Topics in Agricultural Science
Problems of agricultural marketing Channels of agricural marketing Agricultural marketing: Stages of agricultural marketing Forest management practices in agriculture Forest management and importance of forest Agricultural ecology and farm ecosystem Components of farm ecosystem Soil formation in agricuture Economic empowerment through agricuture Management as a factor of production in agriculture Labor as a factor of production in agriculture Finance as a factor of production in agriculture Water as a factor of production in agriculture Land as a factor of production in agriculture Len Academy Agricultural Science midterm questions for JSS1, 2nd term Len Academy Agricultural Science midterm questions for jss2, 2nd term Clay soil explained with its types and characteristics Loamy soil explained with its characteristics Sandy soil: Characteristics of sandy soil and ways to make it fertile Soil explained with its compositionAcademic Questions in Agricultural Science
The ideal pH for the optimum growth of most agricultural crop is between _____.
A. 1 – 3.5
B. 4 – 5.5
C. 6 – 7.5
D. 8 – 9.5
E. 10 – 11.5
F. 12 – 13.5
People who go about their lives by raising and herding livestock such as cattle, sheep and goats are said to practice _____.
A. Pastoralism
B. Pasturalism
C. Herding
D. Herdsmen
E. Animalism
F. Anime Farming
The act of giving birth in pigs is called _____.
A. Calving
B. Piggery
C. Kidding
D. Farrowing
E. Calfing
F. Pigging
Which of the following is not a vegetable?
A. Cashew
B. Cocumber
C. Tomatoes
D. Carrot
E. Squash
F. Eggplant
All plants are crops.
A. True
B. False
In agriculture, macronutrients are essential nutrients required by plants. Which of the following is not a macronutrient?
A. Zinc
B. Sulphur
C. Calcium
D. Phosphorus
E. Potassium
F. Magnesium
Which of the following is false concerning micronutrients?
A. They are non-essential nutrients
B. They are required by plants in minute quantities
C. Iron is a micronutrient
D. Chlorine is a micronutrient
E. Copper is a micronutrient
F. Boron is a micronutrient
_____ is a term that describes the biological, chemical and cultural control tactics employed to make pest management economical, environmentally friendly and socially acceptable.
A. Integrated Pest Management
B. Integral Pest Management
C. International Pest Management
D. Inclusive Pest Management
E. Imbibed Pest Management
F. Inclusion Pest Management
Forests are vital ecosystems that provide a wealth of benefits to the planet, including habitats for wildlife, sources of clean air and water, and materials for construction and fuel. However, they are under constant threat from human activities and climate change. In this regard, effective forest management practices are essential for preserving these valuable resources.
This article provides a detailed overview on various practices, making it informative yet engaging for both students and teachers.
Please read an introduction to forest management and its importance here.
Forest management pracrices refers to the measures taken in order to control the usage and exploitation of forested land.
Forest management practices can be achieved via the setting up forest regulations (e.g, regulations on deforestation), reforestation and afforestation, forest thinning, sustainable harvesting, controlled burns, biodiversity conservation and community involvement. These are explained below:
Please read on tropical rainforest here.
One of the cornerstones of effective forest management is sustainable harvesting. This practice involves cutting down trees in a way that maintains the forest's ecological integrity.
Instead of clear-cutting, which removes all trees in an area, sustainable methods like selective logging are employed. This means only mature or diseased trees are harvested, while younger trees are left to grow. This approach not only helps preserve the ecosystem, but also ensures that forest resources are available for future generations.
You can read on the concept of commercial farming here.
Reforestation is the process of replanting trees in an area where forest cover had been lost, often due to logging or natural disasters. Afforestation, on the other hand, involves planting trees in areas that have not been forested for a long time.
Both practices are crucial for increasing biodiversity, improving soil quality, decreasing atmospheric pollution, and sequestering carbon dioxide.
Engaging students in local reforestation projects can be a fun way to learn about ecology and the importance of forests.
Please read agricultural terms and their meanings here.
Maintaining biodiversity is another key aspect of forest management. A healthy forest hosts a variety of plant and animal species, which contribute to ecosystem resilience.
Management practices may include creating wildlife corridors, protecting endangered species habitats, and controlling invasive species.
Please read on agricultural ecology and farm ecosystem here.
Educators can create interactive lessons about the different species within local forests and their roles in the ecosystem, fostering a deeper appreciation for nature.
Forest thinning is a technique used to manage densely populated tree stands. By removing weaker or overcrowded trees, the remaining trees have better access to sunlight, water, and nutrients, promoting healthier growth.
