L e A R N e R G U I D e

NQF Level: 2 US No: 116053
Learner Guide
Primary Agriculture
U nd e r s t a nd B a s i c
So i l Fe r t i l i t y a nd
Pl a nt N u t r i t i o n
Pick one Pick one

leaf here leaf here
Start
Pick one Pick one

leaf here leaf here
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The availability of this product is due to the financial support of the National
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Understand basic soil fertility and plant nutrition
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Primary Agriculture NQF Level 2 Unit Standard No: 116053
Before we start
Dear Learner - This Learner Guide contains all the information to acquire all the
knowledge and skills leading to the unit standard:
Title: Understand basic soil fertility and plant nutrition
US No: 116053 NQF Level: 2 Credits: 5
The full unit standard will be handed to you by your facilitator. Please read the unit
standard at your own time. Whilst reading the unit standard, make a note of your
questions and aspects that you do not understand, and discuss it with your
facilitator.
This unit standard is one of the building blocks in the qualifications listed below.
Please mark the qualification you are currently doing:
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
National Certificate in Plant Production 48975 2 120
Are you enrolled in a: Y N

Please mark the learning program you
Learnership?
are enrolled in:
Skills Program?
Your facilitator should explain the above
Short Course?
concepts to you.
This Learner Guide contains all the information, and more, as well as the activities
that you will be expected to do during the course of your study. Please keep the
activities that you have completed and include it in your Portfolio of Evidence.
Your PoE will be required during your final assessment.
You will be assessed during the course of your study. This is called formative
assessment. You will also be assessed on completion of this unit standard. This is
called summative assessment. Before your assessment, your assessor will discuss
the unit standard with you.
Version: 01 Version Date: July 2006

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What is assessment all about?

You will be assessed during the course of your study. This is called formative
assessment. You will also be assessed on completion of this unit standard. This is
called summative assessment. Before your assessment, your assessor will discuss
the unit standard with you.
Assessment takes place at different intervals of the learning process and includes
various activities. Some activities will be done before the commencement of the
program whilst others will be done during programme delivery and other after
completion of the program.
The assessment experience should be user friendly, transparent and fair. Should
you feel that you have been treated unfairly, you have the right to appeal. Please
ask your facilitator about the appeals process and make your own notes.
How to use the activity sheets

Your activities must be handed in from time to time on request of the facilitator for
the following purposes:
The activities that follow are designed to help you gain the skills, knowledge
and attitudes that you need in order to become competent in this learning
module.
It is important that you complete all the activities and worksheets, as directed
in the learner guide and at the time indicated by the facilitator.
It is important that you ask questions and participate as much as possible in

order to play an active roll in reaching competence.
When you have completed all the activities and worksheets, hand this
workbook in to the assessor who will mark it and guide you in areas where
additional learning might be required.
You should not move on to the next step in the assessment process until this
step is completed, marked and you have received feedback from the
assessor.
Your facilitator should identify sources of information to complete these

activities.
Please note that all completed activities, tasks and other items on which you
were assessed must be kept in good order, as it becomes part of your
Portfolio of Evidence for final assessment.
Enjoy this learning experience!

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How to use this guide

Throughout this guide, you will come across certain re-occurring boxes. These
boxes each represent a certain aspect of the learning process, containing
information, which would help you with the identification and understanding of these
aspects. The following is a list of these boxes and what they represent:
What does it mean? Each learning field is characterized by unique terms and definitions
it is important to know and use these terms and definitions correctly. These terms and
definitions are highlighted throughout the guide in this manner.
You will be requested to complete activities, which could be group activities, or individual
activities. Please remember to complete the activities, as the facilitator will assess it and
these will become part of your portfolio of evidence. Activities, whether group or individual
activities, will be described in this box.
Examples of certain The following box indicates a summary of

concepts or principles to concepts that we have covered, and offers you
help you contextualise an opportunity to ask questions to your
them easier, will be facilitator if you are still feeling unsure of the
shown in this box. concepts listed.
My Notes
You can use this box to jot down questions you might have, words that you do not understand,
instructions given by the facilitator or explanations given by the facilitator or any other remarks that
will help you to understand the work better.
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What are we going to learn?

What will I be able to do? .............................................................................. 6
Learning Outcomes ........................................................................................ 6
What do I need to know? .............................................................................. 6
Session 1: The properties and structure of soil ....................... 7
Session 2: The role of minerals in soil health .............................................. 19
Session 3: The basic symptoms of nutritional deficiencies ......................... 27
Session 4: Procedures for the preparation of nutrients ............................. 34
Am I ready for my test? ............................................................. 42
Checklist for Practical assessment ............................................ 44
Paperwork to be done ............................................................... 45
Glossary ...................................................................................... 46
Bibliography .............................................................................. 47
Terms and Conditions ................................................................. 48
Acknowledgements ..................................................................... 48
SAQA Unit Standard

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What will I be able to do?

When you have achieved this unit standard, you will:
Be able to apply basic soil nutrient preparations in a safe, effective and
responsible manner for the benefit of plant/crop growth with consideration to
the environment.
Gain specific knowledge and skills in soil nutrient and preparation and will be
able to operate in a plant production environment implementing sustainable
and economically viable production principles.
Accurately prepare and measure the appropriate quantity and quality of
required soil nutrient preparations.
Take an appropriate sample for nutrient analysis.
Understand the properties of soil and soil composition.
Identify and interpret the basic symptoms of nutritional deficiencies in crops.
What do I need to know?

It is expected of the learner attempting this unit standard to demonstrate
competence against the unit standard:
NQF 1: Fertilise soil and attend to basic plant nutrition.
NQF 1: Collect agricultural data.
NQF 2: Demonstrate a basic understanding of the structure and functions of

a plant.
Learning Outcomes
At the end of this learning module, you must is able to demonstrate a
basic knowledge and understanding of:
Fertilisers, mixtures, single, etc. if appropriate.
Nutrient sources such as organic, compost, etc.
Soil conservation.
Soil preparation and improvement.
Basic ecological principles.
Sampling (soil, leaf, and fruit).
Basic soil properties.

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Session 1 T h e p r op e r t i e s a n d
s t r u c t u r e of s oi l
After completing this session, you should be able to:
SO 3:.Understand the properties o soil and soil composition
In this session we explore the following concepts:

The importance of soil in crop production.
Soil structure and soil texture.
1.1 The importance of soil in crop

production
The ability of plant roots to grow, take up nutrients and water, and breathe is
influenced by the physical and chemical properties of the soil. It is therefore
essential that these properties are well understood.
In most cases, the soil available for crop cultivation is not ideal. This means the
farmer has to correct or improve on these soil conditions.
In almost all cultivation practices, plants require soil to grow in. Plants need soil for
four main purposes, they are:
Stay Upright Plant roots anchor the plant in the soil. This means that the
roots must be able to penetrate the soil sufficiently to enable the plant to be
anchored.
Nutrient Absorption Plants take up, or absorb, nutrients from the soil
through their roots. Plants can also absorb nutrients through their leaves, or
foliage, but most often they use their roots.
Water Absorption Plants absorb water through their roots from the soil.
Absorption of Oxygen (Air) The roots of a plant, like the rest of the plant
above the soil, has to absorb the air that the roots need for metabolic
processes.

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1.2 Soil structure and soil texture
Soil properties can be divided into two groups, physical properties and chemical
properties.
Physical Soil Properties

The physical properties of soil are to a great extent fixed and cannot easily be
changed in the short term. These properties play a vital role in the sustainable
productivity of soils. The physical properties can be evaluated visually.
The most important physical properties of soils are:
Texture.
Structure.
Depth.
Layering or stratification.
Aeration.
Soil texture is generally determined in a laboratory, but can be estimated fairly

accurately in the field. To do the field, estimate the following:
Take about 50g soil;
Add water to wet the soil;
Knead the soil into a thick paste;
Roll the soil between the palms of your hands into a sausage; and
Shape the soil sausage into a circle.

