QCE Agricultural Science
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| define and describe pesticide | a substance used for destroying insects or other organisms harmful to cultivated plants or animals; may be inorganic and organic
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| define and describe insecticide | a chemical substance that is toxic to insects, used to control or prevent pest insects
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| define and describe herbicide | a chemical substance that is toxic to plants, used to control or prevent unwanted vegetation (e.g. weeds)
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| define and describe fungicide | a chemical that destroys fungus
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| define and describe nematicide | a substance used to kill nematodes (roundworms)
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| define integrated pest management (IPM) | an ecosystem-based strategy that focuses on long-term prevention of pests using a combination of techniques such as biological control, habitat manipulation, modification of cultural practices, and use of resistant varieties
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| define integrated disease management (IDM) | the practice of using a range of measures to prevent and manage diseases in crops
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| define integrated weed management (IWM) | the practice of using a range of measures to prevent and manage weeds in crops
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| define the law of supply | the quantity of a good or service supplied (i.e. the amount producers offer for sale) rises as the market price rises, and falls as the price falls;
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| define the law of demand | the quantity of a good or service demanded falls as the price rises and rises as the price falls
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| define elasticity of supply | If a slight change in price leads to a sharp change in quantity demanded or supplied e.g. tv’s
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| describe inelasticity of supply | when large changes in price lead to little change in the quantity demanded or supplied (e.g. petrol, milk and bread)
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| explain sowing rate and how this impacts plant production | Weight of seed/square meter. Will depend on size of seed. Increased number of seeds will increase plant number and therefore production. Increases vegetative growth. However, this can also increase competition between plants for nutrients and water.
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| explain seed depth and how this impacts plant production | the further into the soil a seed is planted, the more energy is used to emerge from the soil. Larger seeds can be planted deeper in the soil as the larger endosperm provides energy to the plant until emergence. General rule - 1.5 - 2x width of seed
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| explain plant spacing and how this impacts plant production | the space between the planting rows. E.g. in corn 90cm rows. Increases the number of plants and thus production. Can reduce reproductive yield (grain production) after a certain population. Plants closer together can reduce competition with weeds.
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| explain water management and how this impacts plant production | saturation, field capacity and permanent wilting point in the soil. At PWP, plants will experience water stress as none is available to the plant. Irrigation artificially extends the growing season. Irrigation types/soil water monitoring also covered
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| explain nutrient management and how this impacts plant production | includes the carbon and nitrogen cycles. Available nutrients aid with plant production. Providing enough nutrients ensures plant health (no deficiencies) and plant productivity (photosynthesis). Can be manipulated by using fertilisers and soil testing
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| describe the main processes in the Carbon Cycle | includes decomposition, respiration, photosynthesis, sedimentation, combustion (you need to learn what each of these mean)
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| describe the main processes in the Nitrogen Cycle | includes assimilation, nitrification, denitrification, eutrophication, ammonification, fixation (you need to learn what each of these mean)
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| identify the process completed by legumes and the nutrient associated with this process | nitrogen fixation. Nitrogen is required less at planting compared to other agricultural crops
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| intra-row spacing | the space between seeds/plants within a row when planted. Larger spaces decreases competition for water and nutrients from other plants but can encourage weed growth
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| inter-row spacing | the set spacing between planted rows. Decreased spaces increases competition for water and nutrients, but decreases incidence of weeds
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| describe cultural control practices of pests and diseases | practices that are used to enhance animal and plant health and prevent weed, pest or disease problems without the use of chemical substances. e.g. choosing resistant crop varieties, cover cropping, land preparation, crop rotation, trap crops
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| describe biological control practices of pests and diseases | animal, pest and disease control methods that introduce a natural enemy or predator. e.g. dungbeetles used to control buffalo fly, ladybirds controlling aphids
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| describe physical control practices of pests and diseases | animal, pest and disease control methods where the pest is attacked and/or destroyed, e.g. cultivation and hand removal/traps/trap crops
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| describe and explain how soil management techniques can support sustainable plant production | description and explanation of any of the following - use of legumes, soil additives, tillage practices
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| describe soil additives | products added to a soil to improve its physical and/or chemical properties e.g. organic mulch, gypsum, lime and their impact on soil properties
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| describe tillage | the mechanical modification of soil to undertake a change in the use of the soil. This includes conservation tillage, zero till, minimum till
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| Mandatory Practical 1: Factors that affect plant production | Includes factors that can be manipulated to influence plant production including - soil depth, sowing rate, plant spacing, water requirements, nutrient requirements, legumes and inoculation, cultural practices (organic matter)
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| Suggested Practical: Plant hormones and production | The impact of applying gibberellins, ethylene and auxins to plants.
