SOIL 43A MTE EXER.pdf

Exercise No. 2 MINUS ONE ELEMENT TECHNIQUE (MOET) Introduction Knowing the soil condition is a helpful way to ensure high farm yield and profit. Plants grow vigorously and productively if the soil contains the required nutrients for their growt...

Exercise No. 2 MINUS ONE ELEMENT TECHNIQUE (MOET) Introduction Knowing the soil condition is a helpful way to ensure high farm yield and profit. Plants grow vigorously and productively if the soil contains the required nutrients for their growth and development considering all other factors favorable. If soil is deficient of any nutrient, plants will manifest disorders through its symptoms. One good way to learn of any nutrient deficiency of the soil especially for lowland rice is through the Minus-One Element Technique (MOET) test. The MOET test is a simple, practical and reliable technique of assessing nutrient limitations in actual field conditions. This technique is based on the principle that plants will show a physical reaction to limiting nutrients even if other elements are abundant (Law of Minimum). The method is called Minus One Element Technique because each fertilizer formulation is done in several planting pots, including that of the complete and control, it has to exclude either one of each of the elements (only NPK for this particular exercise) and label the minus element in each pot separately as minus nitrogen (-N), minus phosphorus (-P), minus potassium (-K). Objectives At the end of this exercise, the students must have: 1. Comprehended the principle of Minus One Element Technique in assessing nutrient deficiency; 2. Conducted a pot experiment applying MOET; and 3. Understood the significance of complete and balance nutrients for crop’s growth and development. Materials Paddy soil sample (120kg) Rice seeds/seedlings 10L plastic bottles (30pcs) Fertilizer Masking tape Marking pen Procedures The experiment will evaluate the growth performance of rice in Minus One Element Technique for about 1 month. It will have a total of 15 experimental units (5 treatments x 3 replicates) to be arranged in CRD (completely randomized design). The treatments are as follows: 1  Treatment No. Description Treatment 1 No fertilizer Treatment 2 Minus Nitrogen (-N) Treatment 3 Minus Phosphorus (-P) Treatment 4 Minus Potassium (-K) Treatment 5 Complete (+NPK) 1. Prepare a clean 10kg-capacity recycled plastic bottles and cut open the upper part to have a wide mouth container. This will serve as your pot for the experiment. 2. Label each pot properly using masking tape and marking pen with the assigned treatment and replication. (Ex.: T1R1-minus N) 3. Prepare and write down the experiment layout (do not forget to randomize). 4. Collect enough amount of paddy soil from the Agricultural Experiment Station. 5. Compute the fertilizer required for each pot (FRR: 60-40-60 kg/ha) based on plant population density per hectare of rice. 6. Weigh each fertilizer and place in small plastic containers with the proper label ready for application. 7. Weigh 8 kilograms soil and place in a plastic pail or basin. Add fertilizer (according to the assigned treatment) and mix thoroughly. Fill into its corresponding container. Wipe plastic sheet after mixing each treatment. 8. Plant 3 seedlings into each container and add enough water to field capacity. 9. Arrange the pots accordingly with the experimental layout. 10. Remove the weeds as often as necessary to avoid competition of nutrients. 11. Water the pots to saturated condition every day or as necessary. 12. Collect data as indicated in the Worksheet after planting. 13. Measure the number of tillers per pot and height of the plants from the base to the tip of the longest leaf. 14. Record all observations in the attached Worksheet. 15. The experiment will be terminated 30 days after sowing. 