Collect Agricultural Data - AgriSeta · Assessment Guide Primary Agriculture l Collect Agricultural Data NQF Level: 2 US No: 116080 The availability of this product is due to the

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NQF Level: 2 US No: 116080

The availability of this product is due to the financial support of the National Department of Agriculture and the AgriSETA.

Assessor: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Workplace / Company: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Commodity: . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . . . . . .

Monitor, collect and collate agricultural data

Primary Agriculture NQF Level 2 Unit Standard No: 116080 22

Version: 01 Version Date: July 2006

BBeeffoorree wwee ssttaarrtt…… his assessment guide contains all necessary activities and instructions that will enable the assessor and

learner to gather evidence of the learner’s competence as required by the unit standard. This guide was designed to be used by a trained and accredited assessor whom is registered to assess this specific unit standard as per the requirements of the AgriSETA ETQA.

Prior to the delivery of the program the facilitator and assessor must familiarise themselves with content of this guide, as well as the content of the relevant Learner Workbook.

The assessor, facilitator and learner must plan the assessment process together, in order to offer the learner the maximum support, and the opportunity to reflect competence.

The policies and procedures that are required during the application of this assessment are available on the website of the AgriSETA and should be strictly adhered to. The assessor must familiarise him/herself with this document before proceeding.

This guide provides step-by-step instructions for the assessment process of:

This unit standard is one of the building blocks in the qualification listed below. Please mark the qualification you are currently assessing, because that will be determined by the context of application:

Title ID Number NQF Level Credits Mark

National Certificate in Plant Production 48975 2 120

National Certificate in Animal Production 48976 2 120

National Certificate in Mixed Farming Systems 48977 2 120

Please mark the learning program you are enrolled in:

TT

Title: Collect agricultural data

US No: 116080 NQF Level: 2 Credits: 2

Are you enrolled in a: Y N

Learnership?

Skills Program?

Short Course?

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This Unit Standard 116080 Assessment Guide must be read in conjunction with the generic Assessor Guide as prescribed and published by the AgriSETA.

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If you are assessing this module as part of a full qualification or learnership, please ensure that you have familiarized yourself with the content of the qualification.




1. List the data that you think will be important for on farm to collect (mention at least 8 kinds)?

Model Answer(s): Weather, financial, pest and disease control, stock control, repairs and maintenance records, agro-chemical applications, fertilisation actions, soil preparation actions, planting records, manipulation records, soil surveys, wage records, quality and quantity yields, data required to do apply spraying (collecting data to calibrate spraying equipment).

2. How many different methods of data recording can you think of?

Model Answer(s): • Interpreting a gauge. • Measuring. • Observing. • Collecting samples. • Counting. • Scouting. • Monitoring by trapping devices: sticky traps, pheromone traps, trap-crops.

Instructions to learner:

Hold a class discussion and make lists of the following: 11 SSOO 11 AACC 11--22

Learner Guide: Page 10 Facilitator Guide: Page 12

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .

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You have to explain to a new worker on the farm about sampling. (Make keynotes for yourself in order to remember what you learn.)

1. Why is sampling necessary on a farm, for example the sampling of pest data on a specific crop, or parasites on live stock?

Model Answer(s): Sampling gives an indication of the types of pests/parasites present. One can identify the pests/parasites This data can provide a measure of infestation level to the crop. This data provide the farm worker with an opportunity to take a decision to spray or record the data.

2. Explain ddifferent methods of data collecting you can do e.g. to collect weather data over a period of 6 months?

Model Answer(s): Can be measured manually and recorded daily on a recording sheet. Weather data can be obtained by searching on the web, or by contacting some provider of weather data (e.g. Hartebeespoort Weather station) (electronically).

3. Explain what kind of sampling you would carry out to take soil samples to plant a crop e.g. maize or cotton, and mention the steps?

Model Answer(s): Choose the field, and decide on the number of samples. Choose the random sites Select the necessary equipment to be used. Take the samples with a spade, auger or tool, and mix appropriate samples, Mark the samples, depth and record the locality, date etc. Handle samples as required (keep cool). Deliver samples to the laboratory.


Hold a class discussion and make lists of the following: 22 SSOO 11 AACC 11--33





4. Explain the kind of sampling when recording rain measurements from a gauge over a period of time (1) and what procedure to follow when performing stock taking of chemicals in the store (2).

Model Answer(s): (1) Record measurements in mm. daily. Empty the rain gauge after each measurement and recording. Combine a months (or week) of data and calculate and average if necessary.

(2) Record names of chemicals. Record quantities of chemicals. Examine the expiring data. Record and sort chemicals to be considered as waste. Compare and combine data on chemicals which can still be used.

5. Explain to him / her, what procedure to follow when collecting a sample of your crop for quality control, e.g. cotton lint sample for quality analyses.