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The soil textural class can then be determined as follows:
Textural Class Shape of Sausage Clay Content Illustration
It is not possible to roll a

sausage in the palm. The
Sand Less than 10%
soil does not stick
together.
It is possible to roll a
sausage, but the sausage
Loamy Sand
cannot be bent at all 10 to 15%
(LoSa)
without cracking or
breaking.
The sausage can be bent

slightly, with the tips
Sandy Loam bent downwards for
15 to 25%
(SaLo) about 10mm without the
sausage cracking in the
middle.

Sandy Clay
down at the tips to about
Loam 25 to 35%
20mm without cracking
(SaClLo)
in the middle.

to form a semi-circle
Sandy Clay 35 to 50%
without cracking in the
middle.
The sausage can be bend

to form a complete circle
Clay >50%
without cracking in the
middle.

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Soil Structure
Soil structure refers to the manner in which all the soil particles, including
organic material, are arranged to form structural units. The structural units
are named according to their physical appearance, as follows:
Structural Unit Description Illustration
This is usually the case in sandy soils

where no aggregation of soil particles is
No structure
present. The soil falls apart when
removed from the profile.
Plate-like The natural cracks are horizontal.
The vertical cracks are better displayed

Prismatic than the horizontal ones. The units are 2
to 5 times as long as they are broad.
The vertical and horizontal cracks are

evenly developed and the dimensions of
the units are about the same. The units
Blocky
have sharp edges and smooth faces.
The units range in size from 1mm to
50mm.
These units have rounded edges with

rough faces. They range in size from
Granular 1mm to 10mm. When wet, these units
trap more air than the blocky or
prismatic units.
Soil structure is a very important property that regulates processes related to

plant production. These include aeration, water penetration and drainage. If
the structure of the soil is destroyed, the soil becomes anaerobic (containing
no oxygen) and waterlogged.
Soil can also be classified using other systems where the relationship between
the percentage clay, silt and sand are presented in a triangle. This is a more
sophisticated classification. This triangle shows twelve different textural
classes. The sand section is for instance split into three different classifications,
being course, medium and fine sand. The average size of the clay particles is
<0.002mm, that of silt 0.05mm to 0.002mm and sand 0.05mm to 2mm.

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An aspect of soil texture is the content of particles larger than 2mm. This
fraction is referred to as gravel and/or stones. When the gravel content of the
soil exceeds 10%, it should be taken into account when interpreting the
chemical composition of the soil. Gravel dilutes the concentration of available
nutrient elements.
Clay and organic matter (humus) are the active materials in soil. The humus
content of soil can be intentionally increased, but it is more often decreased by
agricultural practises. The clay content, however, is a fixed property and
cannot be changed economically. The type and concentration of clay
determines the cation-exchange capacity, water-holding capacity, aeration,
and many other soil properties. The type of soil preferred by different crops
differs between crops. The ideal soil for example for citrus production is one
that contains less than 50% small particles (fine sand, silt and clay) and less
than 25% clay. The figure below shows the relationship between clay content
and soil suitability for citrus production.
Clay Content
7% 30% 40%
Marginal Optimal Marginal Risky

Suitability for Citrus Production
Clay Content of Soil vs. Suitability for Citrus Production
Please complete My Notes

Activity 1 at the ..........................................
end of the ..........................................
session
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Soil Depth
The depth at which impermeable layers and/or parent material are present
determines soil-depth. Soils with a depth of less than 500mm are generally
regarded as soil of low potential. The effective depth of a soil is the depth to
which the crop roots can penetrate with ease.
Soil Layering or Stratification
It takes about 1,000 years for a 25mm layer of soil to develop. During the
formation of soil, soil particles are separated and accumulate at various
depths. Soils are also carried and deposited by water and wind to form soil
layers with different soil properties.

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The soil layers have an influence on the potential of the soil. If the properties,
especially the texture, of two underlying soil layers differ too much, plant roots
will not grow into the next layer. Similarly water will not penetrated the second
layer, but rather flow away along the merger of the two layers. A simple way
to determine if layering could be a problem is by determining the texture of
both layers. If the texture differs by more than 50% the layer will cause a
problem. If for example, if the top soil contains 20% clay and the next layer
more than 30% (50% of 20=10%), the stratification of the soil is too severe
and will impede root growth and water movement.
Soil Aeration
Plant roots respire (use oxygen and excrete carbon dioxide) and so soil oxygen
must be replaced constantly. The rate at which oxygen-carrying air moves
through soil depends on factors such as soil pore-size. The size of the soil
pores depends on the texture, structure and strength of the soil.
The soil pores are filled with water and air, with the ratio between air and
water being determined by the water content of the soil. At field water
capacity (FWC), the soil air content is at its minimum. As the plant roots
absorb the water in the soil, the air content in the soil increases. In soils that
are poorly drained, the pores are filled with more water than at FWC and less
air (oxygen) will be present. Water logged soil therefore contain very little
oxygen and the anaerobic conditions that develop cause roots to die.
Field Water Capacity (FWC):

Field Water Capacity (FWC) is reached when there is
no free water is present in the soil. All the water
present is bound to the soil particles. This means that
water does not move out of the soil profile through
leaching.
Chemical Soil Properties

The chemical properties of soil are constantly changing, and can be changed. The
most relevant chemical properties of soil are:
pH.
Resistance or electrical conductivity.
Fertility.
Salinity.
Cation exchange capacity.
Organic matter.

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Soil pH
pH is a measure of the concentration of the hydrogen ion (acid ion). A pH

reading can range from 1 (extremely acidic) to 14 (extremely alkaline). A pH
value of 7 is neutral.
When the pH of soil is measured, a suspension of the soil is prepared. pH

values are reported as pH (water) and pH (KCl). Remember that the pH
(water) is on average one unit higher than pH (KCl) for the same soil.
The optimal pH (water) of soil for most crops ranges between 6.50 to 7.50.
When the pH (water) drops below 5.30, too much aluminium is present in the
soil. Aluminium is toxic to roots and root growth will be affected. If the pH
(water) exceeds 7.50, nutrient elements like phosphate, zinc and manganese
become insoluble and deficiencies can be induced.
In soils with a neutral to acid pH, the pH of the subsoil will usually be lower
than that of the topsoil.
Electrical Conductivity and Resistance
Electrical Conductivity: Electrical conductivity refers to the ability of soil paste to

conduct electrical current and can be expressed in various
units of conductivity. The international standard (IS) unit is
Siemen.
Resistance: Resistance is the opposite of electrical conductivity, and refers
to the resistance of soil paste to the conductance of electrical
current. Resistance is expressed in ohms.
The resistance of soil is an indication of the total dissolved salts in the soil
solution. The measurement of resistance is a quick method to scan soils for
salts. If the sample is too salty the electrical conductivity (EC) of the saturated
paste is measured.
The resistance is expressed in ohm and the following general classification can
be used:
Clay Content Optimal Resistance
> 35% 250 to 500 ohms
20 to 35% 500 to 750 ohms
10 to 15% 750 to 1,000 ohms
< 10% >1000 ohms

