Please Note: This Course Syllabus is an important step in updating the format of our distance courses. If for any reason the Course
Syllabus does not match the print Course Guide or online course information, the Course Syllabus shall be taken as correct.
COURSE SYLLABUS
COURSE TITLE:
Sustainable Plant and Soil Management
COURSE CODE:
AGRC 111.3
TERM:
Winter 2013
COURSE CREDITS:
3
DELIVERY:
Online
COURSE SECTION:
W02-W99
START DATE:
January 3, 2013
COURSE DESCRIPTION
An introduction to agricultural systems illustrating the interactions between plant, animal,
microbial, human and environment components. The soil/plant/environment interface is
emphasized. Management decisions affecting cropping and land use are examined.
Course Objectives
AGRC 111 focuses on four major areas:
•
•
•
•
Plant Sciences – Investigate how plants grow and understand the importance of plants
for humans and the environment.
Writing Skills – the development/improvement of writing for the sciences.
Soil Sciences – Investigate soil properties, formation, classification and fertility;
understand the important role that soils have for plants, humans and the environment.
Numeracy Skills – the development/improvement of numeracy skills focusing on the
organization and analysis of data.
Course Overview
The course has been arranged with 26 learning modules lettered A through Z. Each module
begins with a file that outlines the learning objectives of the module, identifies key terms and
concepts for the module, and contains module instructions and assignments that may be
present in the module.
Modules A through M and P through X require the student to watch lectures and fill in the partial
notes. These lectures were created by capturing the on-campus version of AGRC 111. Krista
Wilde is the instructor in the captured lectures for the Plant Sciences; the Soil Science professor
is Dan Pennock.
Revised Jan. 4, 2013 cs jm bs pk
AGRC 111.3 – Sustainable Soil and Plant Sciences
Important information about the partial notes:
•
•
•
•
They are incomplete notes to be finalized as you watch the lectures of the modules.
If the slide is not posted in the partial notes, it is considered extra information only, there
to help you understand the concepts.
All notes are posted in black and white without pictures for ease of printing/copyright.
Provided links to web site copyrighted material are for reference only.
Partial notes for the Plant Sciences portion of the course are posted as PDF and
PowerPoint files, while the partial notes for the Soil Sciences portion are posted as PDFs
of Word files.
Module N contains the information and the assignment for the Plant Science Laboratory, and
Module Y contains the assignment for the Soil Science Laboratory. Module O contains
information about how to use the University of Saskatchewan Library and information on best
writing practices. Module O also contains three assignments to build your writing skills.
Module Z contains information about how to use Excel spreadsheets and the Excel assignment.
Your Instructor
Barb Stefanyshyn-Cote, BSA, MSc, NSch, PAg
Contact Information
Contact your instructor by email at: [email protected]. You can expect a
response within 24 hours. Please type ‘AG 111’ in the subject line so your instructor knows for
which class you are requiring information.
Profile
I farm near Saskatoon, Saskatchewan, with my husband John and our 4 children. My Bachelors
and Masters degrees are from the College of Agriculture, University of Saskatchewan. With a
passion for travel, agriculture and communication, I have operated a livestock nutrition
consulting service, designing and promoting feed ingredients domestically and overseas. I have
lectured at the U of S in the areas of Communication, International Agriculture and Field
Studies. I am a Nuffield Scholar, was awarded the Outstanding Young Agrologist award from
the Saskatchewan and Canadian Institutes of Agrology, and John and I were recognized as
Saskatchewan and Canada´s Outstanding Young Farmers.
Required Resources
There are no required textbooks for the course.