The practice of forest thinning reduces the risk of wildfires and insect infestations, which can devastate entire forests. In this regard, teachers can incorporate activities that show the impacts of thinning on forest health, using visuals or simulations to make it relatable.
Please read on types of agricultural practices here.
Perhaps surprisingly, fire can be a beneficial part of forest management. Controlled burns, or prescribed fires, are carefully planned fires set under specific conditions to reduce excess vegetation. This practice helps control pests, improves nutrient cycling in the soil, and prevents larger, uncontrollable wildfires.
Students might find it interesting to learn how fire, often seen as a destructive force, can be strategically used to promote forest health.
You can read on the importance of forest reserve in Nigeria here.
Successful forest management actively involves local communities. Engaging people who live near forests helps to promote and ensure practices that are sustainable within and around the forests.
Workshops, volunteer days for planting trees, and educational programs can empower communities to take action in preserving their local environments. Both students and teachers can participate in such initiatives, supporting hands-on learning experiences that instill a sense of responsibility towards the environment.
Please read on community service and its benefits here.
These are laws promulgated by government in the form of edicts, decrees and bye laws to prevent people from exploiting or perpetrating indiscriminate tapping of forest resources.
Forest regulations and laws are crucial in managing and protecting forest resources. They include the following:
The prohibition of bush burning
Ban on indiscriminate cutting of timber trees.
Encouraging people to plant trees.
Ban on random collection of leaves and firewood from the forest.
Ban or farming in forest reserves.
Ban on cutting down of underaged trees.
People are to obtain licences in order to secure permission to enable them cut down trees for human needs.
You can read key points in academics on various subjects here.
In summary, forest management is a multifaceted field vital to the health of our planet. By understanding and promoting practices like sustainable harvesting, reforestation, controlled burns, and biodiversity conservation, students and teachers can contribute to a healthier future.
With engaging activities and lessons, it’s possible to inspire a new generation to appreciate and protect our invaluable forests.
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Amazing facts in Agricultural Science
Cows technically have one stomach, not four. However, a cow's stomach has four compartments. These are: rumen, reticulum, omasum and abomasum
Peanuts are legumes and not nuts
Although plants neither see nor hear, they can recognize their siblings and even give them preferential treatments
Squirrels do plant more trees (through their actions) than an average human in their lifetime. They often hide their acorns and nuts underground and forget about them
Cows have got the ability to walk up stairs, but not down stairs
A group of cows is called a team, drove or herd.
People just prefer to call them herd
Notable points in Agricultural Science
Below are characteristics of gymnosperms:
Their seeds have cones that protect them.
Sepals and petals aren't present in their cones.
Stigma and style are absent.
They do not produce fruits. Only seeds are formed.
Companion cells are absent.
Sporophyll form the cones.
Anther and filament are absent.
The ovules are not present in the ovary.
Gymnosperms do not possess flowers.
Please read on the anatomical differences between gymnosperms and angiosperms here
The flower is the reproductive organ in plants' sexual reproduction. In order to achieve a successful sexual propagation or reproduction in plants, the floral parts of the flower are utilized.
The floral parts of a flower consists of the followings:
Sepals
Petals
Stamen
Carpel
The stamen is male portion of a plant. It consists of the anther and filament.
The carpel (or pistil) is the female portion of the plant. It consists of the stigma, style and ovary.
An organism will be considered a pest if it does one of the followings:
Attack crops and eat its seeds, roots, stem, leaves and flowers. Examples are locust and grasshoppers.
Cause damage to stored food, fruits or other agricultural produce. Some may even urinate or deaficate on these products. Examples are rodents, cockroaches and mice.
Attack and kill farm animals like goats, sheep and cattle. Examples are foxes, wild cats and snakes.
Act as disease vectors. A vector is an organism that carries parasite and other disease causing organisms, without being affected; but when they introduce the parasites into their host, such host becomes infected with disease. Examples of vectors are rodents and mosquitoes.
Below are the classification of crops based on their uses:
Oil crops
Vegetable crops
Latex crops
Drug and Medicinal crops
Beverage crops
Fibre crops
Fruit crops
Root and Tubers
Legumes
Spices
Cereals
All crops are plants but not all plants are crops. Below are some instances:
Weeds are considered as plants, not crops.
Parasitic plants are not necessarily crops. Examples of parasitic plants include mistletoe, corpse flower and striga.
Carnivorous or insectivorous plants are not necessarily crops. Examples are sundew, venus flytrap and pitcher plant. The image below shows a carnivorous plant (venus flytrap).
Meanwhile, always understand that all crops are plants, and they are grown for food, money or something beneficial.