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| explain the impact of auxins on plant production systems | a plant hormone that causes the elongation of cells in shoots, secondary thickening of stems and roots, fruit development and apical dominance. e.g. Sunflowers
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| explain the impact of gibberellins on plant production systems | any of a group of plant hormones that stimulate stem elongation, germination and flowering
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| explain the impact of ethylene on plant production systems | Applied to reduce the time taken for fruit ripening
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| explain the impact of cytokinins on plant production systems | any of a class of plant hormones that promote cell division and growth and delay the senescence of leaves
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| explain the impact of abscisic acid on plant production systems | often referred to as an inhibitory hormone; it is involved in the closure of stomata, bud and seed dormancy
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| describe and explain processes in post-harvest technologies | post- harvest transport, ripening, grading, washing and product handling (cold chain)
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| identify and describe four pests and diseases that are significant to an important regional plant industry | Name crop, region and pest/disease. e.g. Citrus Canker - citrus (Emerald), Cabbage Moth - brassica crops (Stanthorpe), Onion Thrips - horticultural crops (Gatton/Toowoomba/Bundaberg), Red Scale - Citrus (Emerald, Gayndah, Mundubbera)
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| describe and explain plant breeding as a control measure for plant pests, weeds and diseases | Create and select pest/disease resistant varieties e.g. crossbreeding or genetic modification for resistant varieties (e.g. Bt Cotton, Bt Corn
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| describe the life cycles, effects on plant production and control measures for at least one important pest and disease for a selected agricultural plant | E.g. Cotton bollworm (Helicoverpa) Life cycle is 4-6 weeks in summer, 8-12 weeks in spring or autumn. Larva grow from eggs through six instar stages. Larvae feed on leaves, flower buds, flowers, developing pods, fruits and seeds
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| describe the role of beneficial organisms in plant production systems. | E.g. worms for soil aeration, bees for pollination, soil bacteria for decomposition, nitrogen-fixing bacteria for the nitrogen cycle
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| describe natural asexual propagation methods | the parent plant creates a clone of itself without sexual reproduction e.g. apomixis, tubers, rhizomes and runners
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| describe artificial asexual propagation methods | where human intervention is required to create a new plant. E.g. budding, grafting, marcotting, tissue culture
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| describe tissue culture | a collection of techniques used to maintain or grow plant cells, tissues or organs under sterile conditions (in a lab) on a nutrient culture medium of known composition for the purposes of reproduction
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| describe cuttings | a piece of a plant that is used in horticulture for vegetative (asexual) propagation; a piece of the stem or root of the source plant is placed in a suitable medium, such as moist soil
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| describe budding | a way of propagating plants; a bud is taken from one plant and grown on another
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| describe grafting | a horticultural technique whereby tissues of plants are joined so as to continue their growth together, the upper part of the combined plant is called the scion while the lower part is called the rootstock
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| discuss plant varieties and their selection and use in production systems to increase yields | Using the growers guide provided on your OneNote discuss situations where different varieties would be selected. E.g. length of growing season, chemical resistance, pest resistance, temperature, summer vs winter crops
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| describe and explain crossbreeding | the mating of unrelated plants or animals of different breeds or the crossing of unrelated plants
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| describe and explain genetic techniques used in breeding new plant varieties | includes crossbreeding, tissue culture, hybridisation and genetic modification
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| describe and explain genetic modification | inserting genetic variation across kingdoms, rather than within a species or genus. Gene transfer is facilitated by gene gun or agrobacterium inserting the genes into the plant DNA. Plants are then grown out using tissue culture.