16. Submit a narrative report by group. References Mamaril, C. (2015). Diagnosis by Deduction. Rice Today. Available at: https://ricetoday.irri.org/diagnosis-by-deduction/ Lucero, G., Malihan, M.A. & Ramos, D.G. (2010). Rice Handouts. Nutrient Management. FAQ on MOET. OPAPA;PHILRICE PCARRD. (1999). The Philippine Recommends for Soil Fertility Management. PCARRD, Los Baños, Laguna PHILRICE (n.d). Minus One Element Technique (Nutrient Deficiency Test for Lowland Rice). Retrieved from http://philriceshop.weebly.com/minus-one-element-technique.html Tababa, J. (2023). Maximizing Rice Crop Yields with MOET: A Step-by-Step Guide on How to Use the Minus One Element Technique Diagnostic Kit. Agriculture Specials. Manila Bulletin. Available at https://mb.com.ph/2023/6/29/maximizing-rice-crop-yields-with- moet-a-step-by-step-guide-on-how-to-use-the-minus-one-element-technique- diagnostic-kit 2  Exercise No. 2 MINUS ONE ELEMENT TECHNIQUE (MOET) Name: Date Performed: Laboratory Schedule: Score: Instructor’s signature: Experiment set-up (Methodology) Layout (CRD): Experimental unit (test crop): Date sown: No. of treatment: No. of replication: Treatment Treatment Label T1 T2 T3 T4 T5 T6 T7 T8 Observe the growth and measure plant height of your crops at 2 weeks interval. Take note of the number of tillers per pot. Record the data on the table provided. Make a narrative report out of this activity. Discuss your observations and make conclusions. Refer to the guide questions on the next page. 3  Plant Height (cm) Number of Tillers/Pot Treatment wk 1 wk 2 wk 3 wk 4 wk 1 wk 2 wk 3 wk 4 T1R1 T1R2 T1R3 T2R1 T2R2 T2R3 T3R1 T3R2 T3R3 T4R1 T4R2 T4R3 T5R1 T5R2 T5R3 T6R1 T6R2 T6R3 T7R1 T7R2 T7R3 T8R1 T8R2 T8R3 4 Parts of the narrative report (encoded, A4, single-spaced, TNR, 12): 1. Brief introduction 2. Flowchart of the methodology 3. Discussion/Other Observations Guide questions: Does the crop show any deficiency symptoms? What are the common symptoms manifested by the crop when it is deficient of N,P, or K? How do you compare pots with minus element to the pots of control and complete-NPK based on its growth or development in general? 4. Conclusion Guide questions: What does the technique (MOET) tell you about the result of your experiment? Do you think MOET is a helpful tool to evaluate soil fertility status? Why? 5  Exercise No. 3 RAPID SOIL TESTING Introduction Soil is not a homogeneous mass. Plant life, topography, agronomic practices, etc. affect the uniformity of the soil. Since only a small amount of soil sample is use in chemical analysis and results are projected for a large quantity of soil, the accuracy of soil testing depends largely on soil sampling. Soil sampling is to collect a small amount of soil sample weighing about one-half kilogram that will represent a soil in a large area e.g. one hectare furrow slice that weighs about 2 million kilograms. Soil sampling is an integral part of soil testing. The accuracy of nutrient recommendation depends also to a large degree on the collection and preparation of soil sample. Soil testing is a key to balanced fertilization and plant nutrition. Soil testing using STK (Soil Test Kit) refers to the qualitative tests that determine the fertility status of the soil rapidly. It is handy, effective, and economical, and provides quick information on fertilizer requirements of a given farm for specific crops. These kits are developed to simplify the soil chemical analysis for ready use by the less skilled persons particularly in rural areas where soil testing laboratories are not present. The STK tests soil pH, nitrogen levels, available phosphorus and available potassium and provides recommendations rate of fertilizer to be applied. Objectives At the end of this exercise, the students must have: 1. Determined the soil pH, nitrogen level, available phosphorus and available potassium using the rapid soil testing methods or Soil Test Kit (STK); 2. Determined the recommended nutrient rate of the soil for a specific crop; and 3. Calculated the amount of fertilizer needed to be applied per hectare of soil. General Procedures 1. Go out to the field and look for an area or farm to get soil sample for testing. 