Model Answer(s): Random sampling of the yield of a large surface area (approx. 1 ha +) is important. Take a number of samples at random from the same fields’ harvest (seed cotton, fruit etc). Harvesting should have taken place according to best management practices. Mark these samples individually, collate the samples, repack and label as necessary. Weigh or grade these samples as required by the type of crop. Record all data for each field and harvest.

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .

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1. Explain what collate means and identify the relevant data needed to fit the objective.

Model Answer(s): Leaf, Soil Fruit sampling, pest numbers. Depending on the objective of the sampling of data, the type of data gathered will differ. For pest control on field crops, eg. For maize, collecting scouting data will include for example, leafhoppers, American bollworm, leaf-worms, maize stalk borer, spotted black maize beetles, false-wire worms etc. For the purpose of controlling insects that would have an effect on maize cobs, one would sort, record and combine the larval data. For the purpose of protecting maize stand (population density) the farmer would compare and combine beetle larvae that would affect the number of maize seedlings at an early planting stage. Collate thus means to compare, combine and record data. Methods would include: 1. Identify relevant pests. 2. Count these pests. 3. Compare and combine the numbers. 4. Record the pest numbers.

2. Explain how you will determine if data collated is relevant?

Model Answer(s): For strategic planning and decision making in order to maximise crop yield, and crop quality one would gather the data that fits this objective depending on the crop. Depending on which pest (or data set) would have greatest effect at that time of the season, will depend if the date collated is relevant.

Instructions to learner: As a group write down steps of how to collate pest data on a field crop. (Make keynotes for yourself in order to remember what you learn.) 33

SSOO 22 AACC 11--33 Learner Guide: Page 20 Facilitator Guide: Page 14




Look at the following examples, and identify possible problems with the integrity of the data that has been collected. Write down what you think is incorrect, what you could do to correct it and where you can source the correct information.

1.

Daily Minimum & Maximum Temperature

January Minimum Maximum

Date Day Degrees Celsius

1 Sun 16 32

2 Mon 14 30

3 Mon 14 27

4 Tue 15 27

5 Wed 12 0

6 Thurs 8 24

7 Fri 0 0

8 Sun 0 0

9 Mon 13 29

10 Tue 17 33


?????? 44 SSOO 22 AACC 11--33





Model Answer(s): Days recorded is incorrect (Mondays mentioned twice, and is not continuous); Minimum temperature is more than maximum on the 5th of January, Minimum and maximum temperatures the same on two instances. 1. Problem areas to be identified are highlighted in green and grey 2. No temperature was recorded on those occasions – possibly because the

person whose duty it is to record temperatures was not on duty over the weekend and he / she went home early on Thursday.

3. The min / max temperature should immediately be obtained from SA weather service’s local weather station.

How will I correct it?

Model Answer(s): Any weather station can be contacted to obtain the correct data for the days; Sources to be used: Internet; electronic mail request to any weather station who monitors that specific area.

2. Explain how you will determine if data collated is relevant?

Yield Records (Weight in kg e.g. Seed cotton)

Income received @ R2.20 per kg

Input per ha (@ average of

R2500)

Nett profit

Field Numbers of

ha planted

Kg harvested

A 1 2000

B 2 1500

C 0.5 5000

D 4 6000

Model Answer(s): It is very unlikely that yield recorded on 0.5 ha would be more than double that on 2ha. Either weighed incorrectly or recorded incorrectly; Yield of 4 ha will be more likely closer to double that of 2ha in general. Highlight incorrect answer. Steps to taken would be to repeat weighing of cotton bales, recalibration of the scale, explaining to the worker the process and importance of correct yield data.




3.

Tensiometer Reading

Block 18

Date Mm Reading

Day 1 70

Day 5 60

Day 10 50

Day 15 42

Day 20 0

Day 25 0

Day 30 0

Total per month 204

Model Answer(s):

1. Problem areas to be identified are highlighted in green/grey.

2. It is impossible for a tensiometer reading to fall from 70 to 0.

3. The equipment is faulty & should be repaired immediately

4. Total per month is incorrect. Not recorded accurately. Not added correctly.

1. Why we should collect data accurately?

Model Answer(s):

Because it helps us to make meaningful decisions and to plan effectively in order to maximize our crop yield and crop quality, for maximum profitability and sustainability (i.e. without damaging our environment).




2. How can we ensure that the data that we collect remains accurate?

Model Answer(s):

By drafting specific formats of sample-information collecting forms & reports.

By educating ALL staff who are involved in the data collection process.

By maintaining all equipment used for data collection correctly and properly (as to remain in excellent, calibrated working order).

By checking and analysing reports and data critically on a regular periodic basis.

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .

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1. Explain in what format you would present a series of data collected over a 3 month period, e.g. scouting data (insect counts) on a specific crop in a greenhouse or in the field. (Clue: Design a standard scouting sheet and explain how you would present the scouting results.)