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Soil Fertility
Soil fertility is a collective expression to describe the status of the soil in terms
of phosphorus (P), potassium (K), calcium (Ca), magnesium (Mg) and to some
extent, nitrogen (N). Fertile soil contains these nutrient elements in adequate
quantities to sustain plant growth.
If too little plant nutrients are present, it poses less of a problem in commercial
agriculture than if too much is present. It is relatively quite easy and fairly
cheap to add nutrient elements to the soil, but seldom easy and cheap, if
possible at all, to remove excess nutrients.
Soil Salinity
Salts accumulate in soils due to poor drainage and irrigation using saline
water. This is usually a slow process and affects the fertility of the soil and
eventually also the physical properties and soil structure.
Cation Exchange Capacity (CEC)

Clay particles carry electrical charges of which the majority are negative. These
negative charges can attract and bind with cations in the soil solution. The
cations, which are positively charged forms bonds with the clay and can be
displaced by other cations. The magnitude of negative charges present to
absorb cations, is referred to as the cation exchange capacity (CEC) of the soil,
and is expressed in centi-molar charge per kg soil (cmol+/kg). Organic matter
also has a CEC, as well as an anion exchange capacity similar to the CEC, but
that absorb negatively-charged anions.
The CEC of soil depends on the clay content, the type of clay, and the organic
matter content. Under certain circumstances CEC may be pH dependant, i.e. it
will change when the pH changes.
Soil Organic Matter
Organic matter present in soil ranges from dead plant and animal material,
organic debris, microbial debris and all stages of humus. Humus is processed
and condensed organic matter and it takes thousands of years to reach a
stable form. Humus contributes to the activity in soils and consists of humic
acid (or humates, the salts of humic acids), fulvic acid (or fulvates, the salts of
fulvic acid) and humins (a very stable form).

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The Role of Soil Minerals

Soil is composed of minerals, most of which are essential nutrient elements for
plant growth. Each essential nutrient element has a particular role or roles in the
physiology of plants. These nutrients are called essential elements, because without
them plants cannot complete their lifecycle from seed through the vegetative and
reproductive stages to the seed formation stage. The essential elements are
grouped into macro and micro nutrient elements.
Macro elements are required in relatively large amounts, while micro nutrients are
required in very small amounts. The roll of each element is complex and elements
are involved in many physiological processes of which some are still not
understood.
Information The Role and Function of Essential Nutrient Elements (Summarised)
Essential Nutrient
Function
Element
Forms part of all protein and enzyme molecules and is therefore involved in
Nitrogen (N)
almost every physiological process in plant production.
Is involved in all energy transfer reactions in the plant. It is also part of the
Phosphorus (P)
nucleic acids in cells.
Has many rolls, including cell-division and transport of photosynthetic

Potassium (K)
products from the leaves to the roots and other parts.
Forms a vital part of all cell-walls, keeping the cells together in the same way
Calcium (Ca)
as cement in a brick wall.
Forms the centre metal ion in the chlorophyll molecule, which is required for
Magnesium (Mg)
photosynthesis, apart from its role in other physiological processes.
Is involved in the production of the sulphur-containing amino acids and in

Sulphur (S) reproductive processes. A sulphur deficiency will reduce flowering and fruit
set.
Sodium (Na) Can replace potassium to some extend in certain plants.
Is in fact also a micro-nutrient, with plants requiring about 20mg per litre in
Chloride (Cl) their nutrient solution. Chloride is involved in the reactions where water
molecules are split during photosynthesis.
Micro nutrient
elements Cu, Fe, Mn, Are involved in many physiological reactions as catalysts.
Zn, B and Mo

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1
Identify and research My Name:
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My Workplace:
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My ID Number:
SO 3 AC 1-3
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1 Take a handful of soil from the soil sample you have taken and mix it properly
with water in a glass beaker. Let it stand for a day for the soil particles to
settle down. Describe and explain your observation. Measure the layers in the
beaker and determine the percentages of each. Use the textural triangle to
determine the soil textural type. Write down your answer your Learner Guide.
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2 Take a handful of the same soil sample (from Activity 1.1) and wet it with a bit
of water. Use this sample to determine the texture type by hand as explained
in class. Now compare the results from this hand method with the results from
Activity 1. Is it the same or does it differ? Write down your answer in your
Learner Guide.
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Facilitator comments:

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I understand Questions that I still would

Concept (SO3)
this concept like to ask
Soil structure and texture are

identified using elementary
tests and observations, and
based on this information the
learner is able to express an
opinion on its condition and
remediation.
The composition of soil based

on elementary tests and
observations is identified and,
based on these results an
opinion regarding the
condition of the soil and its
fertility requirements is
demonstrated.
The role of minerals in soil

health and how this relates to
plant production is described.
My Notes
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Session 2 T h e r ol e of m i n e r a l s i n s oi l
hea l th
SO 2: Take an appropriate sample for nutrient analysis.

Nutrients that a crop plants needs in order to grow.
How these nutrients are supplemented through fertilisers.
2.1 Collecting samples for soil and leaf

nutrient analyses
Soil is made up of minerals. The colour, structure and texture of specific soil is
determined by the minerals that it contains.
All plants need the following to grow and produce food, and to successfully complete
their lifecycles:
Sunlight;
Water;
Oxygen;
Carbon dioxide; and
Nutrients (food), also called mineral nutrient elements or essential nutrient

elements.
Different plants require different quantities of specific nutrients. Plants source
nutrients from the soil and irrigation water. The nutrients that are not supplied
naturally are supplied as fertilisers.
If the soil that a plant grows in is managed well, it the plant will grow well and
produce optimally. To manage soil we need to know:
What nutrients the crop requires and in what quantities;
The characteristics of the soil that will allow this plant to take up water and air
optimally;
The soil type that will allow the plant to anchor and grow optimally.

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Once we know what the ideal soil is for the crop, we also need to determine what
we could do to optimise the soil we have available.
2.2 Nutrient analyses

Nutrient deficiencies developed because certain physiological processes cannot be
completed without a certain minimum supply of the specific nutrients. This results in
a reasonably specific and identifiable symptom for each element.
Once the symptoms of a possible nutrient deficiency have been observed, the
deficiency must be confirmed through leaf- or soil analysis. Not all abnormalities
observed are necessarily due to nutrient deficiency. Pests and diseases may cause
symptoms similar to those of nutrient deficits.
While it is important to have a good understanding of nutrient deficiency symptoms,

it cannot be used in developing a fertilisation program. By the time nutrient
deficiency symptoms appear, the deficiency has already impacted on the growth and
production of the crop. It is essential to have a proactive approach to plant nutrition.
In order to take necessary interventions, we need to diagnose the nutritional status

of the crop. This is especially true for perennial crops. Leaf and soil analysis are
diagnostic tools that are used to monitor the nutritional status of the crop. Crop
information is added to the data gathered from the analyses, and a refined
diagnostics system is developed in this manner.
In order for an analysis to be conducted, representative samples must be collected

and processed;
The first principle of any sampling action is that the sample must be
representative of the bulk of the medium that is being sampled. A sample should
not be viewed as a section of the whole, but rather the whole reduced to a
manageable volume.
It is important that all sampling equipment , including cups, spatulas, buckets,

and mixing equipment, must be thoroughly cleaned before sampling. This will avoid
contamination of samples.
Sampling Procedures
In this section, we look at procedures used for taking the following samples:
Leaves.
Soil.
Fertiliser.