Page 2 of 11
AGRC 111.3 – Sustainable Soil and Plant Sciences
Course Schedule
Suggested Dates to
Work though Module
Groupings (Note:
Overlapping Dates)
Group of Modules to
Complete During the
Time Period
January 4 – February 5,
2013
Complete Plant Sciences
Modules: A to N
Evaluation Due Dates
Assignment # 1: Module A; January 13,
11:59 pm
Assignment # 3: Module C; January 27,
11:59 pm
Assignment # 6: Module N; February 3,
11:59 pm
February 6 – March 25
Complete Writing Skills
Assignments
Assignment # 7: Module O; February 10,
11:59 pm
Assignment # 8: Module O; March 3,
11:59 pm
Assignment # 9: Module O; March 24,
11:59 pm
February 6 – March 25
Complete Soil Sciences
Modules: P to Y
Feb. 18-22
Family Day and U of S
Reading Week
March 25 – Final Exam
on April 11
Complete Excel
Assignment and Study
All Modules for the Final
Exam
Assignment # 11: Module Y; April 6,
11:59 pm
Assignment # 12: Module Z; April 6,
11:59 pm
Final Exam (online); Thursday, April 11
Grading Scheme
Assignment 1
2%
Assignment 3
2%
Assignment 6
10%
Assignment 7
6%
Assignment 8
10%
Assignment 9
20%
Assignment 11
5%
Assignment 12
5%
Final Exam
Total
40%
100%
Page 3 of 11
AGRC 111.3 – Sustainable Soil and Plant Sciences
Information on literal descriptors for grading at the University of Saskatchewan can be found at:
http://students.usask.ca/current/academics/grades/grading-system.php
Please note: There are different literal descriptors for undergraduate and graduate students.
More information on the Academic Courses Policy on course delivery, examinations and
assessment of student learning can be found
at http://www.usask.ca/university_secretary/council/academiccourses.php
The University of Saskatchewan Learning Charter is intended to define aspirations about the
learning experience that the University aims to provide, and the roles to be played in realizing
these aspirations by students, instructors and the institution. A copy of the Learning Charter can
be found at: http://www.usask.ca/university_secretary/LearningCharter.pdf
Evaluation Components
Assignment
Found in
Module
Mark
(percentage
of course)
Due Date
Assignment # 1: Reflect upon how well humans
would survive without plants. Write your reflections in
the discussion board.
A
2%
Jan 13,
2013
11:59 pm
Assignment # 2: Watch the Video produced by
National Geographic based on the book "Guns,
Germs, and Steel" by Jared Diamond.
Be prepared to answer questions from this video on
your final exam.
B
0
No due
date
C
2%
Jan 27,
11:59 pm
D
0
No due
date
Assignment # 5: Watch the Video produced by
Sesame Street to gain a general understanding of
sugar beet production.
F
0
No due
date
Assignment # 6: Complete the Plant Sciences
Laboratory Assignment and attach using the
assignment icon.
N
10%
February
3, 11:59
pm
Assignment # 3: Choose a crop species and think of
how that crop would be classified in the different
classification types. Write your classification of your
chosen crop species in the discussion board.
Assignment # 4: Watch the Video on "Why
Deciduous Leaves Change Color in Fall". Be
prepared to answer questions from this video on your
final exam.
Page 4 of 11
AGRC 111.3 – Sustainable Soil and Plant Sciences
Found in
Module
Assignment
Mark
(percentage
of course)
Due Date
Assignment # 7: Write an abstract for a scientific
journal article. Maximum 300 words.
O
6%
February
10, 11:59
pm
Assignment # 8: Write an appropriate term paper
title and properly reference 4 scientific literature
sources.
O
10%
March 3,
11:59 pm
Assignment # 9: Term Paper
O
20%
March 24,
11:59 pm
Assignment # 10: Watch the Video Soil Biology
(Microfauna) with Terry Tollefson to gain a general
understanding of the microbial diversity in the soil.
V
0
No due
date
Assignment # 11: Complete the Soil Sciences
Laboratory Assignment and attach using the
assignment icon.
Y
5%
April 6,
11:59 pm
Assignment # 12: Complete the Excel Assignment
and attach using the assignment icon.
Z
5%
April 6,
11:59 pm
All
Modules
40%
Thursday,
April 11,
2013
FINAL EXAM
Component: Final Examination
Value:
40% of final grade
Purpose:
To evaluate your understanding and comprehension of plant and soil
management principles.
Date:
See Course Schedule.
Description: Online, comprehensive (on all modules), 120 multiple-choice questions
Length:
2 hours – from the time you begin. You may start the exam anytime between
8:00 a.m. and 8:00 p.m.
Submitting Assignments
Assignments need to be submitted electronically using the Blackboard Assignments Tool.