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| identify four examples of GMO crops | BT cotton, Roundup Ready Canola, Bollgard Cotton, BT corn, Flavr Savr Tomato
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| discuss GMO crops and sustainability | economically, GMO crops can increase yield. Environmentally, there is a risk the GMO organisms can be released into the wild and become a pest. Environmentally, GMO's could result in less herbicide use. Socially, consumers can be against GMO crops.
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| identify and describe examples of raw agricultural products | the raw product that is produced (i.e. not processed) wheat, corn, sugar cane
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| identify and describe examples of value-added agricultural products | Additional processing of a product so it can be sold for a higher price E.g. wheat – processing it into flour E.g. ACC and meat patties/sausages. Potatoes – washed versus dirty, or can be cut up and sold as hash browns or chips
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| identify and describe examples of processed agricultural products | operations that create a more uniform product. E.g. washing, cutting, grading or sizing, Cropping and horticultural enterprises have more scope to process on farm than beef and sheep producers (unless there is an abattoir on farm).
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| identify and describe the domestic market | the markets within Australia
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| identify and describe export markets | markets in other countries where Australia sells our produce. Australia's biggest commodities are meat and live animals, grains (wheat, barley), cotton, oilseeds (canola) and pulses (mungbean and chickpeas).
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| identify and describe importing | when Australia can’t make enough of a commodity, it can be imported from another country – as long as it meets the requirements of the 2015 Biosecurity Act.
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| identify and describe the food supply chain | from the farm gate, raw products are transported to manufacturers/processes and transformed (graded, cleaned, packaged, processed, slaughtered), goods are then transported/stored or distributed before being sent on to retailers and ultimately, consumers
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| describe vertical integration of the supply chain | coordination of a number steps in the supply chain to improve profitability
E.g. ACC abattoir – integrating production, feedlots and processing
Coles – integrating processing, wholesaling and retailing
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| describe horizontal integration of the supply chain | linking together of firms at the same level of the supply chain. E.g. IGA – independent grocers of Australia, now buy together to experience ‘economies of scale’.
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| describe and explain farm diversification | the risk-avoidance practice of producing a variety of outputs (crops or animals), or both, on one farm, as distinguished from specialising in a single commodity)
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| define and describe tariffs | a tax or duty that businesses pay on the goods they import.
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| define and describe free trade agreements | an international treaty between two or more economies that reduces or eliminates certain barriers to trade, such as tariffs.
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| define 'market' | A place, real or virtual, where suppliers and consumers come together to exchange goods or services
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| define market specifications | the quality standards required by the buyers of a product. For example oil content, age, sex, protein content e.g. Meat Standards Australia (MSA) or AUSmeat grid
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| recall the types of marketing of Agricultural products | examples include
- direct marketing
- online
- Auctions
- marketing bodies
- futures
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| explain what is meant by the ‘clean and green image’ of Australian agricultural production and how Australia’s global position is enhanced through marketing and quality assurance | refers to production systems that inhabit non-polluting spaces and/or that use reduced or no chemical inputs. This has been used as a marketing tool by the Australian Government to promote agricultural products overseas
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| identify supply factors that cause market values to fluctuate, affecting the price of agricultural products | factors such as production costs, climatic conditions, competition, locality, seasonal supply
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| identify demand factors that cause market values to fluctuate, affecting the price of agricultural products | factors including price and income, consumer preference, population changes, advertising
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| define price equilibrium | the point of efficiency where the goods being supplied is exactly the same as the amount of goods being demanded.