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In the case of tree crops soil and leaf samples are taken at and from the same set of
trees every year. This is to comply with the first principle of sampling, and to
minimise the effects of other factors on the nutritional status of the trees. Two to
four rows that represent the orchard in all respects are selected for sampling, and
are referred to as the index blocks or rows. The rows are marked, and samples
for that orchard are always taken from those trees.
Leaf Sampling Procedure

Leaf sampling must be done at the appropriate time of the season. In the case of
citrus orchards sampling occurs between February and May. Sampling of a specific
orchard or the whole farm should be done at the same time every year, for
instance the second week of March. Leaves are picked from behind fruit and
sampling should therefore be done before harvesting.
Enter the path between two of the rows in the index block and pick leaves from
every second tree on the left and right.
Pick one Pick one

leaf here leaf here
Start
Pick one Pick one

leaf here leaf here
Pick 50 to 100 leaves per sample;
Pick only healthy undamaged leaves;
Pick leaves that are between 1 and 2 metres from the orchard floor, i.e.
between about the waist and head of a person of average height;
Pick leaves from fruit bearing twigs.
Place the leaves in a new, clean plastics bag;
Squeeze the air out of the bag and close it tightly;
Label the sample as is prescribed by the laboratory that will be conducting

your analysis. Never put a label inside the sample bag with leaves, as
the moisture will damage your label. The ideal way of labelling is to
place the sample in the plastics bag into a second bag. The label in
then sandwiched between the two bags.
Keep the samples until they are dispatched to the laboratory in the shade or in
a cool area, but do not freeze the samples.

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Specific sampling procedures are available for other tree and field crops and
vegetables. Depending on the specific crop you are working with, the learner should
get hold of these procedures and collect plant samples accordingly.
Soil Sampling Procedure

Take soil samples from the same index block where the leaf sample was taken;
Identify areas under every second to fourth tree for collecting sub-samples;
A soil sample is made up of a number of sub-samples, that are mixed together

to form the sample.
A total of between 15 and 20 sub-samples should be taken per index row;
Remove any visible plant debris from the surface of the soil, but take care not
to remove the top soil;
Take the sub-sample from the surface down to a depth of 30cm depth using a
spade or soil auger;
Collect all sub-samples in a plastics bucket;

Mix the soil in the bucket and place about 500g in a plastics bag;
Seal the bag tightly;
Label the sample as is prescribed by the laboratory. Never put a label in the
sample bag with the soil.
Sampling Granular or Powdered Fertilisers

Select at least 1% of the bags that are to be tested and take a sub-sample of
200g from each bag;
Take the 200g to represent the top, middle and bottom of the bag;
Put all these sub-samples in a plastics bucket and mix it thoroughly;
Remove 500g of the mixed sample and place into a suitable clean plastic bag;
Seal the bag properly;
Label the sample as is prescribed by the laboratory to be used for analyses.

Never put a label in the sample bag with the fertiliser.
A spatula used for taking grain samples can also be used. In this case press the
spatula into the top, middle and bottom of the bags and collect these sub-samples
in a bucket.
When sampling is done for a legal dispute, the Registrar of Fertilisers prescribes
specific procedures and samples must be taken in the presence of both parties to
the dispute.

23
Sampling Liquid Fertilisers or Fertiliser Solutions

Select at least 1% of the containers to be tested and take a sub-sample of
200ml from each container;
Put all the sub-samples in a plastic bucket and mix it thoroughly;
Remove and place 500ml of the mixed sample into a suitable, clean plastics
bottle;
Seal properly;
Stick or tie a label to the bottle, as prescribed by the laboratory to be used for
analyses.
Labelling Samples
Attach a label to the plastic bag or bottle, by either sticking it on, or tying it
securely with string;
Do not write the information directly onto the bag or bottle, as even
permanent marker ink rubs off during transport;
Never place a label inside the bag with the sample;
If more than one sample is sent, at least one of the labels should contain all
the details of the sender, including:
Name;
Address;
Telephone number;
Fax number;
Contact person
Details of analysis required in case of fertiliser samples and special
instructions, where required;
Order number, where used;
Type of sample;
Sample reference, i.e. orchard number, store number. Remember that

the sample reference (name or number) must mean something to the
sender. The laboratory report will contain this reference and the sender
must be able to connect the results with the relevant fertiliser batch.
Keep the reference simple, however. A reference such as Orchard 27
near dam is unnecessary, if there is only one orchard 27. The word
orchard can even be left out in the case of leaf, soil and fruit samples,
as these samples are always taken from orchards. Be consistent in the
manner in which references are used, so that all farm employees that

24
handle the samples will understand it. These simple rules make the
whole process of recording, reporting and record keeping much easier.
The labels on the remainder of the samples can reflect only the name, sample
reference and type of sample.
2.3 Sample preparation and packaging

Keep samples of all types in a cool, dry area away from direct sunlight until
ready for dispatch. Ensure that the samples are kept away from possible
sources of contamination;
Before packing the samples, ensure that all the samples are labelled correctly,
and that the labels are legible;
Check the samples against a Samples Dispatched list as they are being packed;
Pack the samples in a sturdy box and fill the box with packing material such as
bubble wrap and/or newspaper, to steady the samples.

Activity 2 at the ..........................................
end of the . .........................................
session
. .........................................
. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. .........................................
My Notes
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25
2
Explore and research My Name:
..................
My Workplace:
..................
My ID Number:
SO 2 AC 1-3
...................
2.1 Taking soil samples for analysis.
Study the procedures to take soil samples and use these in taking a
representative soil sample of where your crop is growing and submit it for
analysis. Request the lab to make recommendations for amendments.
Write a short report in your Learner Guide on the sampling performed and
the recommendations which you received back from the lab.
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2.2 Taking leaf samples for analysis.
Study the procedures to take plant samples and use these in taking
representative leaf samples of your crop and submit it for analysis. Request
the lab to make recommendations for amendments.
Write a short report in your Learner Guide on the sampling performed and
the recommendations which you received back from the lab.
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26

Concept (SO2)
An appropriate sample is taken

according to prescribed procedures.
The sample is labelled according to

required procedures.
The sample is prepared and packaged

according to specified procedures.
My Notes
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27
Session
3 Ba s i c s y m p t om s of
n u t r i t i on a l d e f i c i e n c i e s
SO 3: Identify and interpret the basic symptoms of
nutritional deficiencies in crops.
Identifying nutrient deficiencies in plants.

Correcting nutrient deficiencies.
3.1 Introduction
Plant nutrient elements are divided into two groups called Macro- and Micro-
elements. The effect of the most limiting nutrient element can be illustrated by
trying to fill a drum or barrel with holes at various levels in its side. Each hole
represents the relative optimal concentration of a nutrient element. In the sketch
below, nitrogen (N) is present at 90% and potassium (K) at 30% of their respective
optimal concentrations. To fill the drum, one has to first of all block the hole
representing K. Thereafter, you can fill the drum to the level where phosphorus (P)
becomes the most limiting nutrient element.
If you first block the nitrogen (N) hole before blocking the K hole you still will not be
able to fill the drum more than 30%. Therefore, to fill the drum all nutrient elements
must be present at their respective optimal concentration (100% level), but getting
the N level to 100% and not the K level will not enable the plant to produce at
100% capacity. Although molybdenum is required in very small quantities compared
to nitrogen, the shortage of this element will still cause the plant to produce at only
40% of its capacity in the example below.

28
o N (90%)
o Mn o Ca
o Zn o B o Mg o Fe
oS o Cu
o Na o Cl
o Mo (40%)
oP
o K (30%)
Macro elements
Soil fertility is a collective term used to describe the status of the soil in terms of
phosphorus (P), potassium (K), calcium (Ca), magnesium (Mg) and to some extent,
nitrogen (N). Fertile soil contains these nutrient elements in adequate quantities to
sustain plant growth.
The symptoms of nutrient deficiences

Information Symptoms of Nutrient Deficiencies
Plant Part
Nutrient
(first to display Mild Expression Severe Expression
Element
symptoms)
Yellowing of all leaves just
Yellowing of all the old leaves, to a before or during a new leaf
Nitrogen (N) Old leaves
light yellow colour. flush which will result in
leaf drop.
Open centre resembling over- Thick skins and puffy fruit
Phosphorus (P) Fruit
matured fruit. with high acid level.
Small fruit with thin skins
combined with a low yield.
Potassium (K) Fruit Small fruit
On young trees the leaves
may turn bronze.
Chlorosis (yellowing) of
Increase incidence of creasing, (a very young leaves and
Calcium (Ca) Fruit physiological disorder) although dieback of growth tips.
not yet confirmed.