Save your file as “.doc” or “.docx” and submit it as an attachment in the Blackboard
Assignments Tool. Further information is provided in your online course.
Please note that assignments need to be submitted by 11:59 p.m. on the due date. You should
keep a personal copy of all assignments submitted.
Page 5 of 11
AGRC 111.3 – Sustainable Soil and Plant Sciences
Additional Information
Late assignments will be penalized 1 full mark of what that assignment is worth for each day
late (including weekends).
All components of course evaluation must be completed in order to be eligible for a
passing grade in this course.
Integrity Defined
“Integrity is expected of all students in their academic work – class participation, examinations,
assignments, research, practica – and in their non-academic interactions and activities as well.”
(Office of the University Secretary)
It is your responsibility to be familiar with the University of Saskatchewan Guidelines for
Academic Conduct. More information is available at
www.usask.ca/university_secretary/pdf/dishonesty_info_sheet.pdf
Module Objectives
Learning Module A What Are Plants? How Important Are Plants? What Are Plants Used
For?
1. Describe the characteristics used for identification of plants.
2. Explain how plants form the base of the food chain.
3. Describe the importance of plants in the environment and humankind’s reliance on plants.
Learning Module B Origins of Crops and Domestication
1. Describe the major areas of crop domestication.
2. Explain how early domestication was accomplished.
3. Evaluate the importance of crop domestication on human civilization advancement.
Learning Module C Plant Classification
1. Write a plant’s Latin name in the correct format according to the rules of Binomial
Nomenclature.
2. Contrast and compare the different ways plants can be classified.
3. Contrast the difference between monocot and dicot plants.
Learning Module D Plant Cells
1. Describe how plants are unique at the cellular level.
2. Contrast the functionality of the different components of a plant cell.
Learning Module E Plant Tissues and Plant Tissue Systems
1.
2.
3.
4.
5.
6.
Describe the main plant meristematic tissue and its function.
Identify how an apical meristem allows the plant to grow vertically.
Evaluate the ability of lateral meristem to allow the plant to increase its girth.
Summarize how intercalary meristems function in the grasses.
Explain how xylem and phloem conduct water, food, and dissolved nutrients in a plant.
Compare the differences between monocot and dicot vascular tissue.
Page 6 of 11
AGRC 111.3 – Sustainable Soil and Plant Sciences
Learning Module F The Plant Root
1. Distinguish between the main functions of the plant root: absorption, anchorage, storage and
nitrogen fixation.
2. Examine how the root grows and develops.
3. Compare the differences between monocot and dicot roots. Investigate the value of root
crops.
Learning Module G The Plant Stem
1.
2.
3.
4.
5.
Summarize the four main functions of the plant stem.
Contrast the differences between monocot and dicot stems.
Summarize apical dominance.
Define tillering in monocots.
Identify different stem specializations.
Learning Module H Plant Leaves
1.
2.
3.
4.
Compare the characteristics of dicot versus monocot leaves.
Explain how plants prevent water from escaping from the plant on hot windy days.
Identify the differences between simple/compound and pinnate/palmate leaves.
Describe the four major functions of plant leaves.
Learning Module I The Inflorescence
1. Compare the differences between monocot and dicot inflorescences and flowers.
2. Describe the differences between staminate/pistillate, complete/incomplete, and
perfect/imperfect flowers.
3. Contrast the differences between monoecious and dioecious plants.
Learning Module J Flowering, Seeds, and Fruit
1.
2.
3.
4.
5.
Explain how flowering is triggered in plants.
Differentiate between pollination and fertilization.
Contrast self and cross pollination.
Describe the components of a seed.
Distinguish between the different types of fruits.
Learning Module K Germination, Embryo Growth & Development
1. Analyze the requirements for seeds to begin germination and how different factors in the soil
can influence these requirements.
2. Contrast between mesocotyl elongation and sub-crown internode elongation in the grasses.
3. Contrast between hypogeal and epigeal germination in the dicots.
4. Distinguish between exogenous and endogenous dormancy and describe how these types of
dormancy can be overcome.
5. Explain the factors that affect the longevity of seeds.
Page 7 of 11
AGRC 111.3 – Sustainable Soil and Plant Sciences
Learning Module L Photosynthesis and Respiration
1. Analyze the process of photosynthesis and the factors that affect the rate of photosynthesis
in the plant.