Model Answer(s): The format chosen depends on the type of data. If it is numbers you collect it would be best to present them in a table format. Design your own data sheet e.g.

Field no. 4 Crop: conventional

cotton

Pest: American bollworm per 24 plants.

Pest: red Bollworm per 24 plants

Week: 1

Plant 1 3 2

Plant 2 5 1

Plant 3 8 1

Plant 4 22 5

Plant 5 (etc) 6 6

Instructions to learner: As a group, collect any sample of data (you may use examples given) and practice how you would present it. Then present it to the class during training. 55

SSOO 33 AACC 11--33 Learner Guide: Page 38 Facilitator Guide: Page ??




2. Complete the chart where you can plot the scouting results and tabulate the relevant summary over 3 months below.

Model Answer(s):

Scouting results week 1

0

5

10

15

20

25

No.

of b

ollw

orm

per

pla

nt

American bollworm Red bollworm

Field no. 4 Crop: conventional

cotton

Pest: American bollworm.(totals)

Date: January - March

Weeks Month 1 Month 2 Month 3

Week 1 3 8 14

Week 2 5 6 8

Week 3 8 10 6

Week 4 22 15 2

3. Explain any problems that may arise during the recording of the data and how you will report thereon - discuss example used in question 1 & 2 and 3.

Model Answer(s):

a) Data maybe recorded incorrectly - means per 24 plants maybe incorrectly calculated by adding incorrectly and dividing by 24 incorrectly

b) Data maybe counted incorrectly to start with, which would result in an unreliabledatasheet.

c) Unexpected conditions such as weather conditions may influence the opportunity to gather and record the data.

d) Unskilled workers who cannot identify pests correctly.




1. As part of this learning program, you are required to take part in collecting samples. During your practical learning experience, you should take special notice of the necessary health and safety requirements that are applied. During this practical task, discuss each of the points below in your group and make keynotes as reminders for yourself:

Model Answer(s):

Aspect

relevant Yes/no

Key notes to

remember:

Possible consequences if

this is not adhered to:

Describe the method of collection you have

decided on, to discuss and mark the aspects

important with regards to safety applicable to your

method:

e.g. method of collection data for calibration with a knap-sack * the facilitator and assessor should adapt these answers according to the type of data and method of collecting chosen for this purpose.

Protecting self and co-workers Yes See to drift of

chemicals Toxication – threat to

human health.

Protecting non-targeted organisms; Yes

Note affect on natural enemies

Fewer natural enemies

Protecting the environment. Yes Contamination

A full set of protective clothing/gear is worn

correctly. Yes Human health can be

affected

Protective clothing/gear is in good working condition and

state of repairs. Yes Human health can be

affected

Correct utilization of protective clothing/gear is

applied. Yes - can be

dysfunctional

No smoking, drinking, eating or under the influence of

drugs takes place. Yes

Human health can be affected - entry into

the body.

Product is stored correctly. Yes Efficacy of product can vary

Instructions to learner: As a group, collect data and practice how to give a presentation on our findings. Complete the table below on safety. 66

SSOO 44 AACC 11--33 Learner Guide: Page 41 Facilitator Guide: Page 17




Model Answer(s): (Continued)

Aspect

relevant Yes/no

Key notes to

remember:

Possible consequences if

this is not adhered to:

Waste and empty containers are disposed of correctly. Yes Contamination

Soil and water contamination is avoided. Yes Contamination

Application occurs under correct climate conditions. Yes Drift and

contamination

Non-authorized workers are prevented from coming into

contact with chemicals. Yes Legal implications

Rest of the worker community is informed of

activity. Yes Legal implications

Designated areas are used for mixing. Yes

Contamination and unnecessary

exposure

Product is applied to targeted organisms only. Yes Avoid contamination

Emergency contact details are on hand. Yes Legal implications

Facilitator comments: Health and safety issues may vary depending on the example the facilitator use during training. Calibration of a knap sack is linked to application of chemicals. Collection of data in this case would involve gathering data in order to proceed with spraying: amount of water needed, amount of chemical needed, identification of chemical, time it takes to spray, surface area to spray, nozzle size and cover rate; safety clothes available and information on safety for spraying, recognition of label instructions etc.




Assessment Feedback Form

Comments / Remarks

Feedback to learner on assessment:

Feedback from learner to assessor:

Learner’s Signature:

Date:

Assessor’s Signature: Date:




SSuummmmaattiivvee TTeesstt aanndd AAttttiittuuddee && AAttttrriibbuuttee EEvvaalluuaattiioonn

efore the knowledge test is undertaken, the learner must be reminded of what is expected from him / her in terms of summative and reflexive competence. Read

and explain to the learner, the Preparation for Your Final Assessment section in the learner workbook. Learners and assessor should sign off this section to acknowledge that this step was completed.