29
Plant Part
Nutrient
(first to display Mild Expression Severe Expression
Element
symptoms)
Chlorosis of the front part of the
leaf from the tip and sides of the
Magnesium leaf. An inverted green V with the Leaf drop and decrease in
Old leaves
(Mg) open end of the V at the petiole fruit set.
side appears as the symptom
develops.
Yellowing to the colour of butter of
Sulphur (S) New leaves Extremely reduced fruit set.
emerging leaves on a green twig.
Gum pockets in the albedo
Extra large leaves on strong new (white part of the peel) of
Copper (Cu) New leaves
growth. the fruit. Fruit is small, thin
skinned and hard.
Yellowing of the lamina (leaf
blade) of young leaves leaving a
Iron (Fe) New leaves Reduced fruit set.
well defined network of small
veins.
Inter-veinal yellowing of a normal-
sized leaf, almost over the entire
Manganese leaf. Broad green areas around the Increase in the number of
New leaves
(Mn) veins and Chlorotic areas between leaves affected.
veins are the most obvious
symptoms.
Interveinal yellowing of a small-
sized leaf, starting at the tip of the
Increase in the number of
leaf. Resembles manganese
Zinc (Zn) New leaves leaves affected and
deficiency, but appears on small
reduction in fruit size.
leaves and the chlorosis starts at
the tip of the leaf.
Corking of the midrib vein on the Gum pockets around the
Boron (B) New leaves underside of the leaves. This centre of the fruit. Fruit size
resembles cold damage of leaves. is reduced.
3.2 Identifying nutrient deficiencies in plants

The most important features of nutrient element deficiencies are:
The leaf should display the same symptom on both the left-hand and right-
hand side of the midrib. This is important in distinguishing between nutrient
deficiencies and leaf symptoms caused by other factors.
Nutrient deficiency symptoms appear first on either new or old leaves. From
there the symptom can spread to the entire plant.
Certain nutrient deficiency symptoms appear first or are more noticeably on

fruit.
Nutrient deficiency starts with mild symptoms and develops into severe
symptoms.

30

Activity 3 at the ..........................................
end of the ..........................................
session
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
.........................................
3.3 Correcting Nutrient Deficiencies

The first response to detecting nutrient deficiency symptoms is to report it to the
supervisor or manager.
The presence of nutrient deficiency symptoms is a sign of an unsuccessful

fertilisation program. Deficiency symptoms generally appear after the shortage has
had an impact on the plant and/or production. The fertilisation program should
provide for methods to identify and correct short supplies of any essential nutrient
element before it impacts on the crop.
Rectifying nutrient deficiencies is seldom a simple matter of applying the nutrient.

Very often the deficiency is the result of factors other than an absolute short supply.
A deficiency can be induced by other factors that convert the specific nutrient into
an unavailable form. It could also be the nutrient has been converted to a less active
form. To improve the supply of the specific nutrient, one needs to determine why its
supply is not optimal (the best it can be) and try to correct that.
Once it has been applied to the plant, there is no guarantee that the active form will
last long enough to result in the required physiological reactions. To maintain
optimal concentrations of the available nutrient elements in the trees, enough of the
nutrient in the available form must be present to be utilised by the plant.
The table below lists that most common causes of and factors associated with
nutrient deficiencies, and the corrective measure that can be taken.
Symptoms of Nutrient Deficiencies in crops and potential corrective

actions:
Causes of Deficiency and

Nutrient
Factors that Can Induce a Corrective Actions
Element
Deficiency
Too little applied Increase the application.
Nitrogen (N) Split the application and control the

Too much lost due to leaching
irrigation better.
Phytophthora (root rot) Treat the disease with foliar sprays.

Phosphorus
(P) Soil pH too high Not much to be done.
Soil pH too low Apply lime to soil.

31
Causes of Deficiency and

Nutrient
Factors that Can Induce a Corrective Actions
Element
Deficiency
Mg supply too high Apply K through foliar sprays.

Potassium (K)
Trees old Not much to be done.
Nematodes Treat the pest.
Calcium (Ca) Increase the application during critical

Climatic conditions
periods.

Magnesium
(Mg) K supply too high Apply Mg through foliar sprays.
Sulphur (S) Too little applied Increase the application.

Copper (Cu)
Soil pH too high Apply Cu though foliar sprays.
Iron (Fe) Use soil application of a chelate that is

Soil pH too high
stable at a high pH.
Over-irrigation Reschedule the irrigation.

Manganese
(Mn) Soil pH too high Apply Mn through foliar sprays.
Recent application of lime Apply Mn through foliar sprays.
Zinc (Zn) Soil pH too high Apply Zn through foliar sprays.
Too much P applied Apply Zn through foliar sprays.

Boron (B)
Too low pH in the soil Apply lime to soil.

32
3
Identify, explore and My Name:
discussion ..................
My Workplace:
..................
My ID Number:
SO 4 AC 1-2
...................
3.1 Compare the plant you have received with a healthy plant. Inspect your crop
for any nutrient deficiencies and try to identify the deficiency. Take a photo
of the healthy and affected plant and paste it in your Learner Guide, or write
down characteristic symptoms of the two plants. Write down the cause of
this deficiency.
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33
I understand Questions that I still

Concept (SO4)
this concept would like to ask
The colour change on plant leaves,
and/or fruit/ plant abnormalities, is
interpreted and related to the specific
macro-element deficiencies compared
with healthy plants.
Steps are taken (or explain the steps

needed) to rectify basic deficiencies.
My Notes
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .
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34
Session 4 P r oc e d u r e s f or t h e
a p p l i c a t i on of n u t r i e n t s
SO 1: Accurately prepare and measure the appropriate and
quality of required soil nutrient preparations.
Calculating the total fertiliser requirement.
Collecting fertiliser from storage.

The description on the bags or containers.
Preparing fertilisers.
Measuring fertilisers.
Applying fertilisers.
4.1 Introduction
Fertilisers are applied in one of the following manners:

Manual Application The application of granular and powdered forms of
fertiliser to the surface of the soil by hand.
Mechanical Application The application of granular and powdered

fertilisers, and slurries,-which are suspended fertilisers, by way of mechanical
equipment.
Fertigation The application fertilisers in liquid and water-soluble powdered

form by adding it to the irrigation water.
Foliar Application The application of fertilisers in liquid and water-soluble

powdered form by adding it to water and spraying it onto the trees.

35
4.2 Calculating the total fertiliser

requirement
In an orchard situation a fertilisation program normally indicates the amount of
fertiliser that has to be applied per tree. To calculate the total amount of fertiliser
required for a specific orchard, the following formula is used:
Total Amount of Fertiliser Required = Fertiliser per Tree (g or ml) x

Number of Trees in Orchard
For field crops the amount of fertiliser required will be given as a dosage rate per
hectare.
Calculating the Total Fertiliser Requirement for an orchard.