2. Examine the process of respiration and the factors that affect the rate of respiration in the
plant.
3. Explain which plants do not perform photorespiration and evaluate the outcomes of plants
that do not perform photorespiration versus those that do perform photorespiration.
4. Apply the concepts of Net Assimilation Rate and Leaf Area Index.
Learning Module M Biotic Stresses of Plants
1. Explain what a weed is and summarize how weeds can be controlled.
2. Describe how diseases can affect the plant’s growth and summarize how diseases can be
prevented or controlled.
3. Explain the impact that insects can have on plants and summarize how insects can be
controlled.
Learning Module N Plant Sciences Laboratory
Part A: Crop Emergence & Development
1.
2.
3.
4.
Describe differences that exist between monocotyledonous and dicotyledonous plants.
Distinguish between a monocotyledon embryo and a dicotyledon embryo.
List and describe two germination types in dicotyledonous plants.
Identify two main types of internode elongation in monocotyledonous plants.
Part B: Vegetative Growth
1. List the major function of roots.
2. Explain the difference between root development in monocots and dicots.
3. List the basic function of stems.
4. Explain the difference between determinate and indeterminate growth patterns.
5. Identify the three main growth habits of stems.
6. List the functions of leaves.
7. Explain how a monocot leaf differs from a dicot leaf.
8. Differentiate between a simple leaf and a compound leaf.
9. Differentiate between a leaf and a leaflet.
10. Identify leaves by their shape.
11. Identify the three main types of leaf arrangement.
12. Define annual, biennial and perennial life cycles.
Part C: Plant Reproductive Growth
1.
2.
3.
4.
5.
6.
Differentiate between pollination and fertilization.
List the structures of a typical dicot flower.
List the structures of a typical monocot flower.
List the structures that make up a spikelet.
List the male and female structures of a flower.
Describe the whorled arrangement in a typical flower and list the collective term for the
structures contained in each whorl.
7. Differentiate between a monoecious plant and a dioecious plant.
8. Differentiate between a perfect flower and an imperfect flower.
Page 8 of 11
AGRC 111.3 – Sustainable Soil and Plant Sciences
9. Differentiate between a complete flower and an incomplete flower.
10. Describe monocot and dicot fruit structures.
Learning Module O Scientific Writing
1. Improve scientific writing skills.
Learning Module P What have soils ever done for me?
1.
2.
3.
4.
Summarize the importance of soils for plant growth.
Describe how soils can be used in environmental management.
Explain how soils can influence water quality.
Summarize the role that human activity plays in sustainable soil management.
Learning Module Q Soil Texture and Parent Material
1.
2.
3.
4.
5.
6.
7.
Use the texture triangle.
Describe the differences in characteristics between coarse, medium and fine textured soils.
Contrast the differences between residual and transported parent material.
Compare fluvial and lacustrine deposits.
Describe loess deposits.
Explain the consequences of glaciation in Saskatchewan.
Demonstrate how weathering changes the original texture of a parent material.
Learning Module R Interaction of Particle Size and Organic Materials and the Creation of
Soil Structure
1.
2.
3.
4.
5.
6.
7.
Analyze how a soil ped is formed.
Define soil porosity and describe why pore spaces are important.
Differentiate the functions of macropores and micropores.
Explain the importance of soil water for plant growth and food production.
Define anaerobic conditions and the consequences of the saturated conditions.
Describe why dentrification is detrimental.
Contrast field capacity, permanent wilting point and available water.
Learning Module S Soil Colloids and Soil Chemical Properties
1. Explain the properties of soil colloids.
2. Differentiate the ability of different types of clay and the proportion of organic matter to
influence the CEC of a soil.
3. Discern how soil pH affects nutrient availability.
4. Contrast the sources of salinity in Saskatchewan and how soil salinity is restrictive for plant
growth.
Learning Module T Soil Fertility
1. Examine Leibig’s Law of Minimum.
2. Contrast macronutrients and micronutrients and describe the criteria for a nutrient to be
labeled as essential.
