. Select a variety to plant, and
monitor its growth.
 Choose an available area to dig a hole approximately 3 feet deep and show students the
soil profile of topsoil and subsoil. Study the soil structure and determine its textural class.
 Study how to take a soil sample and allow groups of students to collect a sample from
various school lawns and ball fields. Send the sample to the state university or a soil-
testing laboratory. Be prepared to discuss the results upon their return. Share the results
with the school maintenance personnel.
 Discuss land capability maps and the land classes. Introduce students to topo maps and
point out some similarities between these maps.
 Allow time to review Unit 9 and complete the self-evaluation.

Class Activities and Projects

1. Assign class members to fill a 1-gallon container with soil and bring it to school. This
will provide a wide range of soil types that can be used as teaching materials. Each
student should measure his or her soil sample to determine the soil texture. Students
should work in pairs, and each student should also test his or her partner’s soil sample as
a check for accuracy.
2. Conduct drainage tests on the soil samples. Begin by placing a filter paper at the bottom
of a funnel. An acceptable funnel can be made by cutting off the top third of a plastic
beverage bottle and inverting it. Next, place a measured amount of soil inside the funnel
and on top of the filter paper. Make sure the soil is directly on the filter paper. Then
carefully add a measured amount of water to the soil surface while being careful not to
disturb the placement of the soil. Observe the length of time that is required for the water
to move through the soil to the container below the funnel. This is a good time to line up
the soil samples from most permeable to least permeable. Have students check the texture
of the soil with their fingers according to the chart that is provided in this unit.
3. Invite a local expert to come and introduce hydroponics to the class. Students have the
ability to do new solution culture experiments at little cost by using plants that have never
been grown in solution culture before, such as most houseplants and bedding plants.
Students could do experiments in the areas of nutrient deficiencies, toxicities, carbon
dioxide and oxygen deficiencies, pH, fertilizer testing, growth regulators, nitrogen
fixation, shoot-to-root ratio, bulb forcing, and others. The possibilities for hydroponics
projects are nearly endless.
4. Using the CourseMate resources, have students fill in the characteristics of soil horizons
in Worksheet 09-01 and the capability classes of soils in Worksheet 09-02.
5. Suggest an FFA SAE (supervised agricultural experiences) project idea:
 Take part in a mentorship program with the local soil and water conservation district.
(FFA SAE Ideas, Environmental Service Systems 47).

Essay Questions
1. Identify and describe three media other than soil that can be used to grow plants.
 Compost is a mixture of partially decayed organic matter such as leaves, manure, and
household plant wastes. Decaying plant matter should be mixed with lime and
fertilizer in correct proportions to support plant growth.
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publically
accessible website, in whole or in part.
  There is a group of pale or ashy mosses called sphagnum. These are used extensively
in horticulture as a medium for encouraging root growth and growing plants under
certain conditions. Peat moss consists of partially decomposed mosses that have
accumulated in waterlogged areas called bogs that are saturated with water. Both
sphagnum and peat moss have excellent air- and water-holding qualities.
 Many other sources of plant and animal residues may be used as plant-growing
media. For instance, a fence post or a log may rot on its top and hold moisture from
rainfall. Horse manure mixed with straw is used extensively as a medium for growing
mushrooms. In this instance, both animal residue (manure) and plant residue
(straw) combine to make an effective medium.
 Some mineral matter can also become plant-growing media. For instance, volcanic
lava and ash eventually accumulate soil particles on their surface. Seeds settle into
cracks, and moisture causes the seeds to germinate. Roots then penetrate and break up
the volcanic residue. As time passes, the area that once was only lava and ash
becomes covered with plant life. Horticulturists use certain mineral materials in plant-
growing areas, too. Perlite is a natural volcanic glass material that has water-holding
capabilities. Perlite is used extensively for starting new plants. Vermiculite, a
mineral matter from a group of mica-type materials, is also used for starting plant
seeds and cuttings.

2. Outline the soil capability classes used in the United States.

 Class I—Soils have few limitations that restrict their use.
 Class II—Soils have moderate limitations that reduce the choice of plants or require
moderate conservation practices.
 Class III—Soils have severe limitations that reduce the choice of plants, require
special conservation practices, or both.
 Class IV—Soils have severe limitations that reduce the choice of plants, require
careful management, or both.
 Class V—Soils are not likely to erode but have other limitations that are impractical
to remove and limit their use.
 Class VI—Soils have severe limitations that make them generally unsuitable for
cultivation.
 Class VII—Soils have severe limitations that make them unsuitable for cultivation.
 Class VIII—Soils and geologic features have limitations that nearly always prevent
their use for agricultural production except light grazing.

3. Describe the characteristics of the O, A, B, and C horizons.

 The O horizon is on the surface and is composed of organic matter and a small
amount of mineral matter. Organic matter originates from living sources such as
plants, animals, insects, and microbes. Mineral matter is derived from non-living
sources such as rock materials.