The table below represents a typical fertilisation program for a citrus orchard:
Fertilisation Program - Citrus
Orchard identity: Orchard 10 Size: 3.0ha
Cultivar/Variety: Delta Valencias No of Trees per ha: 316

Fertiliser Quantity Time of Application
Soil Applications g per tree
Limestone Ammonium Nitrate (LAN) 500g July
LAN 250g August
LAN 250g September
Potassium Chloride (KCL) 500g September
Dolomitic Lime 4000g October
Foliar Sprays g per 100l water
Low Biuret Urea 1000g July
Manganese Sulphate 200g October
Solubor 150g October
Remarks:

36
The total amount of LAN needed for the July application is calculated as:
Number of Trees in Orchard = Orchard Size in Hectare (ha) x Number of Trees per
Ha
= 3.0ha x 316
= 948 trees in the orchard
Total Amount of Fertiliser Required = Fertiliser per Tree g or ml) x Number of Trees
in Orchard
= 500g x 948 trees
= 474,000g (/1,000 to convert to kg)
=474kg
This means that 474 kg of LAN is required for the July application of LAN
to orchard 10.
Once the total amount of fertiliser required for the orchard has been calculated, the
fertiliser can be collected from the store and prepared for application.
In a field crop situation, the fertiliser will be based on leaf and soil analyses. The
recommendations will indicate the amount of fertiliser to be applied per m2 or per
ha. Before planting, fertiliser containing N, P and K will be broadcasted, while N will
be applied as a top dressed later during the season. The required nitrogen is usually
split into smaller amounts, which are then applied at intervals during the growing
season.
4.3 Collecting fertiliser from storage
In line with the standards of good agricultural practises (GAP) fertilisers must
be stored according to their type and packaging. Fertilisers have a fairly long shelf
life, provided it is stored in the manner prescribed by the suppliers. However,
contamination can occur and bags might lose their labels. If in doubt of the contents
or concentration of any fertiliser, take samples and send it for analysis.

37
4.4 The description on the bags or

containers
To ensure that the correct fertilisers are selected, double-check the following before
loading:
The concentration of the active ingredient specified on the bag or container,

because some fertilisers are supplied in more than one concentration. Zinc nitrate
are supplied in formulations with an active ingredient (Zn) concentration ranging
from 5.5% to 16%;
Granular and powdered fertilisers are supplied in 25kg or 50kg bags. LAN is mostly
supplied in 50kg bags. In the case such as the example above, ten 50 kg bags, i.e.
500 kg of fertiliser will be collected from the store. Half a bag should be left after the
application, and this should be returned to the store and sealed properly for future
use. When collecting fertiliser from the store, check that there are no half-used bags
that should be used first.
Once the correct fertiliser and its concentration are confirmed, the instruction to load
the required number of bags or containers can be executed.
4.5 Preparing fertilisers

Granular and powdered fertilisers seldom need preparation before application. For
manual application, fertiliser bags or containers are transported to the orchards and
the required number of bags is off-loaded at each orchard.
For fertigation and foliar applications, the fertiliser is merely mixed with the amount
of water prescribed in the fertilisation program.
When applied to field crops the fertiliser is either applied through the irrigation
system (fertigation) for vegetables and pivot systems, or in granular form by hand or
using spreaders.

38
4.6 Measuring fertilisers

It is important to apply the correct amount of fertiliser, because, apart from the cost
implication, over-application can be as harmful to the tree as under-application.
In the case of manual application, the amount of powdered or granular fertiliser that
is to be applied is normally stated on the fertilisation program in g/tree. This
prescribed mass per tree cannot be weighed for every tree, as this would take a long
time and be unproductive. Follow the steps below:
Carefully weigh the prescribed mass of fertiliser;
Determine the volume of the mass of fertiliser;
Make scoops to hold the exact volume of fertiliser that is required, by for
instance cutting used oil or canned fruit tins to the correct size. Apply one or
two scoops of the specified fertiliser.
In the case of fertigation and foliar applications, the liquid or powdered fertilisers are
measured or weighed carefully and added to the prescribed amount of water.
4.7 Applying fertilisers
The feeder-roots of a orchard trees are concentrated in the area around the trunk of
the tree. This is normally the area, which is wetted during irrigation.
Fertilisers are applied manually in the following manner:
Irrigate the orchard for about 30minutes before application to demarcate the
area in which the feeder-roots grow;
Scoop the required amount of fertiliser from the bag;
Spread the fertiliser evenly on the wetted area, with little or no fertiliser
against the trunk of the tree.

Activity 4 at the ..........................................
end of the ..........................................
session
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
.........................................

39
4
Calculation. My Name:
Identify and research. ..................
My Workplace:
..................
My ID Number:
SO 1 AC 1-3
...................
4.1 The returned nutrient analysis suggests that the land require 185 kg of
nitrogen, 37 kg of phosphate and 185 kg of potassium per hectare. Now
draw up the ratios and decide between the two lots of fertiliser (2:3:2 (22)
and 5:1:5 (25)) which one would best suit your need. And how many 50 kg
bags you would require.
Show all calculations and make short notes on what was done write it in
the Learner Guide.
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4.2 Making use of the information in Activity 1.1, work out how many kg of
organic fertiliser would be required for the area. Remember that compost
needs to be applied at about 30000 kg per hectare to supply an equivalent
amount of 2:3:2 (26%).
Show all calculations and make short notes on what was done write it in
the Learner Guide.
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40
4.3 Go to the fertilizer shed and collect the following bags of commercial
fertilizers:
Limestone ammonium nitrate (28%)
Potassium chloride (50%)
Super-phosphate (21%)
2:3:2 (22%)
Measure out 630 g of each type of commercial fertilizer with the aid of:
A food tin which contained baked beans/Pilchards fish or any other type
of food stuff weighing 210 g,
A measuring scale.
How accurately is using a food tin instead of a measuring scale?
Write short notes in your Learner Guide on what was done and also the
outcome of the two ways of measuring.
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41

Concept (SO1)
Identify the appropriate nutrients

for a specific context is
demonstrated.
Prepare and collect the correct

amount of the appropriate
nutrients from the storage area of
an agricultural production
environment is demonstrated (in
the case of conventional systems,
this would involve selecting the
appropriate fertiliser; for organic
systems it would involve storing
manure optimally and making
compost with due understanding of
the processes outlined in the NQF
1 unit standard).
Measure the required amount of

soil nutrient accurately is
demonstrated.
My Notes
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42
Am I ready for my test?

Check your plan carefully to make sure that you prepare in good time.
You have to be found competent by a qualified assessor to be declared
competent.
Inform the assessor if you have any special needs or requirements before the
agreed date for the test to be completed. You might, for example, require an
interpreter to translate the questions to your mother tongue, or you might need
to take this test orally.
Use this worksheet to help you prepare for the test. These are examples of
possible questions that might appear in the test. All the information you need
was taught in the classroom and can be found in the learner guide that you
received.
1. I am sure of this and understand it well
2. I am unsure of this and need to ask the Facilitator or Assessor to explain what it means
Questions 1. I am sure 2. I am unsure
1. Did you find it difficult to identify the different

commercial fertilizers (Activity 4.3)? If yes, what
problem(s) did you experience?
2. Did you find it difficult to measure the different

commercial fertilizers (Activity 4.3)? If yes, what
problem(s) did you experience?
3. Were you able to calculate the required amounts of

commercial and organic fertilizer (Activity 4.1 and
4.2)? If not, what problem(s) did you experience?
4. Identify the tools necessary to apply nutrients to

the crop field. Give some safety tips in handling and
applying fertilizers.
5. Explain the steps in taking a representative soil

sample. From going to the field till sending off the
soil sample for analysis.
6. What instruments can be used in the taking of soil

samples. How would you care for these
instruments?
7. Explain the steps in taking a representative plant

sample. From going to the field till sending off the
plant sample for analysis.