3. Analyze the symptoms that can be confused with nutrient deficiencies.
4. Describe the three factors that may be the cause of soil fertility problems.
5. Explain how nutrients move to the roots of plants.
6. Investigate fertilizers and fertilizer practices in Western Canada.
Page 9 of 11
AGRC 111.3 – Sustainable Soil and Plant Sciences
Learning Module U Soil Genesis
1. Compare the seven different soil forming factors.
2. Explain how moisture redistribution results in different soils to develop in the topography of
glacial till soils.
3. Describe the properties that formed the different soil zones of Saskatchewan.
4. Examine the horizontal layers of soil to reveal the soil profile.
5. Contrast the differences between organic and mineral soils.
6. Describe the major mineral soil horizons and the major organic soil horizons.
7. Contrast the Chernozemic, Solonetzic, Gleysolic, Regosolic, Vertisolic, Luvisolic, Brunisolic,
Podzolic, Cryosolic, and Organic Orders of soils.
Learning Module V Soil Microbiological Properties
1.
2.
3.
4.
5.
6.
7.
Compare the phototrophs and the chemotrophs microorganisms.
Compare the heterotrophic and autotrophic microorganisms.
Compare the characteristics of the five different groups of soil microorganisms.
Explain how Rhizobium infects the root hair of a plant and fixes nitrogen for the plant.
Describe how the arbuscular mycorrhizal fungi associate with certain plants.
Explain how the cyanobacteria and algae play a role in an ecosystem.
Describe the function of fauna in the soil.
Learning Module W Nutrient Cycling
1. Explain the stages of nutrient cycling.
2. Describe how the ratio of carbon to nitrogen plays a role in nutrient cycling and plant
nutrition.
3. Compare the nitrogen and phosphorus cycles.
4. Analyze the consequences of making nitrogen fertilizer in terms of energy use and
greenhouse gas emissions.
Learning Module X Integrating Soil and Plant Management
1. Summarize the results of the research at Rothamsted, UK, re integrating soil and plant
management.
Learning Module Y Soil Sciences Laboratory
Part A: Physical Properties of Soil – Soil Colour, Soil Texture, and Soil Structure
1. Describe how the Munsell colour book can be used to determine soil colour.
2. Determine the percentages of sand, silt and clay in a soil sample using the soil textural
triangle.
3. Describe the structure of a soil.
Part B: Legal Land Description
1. Locate land using its legal land description.
Part C: Soil and Water
1. Describe relationship between soil porosity and soil permeability.
2. Define field capacity and distinguish between field capacities of different soils textures.
Page 10 of 11
AGRC 111.3 – Sustainable Soil and Plant Sciences
Part D: Cation Exchange Capacity (CEC) and Salinity
1. Describe cation exchange capacity (CEC).
2. Explain how salinity affects plant growth.
Part E: Soil Genesis and Classification
1.
2.
3.
4.
Outline and describe the general weathering processes in soil formation.
List the soil---­‐‑forming factors and explain the importance of each factor.
Describe the soil horizons.
Contrast between the different soil orders found in Saskatchewan.
Learning Module Z Numeracy Skills
1. Practice and Expand Numeracy Skills Using Excel:
• Understand the basics of an Excel workbook.
• Copy data off Islex website and paste into Excel.
• Make a table of the data with appropriate titles.
• Use Count, Standard Deviation (sample), and Average functions.
• Create a scatter graph.
• Draw a trend-line on the scatter graph.
• Add error bars using the standard deviation.
Acknowledgements
Course Author(s)
Krista Wilde, Lecturer, Department of Plant Sciences, College of Agriculture and Bioresources,
University of Saskatchewan
Dan Pennock, Associate Dean (Academic) & Professor of Soil Science, College of Agriculture
and Bioresources, University of Saskatchewan
Linda Matthews, Lab Instructor, Department of Plant Sciences, College of Agriculture and
Bioresources, University of Saskatchewan
Fran Walley, Professor of Soil Science, College of Agriculture and Bioresources, University of
Saskatchewan
Susan Rever, Laboratory Coordinator, College of Agriculture and Bioresources, University of
Saskatchewan
Instructional Design and Course Development
Jordan Epp, Instructional Designer, Distance Learning, Off-Campus, and Certificate Office,
Centre for Continuing & Distance Education, University of Saskatchewan
Page 11 of 11