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publically
accessible website, in whole or in part.
  The A Horizon is located near the surface and consists of mineral matter and organic
matter. It contains desirable proportions of organic matter, fine mineral particles
called clay, medium-sized mineral particles called silt, and larger mineral particles
called sand. The appropriate proportion of these soil components creates soil that is
tillable, or workable with tools and equipment. With the presence of desirable plant
nutrients, chemicals, and living organisms, the A horizon generally supports good
plant growth. The A horizon is frequently called topsoil.
 The B horizon is below the A horizon and is generally referred to as subsoil. The
mineral content is similar to the A horizon, but the particle sizes and properties differ.
Because organic matter comes from decayed plant and animal materials, the amount
naturally decreases as distance from the surface increases.
 The C horizon is below the B horizon and is composed mostly of parent material. C
Horizon is important for storing and releasing water to the upper layers of soil, but it
does not contribute much to plant nutrition. It is likely to contain larger soil particles
and may have substantial amounts of gravel and large rocks. The area below the C
horizon is called bedrock.

4. Describe the process of taking a soil sample.

 Select an appropriate sampling tool (spade, auger, or soil tube)
 Make a sketch dividing the area into sampling areas—for example, front lawn,
garden, flower bed, slope, and back lawn. Appropriately label each area.
 When taking samples, avoid wet or bare spots. Soils that are substantially different in
plant growth or past treatment should be sampled separately, provided their size and
nature make it feasible to fertilize or lime each area separately.
 After removing surface litter, take a sample from the correct depth. This is 2
inches for established lawns and about 6 inches for gardens, flower beds, farm crop
land, and other areas to be tilled.
 Submit a separate composite sample for each significantly different area— for
example, front lawn, back lawn, and flower bed. Your composite sample for each
area should include a small amount of soil taken from each of 10 to 20 randomly
selected locations in the area represented by each sample.
 When using a spade, first make a V-shaped cut. Then remove a 1-inch slice from one
side of the cut. Then take a 1-inch strip from the middle of this slice. This represents
the soil from one spot in the sample.
 Air-dry the soil; do not use heat. Mix the soil from a composite in a clean bucket.
Place about 1 pint of this mixture into the sample box. Use a separate box for each
composite. Fill in the blanks on the box or information sheet for each box.
 Send soil sample(s) and information sheet(s) to the soil test laboratory.

5. Define hydroponics and describe three commonly used hydroponics systems.

 The term hydroponics refers to a number of systems used for growing plants without
soil. Some major systems are:
o Aggregate culture—in which a material such as sand, gravel, or marbles supports
the plant roots
o Water culture, solution culture, or nutriculture—the plant roots are immersed in
water containing dissolved nutrients
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publically
accessible website, in whole or in part.
 o Aeroponic —in which the plant roots hang in the air and are misted regularly with
a nutrient solution
o Continuous-flow systems—in which the nutrient solution flows constantly over
the plant roots. This system is the one most commonly used for commercial
production.

Suggested Assessment/Homework Activities

You may choose to assign any or all of these items or provide some as additional review options
or for extra credit. Depending on the length of your course, you may break the unit reading into
segments or assign different items for homework each night. Note that the lab manual exercises
are designed to be conducted in a group lab setting and require additional materials and
preparation, and may be spread across units.

Textbook
 Complete Self-Evaluation for Unit 9
 Read Unit 10

CourseMate
 Review the Study Guide
 Complete the assignments for Unit 9 (09-01 and 09-02)
 Complete worksheets for Unit 9 (09-01 and 09-02)
 Study the Flashcards
 Explore the Web links
 Complete the pre-assessment quiz for Unit 10
 Complete the post-assessment quiz for Unit 9
 Review engagement tracker to track student progress and time spent on each activity.

Lab Manual
 Exercise 11: Talking Dirty—Soil Fertility
 Exercise 12: Hold the Soil Please—Growing Plants without Soil

Online Resources:
 Learn about the classification system for soils from the United States Department of
Agriculture, Natural Resources Conservation Service. Search for “USDA, soils,
technical.”
 Learn about the Twelve Soil Orders (multimedia). Search for “University of Idaho, soil
orders.”
 Explore the mapping of soils through the Food and Agriculture Organization of the
United Nations. Search for “FAO land soils.”

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publically
accessible website, in whole or in part.
Answers to Self-Evaluation

A. Multiple Choice
1. d 2. d 3. c 4. a 5. c
6. a 7. b 8. b 9. a 10. d
11. c 12. d 13. a 14. d 15. b

B. Matching (Group I)
1. d 2. i 3. a 4. b 5. j
6. h 7. g 8. c 9. e 10. f

Matching (Group II)

1. c 2. d 3. b 4. a 5. j
6. h 7. i 8. f 9. e 10. g

C. Completion
1. plants
2. roots; fungi; algae; actinomycetes
3. plant feeders; predators; microanimals
4. supply nutrients; improve water-holding capacity; provide food for organisms; decrease
leaching; improve structure; make soil more porous; store minerals (nutrients)
5. oxygen
6. nitrogen, phosphorus, potassium, calcium, magnesium, sulfur
7. iron, manganese, boron, zinc, copper, molybdenum, chlorine

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publically
accessible website, in whole or in part.
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