43
Questions 1. I am sure 2. I am unsure
8. What other information should also be collected,

which can be used when interpreting soil and plant
analyses data? How can this information affect your
interpretation?
9. Define soil structure. What is the importance of soil

structure in crop production?
10. Explain the steps used in a simple test for

determining soil structure, whilst in the crop field.
11. Define soil texture. Give the different texture

classes. What is the importance of soil texture in
crop production?
12. Describe step by step how you would determine

soil texture, whilst in the crop field?
13. Describe the method you would use to determine

the soil texture in a laboratory.
14. Define macro plant nutrients. Name the main

macro-nutrients and give the functions of each in a
plant.
15. Define trace (micro) plant nutrients. Name the

important trace nutrients.
16. Define nutrient deficiency. Did you have a problem

in identifying nutrient deficiencies on the crop
plant? If yes explain why.
17. Define nutrient toxicity. What causes toxicities and

how can you rectify the problem?
18. Explain the difference between commercial and

organic fertilizers. Which of these would you
recommend for use and why?
My Notes
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................

44
Checklist for practical assessment

Use the checklist below to help you prepare for the part of the practical
assessment when you are observed on the attitudes and attributes that you need
to have to be found competent for this learning module.
Answer Motivate your Answer

Observations
Yes or No (Give examples, reasons, etc.)
Can you identify problems and deficiencies

correctly?
Are you able to work well in a team?
Do you work in an organised and

systematic way while performing all tasks
and tests?
Are you able to collect the correct and

appropriate information and / or samples
as per the instructions and procedures that
you were taught?
Are you able to communicate your

knowledge orally and in writing, in such a
way that you show what knowledge you
have gained?
Can you base your tasks and answers on

scientific knowledge that you have learnt?
Are you able to show and perform the

tasks required correctly?
Are you able to link the knowledge, skills

and attitudes that you have learnt in this
module of learning to specific duties in
your job or in the community where you
live?
The assessor will complete a checklist that gives details of the points that are
checked and assessed by the assessor.
The assessor will write commentary and feedback on that checklist. They will
discuss all commentary and feedback with you.
You will be asked to give your own feedback and to sign this document.
It will be placed together with this completed guide in a file as part
of you portfolio of evidence.
The assessor will give you feedback on the test and guide you if there are
areas in which you still need further development.

45
Paperwork to be done
Please assist the assessor by filling in this form and then sign as instructed.
Learner Information Form
Unit Standard 116053
Program Date(s)
Assessment Date(s)
Surname
First Name
Learner ID / SETA
Registration
Number
Job / Role Title
Home Language
Gender: Male: Female:
Race: African: Coloured: Indian/Asian: White:
Employment: Permanent: Non-permanent:
Disabled Yes: No:
Date of Birth
ID Number
Contact Telephone
Numbers
Email Address
Signature:
Postal Address

46
Glossary
Term Description
The process by which air in the soil is replaced by air from the
Aeration
atmosphere
The environmental condition in which oxygen is not deficient for

Aerobic
chemical, physical or biological processes
The environmental condition in which oxygen is deficient for chemical,

Anaerobic
physical or biological processes
The part (ion) of a molecule like (KNO3) with a negative charge (NO3-)
Anion
A kind of drill used as a tool for making holes in the ground or taking soil
Auger
samples
The part (ion) of a molecule like Potassium Nitrate (KNO3) with a

Catione
positive charge (K+)
Cation-exchange A measure of the total amount of exchangeable cationes (like K+) that
capacity the soil can hold
A condition in which a plant or part of a plant turns light green because

Chlorosis
of poor chlorophyll development resulting from disease or poor nutrition
To soil, stain or infect through introduction of undesirable elements by

Contamination
means of contact or association
Electrical The transmission or flow of an electric impulse or current through the

Conductivity soil
The process of applying fertilisers that are dissolved in the irrigation

Fertigation
water
Foliar fertilisers Fertilisers that are dissolved in water and applied to the leaves
Midrib The main vein of a leaf
Death of whole plant or areas on the plant associated with injury,

Necrosis
disease or dehydration
Nutrient A process applied to determine the presence and amount of nutrients in

analyses a soil or leaf sample
Elements essential for plant growth like K+ and NO3-

Nutrients

47
Term Description
The amount or degree that is most favourable to a particular act or

Optimal
process
A smaller portion or individual representing a large quantity or

Representative
population
The opposition offered to the passing of a steady electric current trough

Resistance
a substance like soil
The percentage of water remaining in the soil two or three days after
Soil field water
having been saturated and after drainage due to gravity has practically
capacity
ceased
Soil pore size The size of the openings (pores) between adjacent soil particles
The arrangement of primary soil particles (clay and silt) into secondary
Soil Structure
units or peds with specific size or shape
Soil texture The relative percentage of sand, silt or clay in a soil
Top dressing Applying fertiliser on top the ground close to the root system of plants
Water holding The percentage of water retained by the soil particles after the excess
capacity water from the pores between particles has leached out
Bibliography
Books:
CHAPMAN, H. D. 1968: The Mineral Nutrition of Citrus: Chapter 3 in The
Citrus Industry, Volume 2 Univ. California, Division of Agriculture
COETZEE, J.G.K.: Fertilisation of Citrus: Volume 2 in Production Guideline for

Export Citrus, published by Citrus Research International
FSSA, 1999: Fertiliser Handbook: Published by the FSSA, P O Box 75510,

Lynwood Ridge, 0040
ITSC: Pamphlet numbers B3, E4, E5, E6, E7 and E8 in The Cultivation of Citrus,
Private Bag X11208, Nelspruit, 1200

48
Terms & Conditions

This material was developed with public funding and for that reason this material
is available at no charge from the AgriSETA website (www.agriseta.co.za).
Users are free to produce and adapt this material to the

maximum benefit of the learner.
No user is allowed to sell this material whatsoever.
Acknowledgements
Project Management:
M H Chalken Consulting
IMPETUS Consulting and Skills Development
Developer:
Prof P J Robbertse
Donors:
Citrus Academy
Authenticator:
Dr D Marais
Technical Editing:
Mr R H Meinhardt
OBE Formatting:
Ms B Enslin
Design:
Didacsa Design SA (Pty) Ltd
Layout:
Ms P van Dalen

All qualifications and unit standards registered on the National Qualifications Framework are
public property. Thus the only payment that can be made for them is for service and
reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted,
the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD:
SAQA US ID UNIT STANDARD TITLE

116053 Understand basic soil fertility and plant nutrition
SGB NAME NSB PROVIDER NAME
SGB Primary NSB 01-Agriculture and Nature
Agriculture Conservation
FIELD SUBFIELD
Agriculture and Nature Conservation Primary Agriculture
ABET BAND UNIT STANDARD TYPE NQF LEVEL CREDITS
Undefined Regular Level 2 5
REGISTRATION REGISTRATION START DATE REGISTRATION END SAQA DECISION
STATUS DATE NUMBER
Registered 2004-10-13 2007-10-13 SAQA 0156/04
PURPOSE OF THE UNIT STANDARD

A learner achieving this unit standard will be able to apply basic soil nutrient preparations in a safe,
effective and responsible manner for the benefit of plant/crop growth with consideration to the
environment.
Learners will gain specific knowledge and skills in soil nutrient and preparation and will be able to operate
in a plant production environment implementing sustainable and economically viable production principles.
They will be capacitated to gain access to the mainstream agricultural sector, in plant production,
impacting directly on the sustainability of the sub-sector. The improvement in production technology will
also have a direct impact on the improvement of agricultural productivity of the sector.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that a learner attempting this unit standard will demonstrate competence against unit
standards or equivalent:
NQF 1: Fertilise soil and attend to basic plant nutrition.