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| Describe Summer Crops | planted in late winter/early spring, grow over summer and are harvested in late summer/autumn. Usually need a certain level of soil moisture to plant and need to avoid frost (both at planting and harvest)
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| Describe Winter Crops | planted in autumn, grow over winter and are harvested in spring/summer
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| Explain agronomic practices | management decisions made by the farmer to improve plant production. Includes planting requirements, water management, nutrient management, cultural practices and IPM
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| Explain the impact of planting a seed deeper than recommended | The seed will germinate, but may run out of stored energy (from the cotyledon) before it emerges from the soil. If the cotyledons do not emerge from the soil, the plant will be unable to photosynthesis and therefore, grow.
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| Explain the impact of planting a seed shallower than recommended | The seed will either dry out before germination because it is too close to the surface, or it will germinate, but will be too shallow to put down sufficient roots to stabilise the plant. These plants are more susceptible to lodging (falling over).
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| Describe micronutrients (or minor nutrients) | Nutrients required in small amounts for plants to achieve optimum growth and development (i.e. boron, iron, molybdenum, zinc, copper, chlorine, cobalt and manganese)
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| Describe macronutrients | Nutrients required in larger amounts for plants to achieve optimum growth and development (i.e. carbon, hydrogen, oxygen, nitrogen, phosphorus, potassium, calcium, magnesium, sulphur)
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| Name the nutrients found most limiting in Australian soils (that is, they are commonly required in fertilisers) | Nitrogen, Phosphorus and Potassium (NPK) are all macronutrients that are commonly deficient in Australian soils
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| Describe the role in the Carbon Cycle: Photosynthesis | The process where plants, algae, and some bacteria use sunlight to convert carbon dioxide from the atmosphere into organic carbon compounds for energy. Also known as natural carbon sequestration.
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| Describe the role in the Carbon Cycle: Respiration | The process by which organisms, including plants and animals, release energy from organic molecules and return carbon dioxide to the atmosphere.
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| Describe the role in the Carbon Cycle: Decomposition | The breakdown of dead organic material (plants and animals) by organisms like bacteria and fungi, which releases carbon into the soil and atmosphere.
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| Describe the role in the Carbon Cycle: Combustion | The process of burning organic materials, such as wood or fossil fuels, which releases large amounts of carbon dioxide into the atmosphere.
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| Describe the role in the Carbon Cycle: Carbon Sequestration | The long-term storage of carbon in various reservoirs, such as oceans, soil, rocks, and forest (natural). This can also be artificial through CCS (Carbon Capture and Storage).
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| Describe the role in the Nitrogen Cycle: Nitrogen Fixation | The conversion of atmospheric nitrogen (N2) - that is unavailable to organisms - into ammonia (NH3) or other nitrogen compounds that can be used by organisms. This occurs in legumes through nitrogen fixing bacteria. Lightening can also cause this to occur
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| Describe the role in the Nitrogen Cycle: Nitrification | The conversion of ammonia into nitrite (NO2-) and then into nitrate (NO3-) by nitrifying bacteria.
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| Describe the role in the Nitrogen Cycle: Denitrification | The process where denitrifying bacteria convert nitrates back into nitrogen gas (N2).
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| Describe the role in the Nitrogen Cycle: Ammonification | he decomposition of organic nitrogen from dead organisms and waste into ammonia ((NH3) by decomposers like bacteria and fungi.
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| Describe the role in the Nitrogen Cycle: Assimilation | The process where plants absorb nitrogen from the soil in the form of ammonium (NH+) and nitrate (NO3-) to build proteins and nucleic acids.
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| Describe the role in the Nitrogen Cycle: Nitrate | The form of nitrogen most easily assimilated by plants, but which can also be converted back to nitrogen gas during denitrification.
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