Please set up a knowledge test from the questions given as a guideline to learners and supply each learner with a test sheet.

Supply each report with the following heading:

Questions Model Answers

1. Identify and collect agricultural data: The learner should complete all activities and questions with regards in the learner workbook, with model answers as given in the facilitator guide (Ac 1.1-2). In addition he/she should be able to summarize the types of data you have identified.

• Leaf-, • Soil-, sampling • Fruit Sampling • Crop yield quality – maize, cotton,

vegetables, poultry etc, • Weather data, • Insect (invertebrate data), • Plant & animal disease data.

2. Identify and collect agricultural data: The learner should answer the additional question on collection of data by describing one example mentioned in the “model answers on the identification of data” – to the assessor and taking turns within a group of learners, so that each learner has an opportunity of how he/she would collect the data in the example. (The assessor should adapt the model answers depending on the example chosen by the learner, and the group who receives the training).

For cotton as an example: the Farmer should harvest his cotton to his best abilities by following best management practices. This would include using the correct tools in harvesting like the correct picking bags and the correct procedures when picking cotton. When collecting data, which is in this case the seed cotton, yield being picked and the sampling of the seed cotton for quality analyses, the farmer should see to avoid contamination of the seed cotton. That he/she will be able to do, by following best picking procedures. When the farmer has completed picking, the seed cotton needs to be stacked in to bales. An additional sample of about 50 bolls will be picked (clean

BB

Unit Standard: 116080 NQF Level: 2

Learner Name:





picking) and placed in to brown paper bags, or alternatively the farmer can allow the ginner to take the samples from the bulk of each bale delivered at the gin. These bags should be labelled with a marking pen on the bag, and by placing a cardboard into the bag. Field no, Farmer name, data of picking and variety should be on the label. The samples should be kept separate and are now ready for quality analyses and delivery to the gin.

3. Collate the collected data: The learner should complete all activities and questions with regards in the learner workbook, with model answers as given in the facilitator guide (Ac 2.1-3) for his formative assessment. In addition he/she should be able to explain in a summary, what is meant by the phrase “collate data”. (summative assessment).

Collate data implies the combination and integration of data, in order to provide to the person interested in the data, a better picture of the dataset, and its significance. Collate means to “compare”, “organize”, and “bring together”, for instance to compile weather data over weeks to determine an average per month.

4. Record and create a report. The learner should complete all activities and questions with regards in the learner workbook, with model answers as given in the facilitator guide (Ac 3.1-3) for his formative assessment. In addition he/she should be able to present a written report as an example on a data set for his summative assessment. This report could have been prepared as homework or as part of a practical session during training. He is then assessed by integrated assessment (taking note of types of data, collation of data – outcome 1 & 2) , which is used in this report presented for his final assessment for this outcome. The assessor should work on a model answer within communication with the facilitator to suit the example chosen by the learner or as suggested by the facilitator.

Example: Report on scouting for aphids on cotton: Field no: ________ Date: __________ Scout (learner name) __________________ --------------------------------------------------------------------------------- Scouting results on number of aphids per plant found:

Plant 1-12 13-24 10 15 14 5

>30 0 5 0

25 24 28? (> 30) >30

12 >30 14 30 20 16

>30 10 >30 5 >30 0





Comments: data is presented as totals per plant per 3 leaves scouted. The 6th plant and the 20th plant (marked in blue) are borderlines, and can probably be considered as having a high aphid infestation. (Aphids above 30 are not counted). Only 8 plants were found with above 30 aphids so it is not necessary to spray for aphids yet at this week of scouting. They will be controlled by natural enemies.

6. Apply health and safety measures. The learner must complete Ac 4-1-3 as a formative assessment, which would complement the summative assessment below.

Regulations regarding the conduct of personnel when handling samples and chemicals, include:

No smoking, drinking or eating is allowed in the vicinity of where chemicals are mixed, applied or stored.

Persons who are under the influence of alcohol or other drugs are allowed to handle chemicals for whatever purpose under any circumstances.

Non-authorised workers are allowed to handle or be associated with handling or application of chemicals.

Regulations on how to handle chemicals safely should be stipulated and followed in the workplace

• Prescriptive regulations on how chemical spills, leakages and other emergencies should be part of the set of health and safety measures on a site.

• Spray drift does not contaminate water sources, such as dams, streams, springs, etc,

• Data is distorted and can appear unreliable as a result of spray drift and contamination.

• Colour coding on labels does not give an indication of the level of danger a chemical presents.

• Adequate signage is not important in designated areas off safety.




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Documents

Collect Agricultural Data - AgriSeta · Assessment Guide Primary Agriculture l Collect Agricultural Data NQF Level: 2 US No: 116080 The availability of this product is due to the