< NQF 1: Collect agricultural data.
NQF 2: Demonstrate a basic understanding of the structure and functions of a plant.
UNIT STANDARD RANGE

Range statements are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must
however be comparable in scope and complexity. These are only as a general guide to scope and
complexity of what is required.
UNIT STANDARD OUTCOME HEADER

N/A
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Accurately prepare and measure the appropriate quantity and quality of required soil nutrient
preparations.
OUTCOME RANGE
Soil nutrient preparations refer to either agro-chemical or organic production methods. These can include
preparation of compost and liquid nutrients, management of lime, single or mixed fertilizers, or other
substances.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
The ability to identify the appropriate nutrients for a specific context is demonstrated.
The ability to prepare and collect the correct amount of the appropriate nutrients from the storage area of
an agricultural production environment is demonstrated (in the case of conventional systems, this would
involve selecting the appropriate fertiliser; for organic systems it would involve storing manure optimally
and making compost with due understanding of the processes outlined in the NQF 1 unit standard).
The ability to measure the required amount of soil nutrient accurately is demonstrated.
SPECIFIC OUTCOME 2
Take an appropriate sample for nutrient analysis.
OUTCOME RANGE
A sample refers, but is not limited to leaf, soil and fruit analysis samples.
ASSESSMENT CRITERIA
An appropriate sample is taken according to prescribed procedures.
The sample is labelled according to required procedures.
The sample is prepared and packaged according to specified procedures.
SPECIFIC OUTCOME 3
Understand the properties of soil and soil composition.
OUTCOME RANGE
Soil properties refer to the texture and structure, water holding and drainage capacity, and soil composition
in terms of silt/clay/gravel ratios. Soil composition refers to the basic mineral content of soil. These should
be related to the basic interaction between soil composition and productivity.
ASSESSMENT CRITERIA
Soil structure and texture are identified using elementary tests and observations, and based on this
information the learner is able to express an opinion on its condition and remediation.
The composition of soil based on elementary tests and observations is identified and, based on these
results, an opinion regarding the condition of the soil and its fertility requirements is demonstrated.
The role of minerals in soil health and how this relates to plant production is described.
SPECIFIC OUTCOME 4
Identify and interpret the basic symptoms of nutritional deficiencies in crops.
OUTCOME RANGE
Different crops may include (among others) field crops and horticultural crops. Macro elements may include
(among others) Nitrogen, Phosphorous Potassium and Calcium.
ASSESSMENT CRITERIA
The colour change on plant leaves, and/or fruit/ plant abnormalities, is interpreted and related to the
specific macro-element deficiencies compared with healthy plants.
Steps are taken (or explain the steps needed) to rectify basic deficiencies.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

The assessment of qualifying learners against this standard should meet the requirements of established
assessment principles.
It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in
which the qualifying learners are working. These activities and tools may include an appropriate
combination of self-assessment and peer assessment, formative and summative assessment, portfolios and
observations etc.
The assessment should ensure that all the specific outcomes; critical cross-field outcomes and essential
embedded knowledge are assessed.
The specific outcomes must be assessed through observation of performance. Supporting evidence should
be used to prove competence of specific outcomes only when they are not clearly seen in the actual
performance.
Essential embedded knowledge must be assessed in its own right, through oral or written evidence and
cannot be assessed only by being observed.
The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a
qualifying learner is able to explain the essential embedded knowledge but is unable to perform the specific
outcomes, they should not be assessed as competent. Similarly, if a qualifying learner is able to perform
the specific outcomes but is unable to explain or justify their performance in terms of the essential
embedded knowledge, then they should not be assessed as competent.
Evidence of the specified critical cross-field outcomes should be found both in performance and in the
essential embedded knowledge.
Performance of specific outcomes must actively affirm target groups of qualifying learners, not unfairly
discriminate against them. Qualifying learners should be able to justify their performance in terms of these
values.
Anyone assessing a learner against this unit standard must be registered as an assessor with the
relevant ETQA.
Any institution offering learning that will enable achievement of this unit standard or assessing this unit
standard must be accredited as a provider with the relevant ETQA.
Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines
in the relevant qualification and the agreed ETQA procedures.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The person is able to demonstrate a basic knowledge of:
Fertilisers, mixtures, single, etc. if appropriate.

Nutrient sources such as organic, compost, etc.
Soil conservation.
Soil preparation and improvement.
Basic ecological principles.
Sampling (soil, leaf, and fruit).
Basic soil properties.
UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A
UNIT STANDARD LINKAGES

N/A
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING

Problem Solving: Relates to all specific outcomes.
UNIT STANDARD CCFO WORKING

Teamwork: Relates to all specific outcomes.
UNIT STANDARD CCFO ORGANIZING

Self-management: Relates to all specific outcomes.
UNIT STANDARD CCFO COLLECTING

Interpreting Information: Relates to all specific outcomes.
UNIT STANDARD CCFO COMMUNICATING

Communication: Relates to all specific outcomes.
UNIT STANDARD CCFO SCIENCE

Use Science and Technology: Relates to all specific outcomes.
UNIT STANDARD CCFO DEMONSTRATING

The world as a set of related systems: Relates to all specific outcomes.
UNIT STANDARD CCFO CONTRIBUTING

Self-development: Relates to all specific outcomes.
UNIT STANDARD ASSESSOR CRITERIA

N/A
UNIT STANDARD NOTES

N/A
All qualifications and unit standards registered on the National Qualifications Framework are public property. Thus the only
payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is
reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

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NQF Level: 2 US No: 116053

Pick one Pick one

Pick one Pick one

Title: Understand basic soil fertility and plant nutrition

US No: 116053 NQF Level: 2 Credits: 5

Title ID Number NQF Level Credits Mark

Are you enrolled in a: Y N

Version: 01 Version Date: July 2006

What is assessment all about?

How to use the activity sheets

It is important that you ask questions and participate as much as possible in

Your facilitator should identify sources of information to complete these

Enjoy this learning experience!

How to use this guide

Examples of certain The following box indicates a summary of

Version: 01 Version Date: July 2006

What are we going to learn?

Learning Outcomes ........................................................................................ 6

What do I need to know? .............................................................................. 6

Session 1: The properties and structure of soil ....................... 7

Session 2: The role of minerals in soil health .............................................. 19

Session 3: The basic symptoms of nutritional deficiencies ......................... 27

Session 4: Procedures for the preparation of nutrients ............................. 34

Am I ready for my test? ............................................................. 42

Checklist for Practical assessment ............................................ 44

Paperwork to be done ............................................................... 45

Terms and Conditions ................................................................. 48

SAQA Unit Standard

Version: 01 Version Date: July 2006

What will I be able to do?

What do I need to know?

NQF 1: Collect agricultural data.

NQF 2: Demonstrate a basic understanding of the structure and functions of

Version: 01 Version Date: July 2006

In this session we explore the following concepts:

Soil structure and soil texture.

1.1 The importance of soil in crop

Version: 01 Version Date: July 2006

1.2 Soil structure and soil texture

Physical Soil Properties

The most important physical properties of soils are:

Soil texture is generally determined in a laboratory, but can be estimated fairly

Take about 50g soil;

Add water to wet the soil;

Knead the soil into a thick paste;

Shape the soil sausage into a circle.

Version: 01 Version Date: July 2006

The soil textural class can then be determined as follows:

Textural Class Shape of Sausage Clay Content Illustration

It is not possible to roll a

The sausage can be bent

The sausage can be bent

The sausage can be bent

The sausage can be bend

Version: 01 Version Date: July 2006

Structural Unit Description Illustration

This is usually the case in sandy soils

Plate-like The natural cracks are horizontal.

The vertical cracks are better displayed