2. Test the fresh sample collected based on pH,N,P and K contents following the procedures on the STK (shown below). The soil test kit (STK) will be provided by your instructor. 3. Record the results and use it to determine the fertilizer recommended rate (kg/ha). Choose at least two crops as basis of your recommendation (see Table 1). 4. Decide any NPK-containing fertilizers and compute the amount needed (kg) to satisfy the fertilizer recommendation. Show your computations. The Rapid Soil Testing (BSWM procedure): Soil pH Materials Test tube Color chart Dropper BCG and BTB color dyes 6 Procedures 1. Fill the test tube with soil sample up to the 1st scratch mark. 2. Add 1ml or fill the test tube with solution CPR pH indicator dye up to the 2nd scratch mark. 3. Mix by gently swirling the test tube 20 times. 4. Repeat step 3 after about 2 minutes and let the test tube stand for 5 minutes. 5. To get the pH of the soil, incline the test tube with the resulting solution and match the color of pH indicator used with the color chart below. Note: If the color obtained is in between the two succeeding color charts, the pH reading must be between the two indicated values. 6. If soil pH is greater than 5.8, repeat steps 1 to 5 using BTB instead of CPR. However, if soil pH is less than or equal to 5.4, repeat steps 1 to 5 using BCG instead of CPR. 7. If there is no color matched on BTB or BCG refer the result on CPR for the final reading. 8. Wash the test tube and then rinse with distilled water. Soil pH classifications: 9.0 Extremely alkaline 6.7-7.2 Near neutral Nitrogen Test Materials Test tube Color chart Solution N Dropper Procedures a. Fill the test tube with soil sample up to the 1st scratch mark. b. Add 1ml or fill the test tube with solution N up to the 2nd scratch mark. (Caution: N solution contains high concentration of strong acid. Avoid inhalation and skin contact). c. Mix well by gently swirling the test tube 30 times. d. Repeat step 3 after about 5 minutes and let the test tube stand for 30 minutes. e. Match the color of the resulting solution on top of the soil with the color chart below and take note if the soil is low, medium or high in available nitrogen. f. Refer to table on Fertilizer Recommendation for Various Crops. g. Wash the test tube with tap water and then rinse with distilled water. Phosphorus Test Materials Test tube Color chart Solution P and P1 (reagent) 7  Tin strip or foil Dropper Procedures a. Fill the test tube with soil sample up to the 1st scratch mark. b. Add 1ml or fill the test tube with solution P up to the 2nd scratch mark and add 4 drops of solution P1. (Caution: P1 solution contains high concentration of strong acid. Avoid inhalation and skin contact). c. Mix well by gently swirling the tube for about 1 minute. d. Let it stand for about 5 minutes. e. Repeat step 3 after about 3 minutes and let the test tube stand for 5 minutes. f. Take one foil or tin strip and wrap it firmly at one end of the plastic stick. g. Without disturbing the soil, stir the solution slowly with the tin strip for 1 minute. Repeat this step after about 2 minutes. (Note: The tin strip attached to the plastic can still be used for another set of four samples provided that the analysis is done on the same day. Rinse the tin strip with distilled water after each analysis). h. Match the blue color intensity of the solution with the color chart. i. Refer to table on Fertilizer Recommendation for Various Crops. j. Wash the test tube with tap water and then rinse with distilled water. Potassium Test Materials Test tube Color chart Solution K, K1 and K2 Dropper Procedures a. Fill the test tube with soil sample up to the 1st scratch mark. b. Add 1ml or fill the test tube with solution K up to the 2nd scratch mark and add 8 drops of solution K1. c. Mix well by gently swirling the tube for about 1 minute. d. Repeat step 3 after about 3 minutes and let stand for 5 minutes. e. Add solution K2 as follows: a. Incline the test tube and slowly add 12 drops of solution K2, one drop at a time. b. DO NOT MIX or SHAKE the solution. f. Let it stand for 2 minutes. Then observe the appearance of a cloudy yellow layer on top of the orange solution. A DISTINCT CLOUDY YELLOWISH LAYER indicates that the soil has sufficient available potassium. There is no need to apply potassium. k. If no distinct cloudy yellowish layer appears on top of the orange solution, the soil is DEFICIENT in available potassium. l. Refer to table on Fertilizer Recommendation for Various Crops. g. Wash the test tube with tap water and then rinse with distilled water 8 Table 1. Fertilizer Recommendations for various field crops CROP/VARIETY Nitrogen Phosphorus Potassium L ML MH H VH L ML MH H VH D S S+ S++ S++/+++ 0 2.1 3.6 4.6 0 2.1 6.1 10.1 15.1 0 26 51 76 CEREALS - - - - > - - - - - - - - - >100 2 3.5 4.5 5.5 5.5 2 6 10 15 >20 25 50 75 100 RICE Inbred Light Soils Wet season 100 80 60 40 23 60 40 20 7 0 60 40 20 7 0 Dry season 120 100 80 60 0 60 40 20 7 0 60 40 20 7 0 Inbred Med-Heavy Soils Wet season 90 70 50 30 23 60 40 20 7 0 60 40 20 7 0 Dry season 100 80 60 40 0 60 40 20 7 0 60 40 20 7 0 Hybrid Light Soils Wet season 120 100 80 60 23 70 50 30 7 0 70 50 30 7 0 Dry season 140 120 100 80 0 70 50 30 7 0 70 50 30 7 0 Upland Light Soils 45 40 35 30 0 60 40 30 20 0 60 45 30 0 0 Med-Heavy Soils 45 40 35 30 0 60 40 30 20 0 60 45 30 0 0 CORN Hybrid 120 100 80 60 0 60 40 20 7 0 60 45 30 7 0 OPV (High Yielding Variety) 80 60 40 20 0 60 40 20 7 0 60 45 30 7 0 L-Low; ML-Moderately Low; MH-Moderately High; H-High; VH-Very High D-Deficient; S+-Sufficient+; S++-Sufficient++; S++/+++-Sufficient+++ CROP/VARIETY NITROGEN PHOSPHORUS POTASSIUM L M H VH L ML MH H VH L S S+ S++/+++ 0 2.1 3.6 0 7 11 16 0 76 114 PLANTATION CROPS - - - >4.5 - - - - >20 - - - >150 2 3.5 4.5 6 10 15 20 75 113 150 SUGARCANE 150 100 75 50 60 40 30 20 0 120 90 60 30 SOYBEAN 30 25 20 0 40 30 20 10 0 40 30 20 0 RUBBER* 1 year 0.04 0.03 0.02 0.01 0.08 0.06 0.04 0.02 0 0.14 0.09 0.06 0.03 2-c years 0.06 0.05 0.03 0.03 0.13 0.09 0.06 0.03 0 0.23 0.15 0.1 0.05 >7 years 0.05 0.04 0.02 0.02 0.11 0.08 0.06 0.03 0 0.18 0.12 0.08 0.04 MUNGBEAN 50 30 30 0 50 30 20 0 0 50 40 20 0 PEANUT 40 25 20 0 40 30 20 10 0 45 30 30 0 COFFEE/CACAO* New 0 0 0 0 0 0 0.00 0 0 0 0 0 0 1-3 years 0.08 0.05 0.03 0.02 0.15 0.09 0.06 0.03 0 0.1 0.08 0.04 0 Bearing 0.1 0.06 0.04 0.02 0.12 0.12 0.07 0.05 0 0.12 0.09 0.05 0 LANZONES/ RAMBUTAN* New 0.01 0.01 0.01 0 0.02 0.02 0.02 0.01 0 0.02 0.01 0 0 1-3 years 0.1 0.05 0.03 0 0.2 0.1 0.05 0.03 0 0.3 0.15 0.09 0 4-c years 0.2 0.1 0.05 0 0.4 0.3 0.2 0.1 0 0.9 0.6 0.3 0 >7 years 0.4 0.3 0.2 0 0.8 0.6 0.4 0.2 0 1.2 0.9 0.6 0 MANGO/MAGOSTEEN* New 0.01 0.01 0.01 0 0.01 0.01 0.01 0.01 0 0.02 0.01 0 0 1-3 years 0.1 0.05 0.02 0 0.1 0.05 0.03 0.02 0 0.15 0.09 0.06 0 4-c years 0.15 0.1 0.05 0 0.2 0.1 0.05 0.03 0 0.3 0.15 0.09 0 7-10 years 0.2 0.15 0.1 0 0.3 0.2 0.1 0.05 0 0.45 0.3 0.15 0 >10 years 0.4 0.3 0.15 0 0.4 0.3 0.2 0.1 0 0.6 0.45 0.3 0 PAPAYA 2-4 months 0.02 0.02 0.01 0.01 0.05 0.03 0.02 0.01 0 0.03 0.02 0.02 0.01 c-12 months 0.08 0.05 0.04 0.02 0.16 0.1 0.08 0.04 0 0.11 0.09 0.06 0.02 1-2 years 0.2 0.1 0.1 0.05 0.4 0.25 0.18 0.09 0 0.27 0.2 0.14 0.05 COCONUT/PALM TREES New Transplant 0.06 0.04 0.02 0 0.05 0.03 0.02 0.01 0 0.2 0.13 0.1 0 1-5 years 0.3 0.2 0.1 0 0.2 0.1 0.05 0.02 0 0.6 0.45 0.3 0.1 c-8 years 0.4 0.3 0.2 0 0.3 0.2 0.1 0.05 0 1.2 0.9 0.6 0.3 >2 years 0.5 0.4 0.3 0 0.4 0.3 0.2 0.1 0 1.8 1.5 1.2 0.6 * per tree L-Low; M-Medium; H-High; VH-Very High; ML-Moderately Low; MH-Moderately High; S+-Sufficient+; S++-Sufficient++; S++/+++; Sufficient+++ 9 Fertilizer Computation Wt. of fertilizer material = Nutrient needed (kg) Nutrient content For example: Compute for the amount of fertilizer needed to satisfy a fertilizer recommendation of 60-30-30 kg/ha NPK using the following materials: Urea – (46-0-0) Solophos - (0-18-0) Muriate of potash - (0-0-60) N (Urea – 46-0-0) = 60 0.46 = 130.43 kg/ha P (Solophos 0-18-0) = 30 0.18 = 166.67 kg/ha K (Muriate of Potash 0-0-60) = 30 0.60 = 50 kg per hectare References Bureau of Soil and Water Management (BSWM). Rapid Soil Test Kit. Available at https://ati.da.gov.ph/ati-4b/sites/default/files/Rapid-Soil-Test-Kit.pdf Daquiado, N.P & Pabiona, M.G. (2015). Soil Fertility Evaluation Laboratory Manual. Central Mindanao University, Musuan, Bukidnon Daquiado, N.P, Agus, E.L., Alovera, C.S., Canatoy, R.C., Cristobal, J.U., Ebuña, R.M., Gayonan, C.U., Lagas, F.J., Pabiona, M.G., & Planas, J.Y. (2015). Principles of Soil Science Laboratory Manual (Soil Science 21). 2nd Edition Imakumbili, M.L. (2019). Soil Collection and Preparation for Pot Experiment V.2. PLOS One. DOI dx.doi.org/10.17504/protocols.io.2eygbfw Parmar, B. (2017). Rapid Method of Soil Health Testing. Journal of Pharmacognosy and Phytochemistry. Available at www.phytojournal.com 10  Exercise No. 3 RAPID SOIL TESTING Name: Date Performed: Laboratory Schedule: Score: Instructor’s signature: Results of Analysis Crop 1: Crop 2: Recommended Rate (Kg/ha) Analytes Level Crop 1 Crop 2 pH NA NA Nitrogen Available Phosphorus Available Potassium Compute the amount of fertilizer material needed to satisfy the recommended rate of your crops to be grown using the any combination of your fertilizer materials. Make sure you have a N, P, K source. 11 Study Questions: 1. Why is it important to determine the soil pH? 2. What is the role of nitrogen in the plant? 3. What are the functions of P in the plant? 4. What is the role of Potassium in the plant? What are its forms in the soil? 5. Why is fertilizer application important in soil fertility management? 12  Exercise No. 4 VISUAL EVALUATION OF NUTRIENT DEFICIENCY SYMPTOMS Introduction The external features of the growth and development of the plants are products of internal processes and events that can be traced back to molecules and chemical reactions. In order for these processes and reactions to proceed, plants require certain elements to produce new plant tissue. Plants require an adequate and balanced supply of these elements for their growth and development. Low levels or absence of a particular essential element will result in specific deficiency symptoms in a given plant species. These deficiency symptoms can be useful in the determination of the role of the elements play in the plant. Deficiency symptoms shown will also be useful in the identification of the specific nutrient or essential element which is lacking or at low level in the soil. Deficiency symptoms may appear on different parts of the plants. For symptoms affecting the leaves, the pattern or sequence of symptom development both with – in and between leaves, is often a diagnostic importance. Nutrient mobility with in the plant may also be predicted based on its occurrence. For mineral nutrient that are mobile, as the nutrient concentration becomes limiting, the nutrient is moved from older to younger leaves, near the growing shoot tips, and nutrient deficiency symptoms will appear in the older leaves. In contrast, immobile nutrients are generally only transported in the xylem and cannot move between leaves, thus, leaves will only have access to these nutrients if they are being absorbed and transported to the shoot tip at the time of leaf initiation leaving deficiency symptoms on the younger leaves or growing parts of the plant. Objectives At the end of this exercise, the students must have: 1. Identified mobility of nutrients in plants; 2. Developed the basic skills in identifying deficient nutrients through visual observation; and 3. Understood the implication of deficiency symptoms on plant growth. A. POT EXPERIMENT OBSERVATION Materials Deficiency Symptoms Flow Chart Pot experiment set-up Procedures 1. Prepare 30-day old experimental plants of a pot experiment for observation. 2. Observe the plants that have grown under different treatment applications. Use the flowchart diagram as a guide in your deficiency symptom evaluation. 3. Write all your observation on the data sheet provided. 6. Compare plant growth in the minus element pots (T2, T3, T4) with the control and complete (T1, T2) treatments. 13 B. FIELD OBSERVATION Material Deficiency Symptoms Flow Chart Procedures 1. Visit an area assigned to your group by your instructor. 2. Identify the plants growing in your assigned area. 3. Evaluate the occurring deficiency symptoms in the plants and the plant parts as to where they appear to identify nutrient mobility in plants. Use the flowchart diagram as a guide in your deficiency symptom evaluation. 4. Collect sample plant parts of the identified symptoms exhibited by the crop. 5. Write all your observation on the data sheet provided. Table 1. Symptom terminology Deficiency Symptom Term General yellowing of leaf tissue Chlorosis Spotted yellowing of leaf tissue Chlorotic spots Mosaic patterned yellowing of leaf tissue Mottling Yellowing between but not on veins Interveinal chlorosis Complete loss of color of leaf tissue (whitening) White chlorosis Curling or twisting of leaves Epinasty Death of plant tissue Necrosis (necrotic spots) Loss of turgidity of leaf or stem Wilting Less growth in stem length Stunting Production of roots along stem Adventitious root formation Reddening of leaf veins (often visible on leaf Purple or Red anthocyanin underside) accumulation References Bidwell, R. G. S. (1979). Plant Physiology. Macmillan publishing Co. Inc. New York, 199-200 University of Hawai’i at Manoa. (2007). Nutrient Management. Available at https://www.ctahr.hawaii.edu/MauiSoil/manage.aspx Wong, M. (2005). Visual Symptoms of Plant Nutrient Deficiencies in Nursery and Landscape Plants. Soil and Crop Management (SCM-10). Cooperative Extension Service. College of Tropical Agriculture and Human Resources. University of Hawai’i at Manoa 14  Old Leaves Symptoms on entire Symptoms on lower plant leaves only Plant is light green. Plant dark green Older leaves yellow Older leaves wilt or with red or purple Lower leaves at the edges, but scorch. Edges color. Lower leaves yellow, drying to stay green in the necrotic with spots yellow, drying to brown. center. on leaves. dark green. NITROGEN PHOSPHORUS MAGNESIUM POTASSIUM New Leaves Distorted or Leaves chlorotic Necrotic Leaves Terminal Terminal bud Entire leaf chlorotic, bud dies doesn't die spreading to entire Interveinal chlorosis plant BORON SULFUR Stems New leaves Plant stunted. Stems not shortened d istorted. Tips Leaves bluish- shortened and and edges green, small or rosetted rosetted necrotic and distorted. ZINC Leaves Leaves without develop CALCIU necrotic necrotic M COPPER spots spots IRON MANGANESE Figure 4.1. Nutrient deficiency symptom evaluation flow chart (Bidwell, 1979) 15  Exercise No. 4 VISUAL EVALUATION OF NUTRIENT DEFICIENCY SYMPTOMS Name: Date Performed: Laboratory Schedule: Score: Instructor’s signature: A. Pot Experiment Observation Table 1. Plant nutrient deficiency observations in pot experiment (30 DAP) Treatment Deficiency Symptoms Deficient Nutrient T1R1 T1R2 T1R3 T2R1 T2R2 T2R3 T3R1 T3R2 T3R3 16  T4R1 T4R2 T4R3 T5R1 T5R2 T5R3 B. Field Observation Table 2. Plant nutrient deficiency observations in field conditions CROP Deficiency Symptoms 17 Nutrient Mobility Deficient Nutrient Plant Part Sample 18 Study Questions: 1. Enumerate the functions of the primary macronutrients in plants. 2. Differentiate nutrient deficiency symptoms from disease symptoms. 3. How can farmers benefit from visual identification of nutrient deficiencies in their crops? 19 20