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Basic Soil Science W
Basic Soil Science W. Lee Daniels See http://pubs.ext.vt.edu/430/430-350/430-350_pdf.pdf for more information on basic soils! [email protected]; 540-231-7175 http://www.cses.vt.edu/revegetation/ Well weathered A Horizon -- Topsoil (red, clayey) soil from the Piedmont of Virginia. This soil has formed from B Horizon - Subsoil long term weathering of granite into soil like materials. C Horizon (deeper) Native Forest Soil Leaf litter and roots (> 5 T/Ac/year are “bio- processed” to form humus, which is the dark black material seen in this topsoil layer. In the process, nutrients and energy are released to plant uptake and the higher food chain. These are the “natural soil cycles” that we attempt to manage today. Soil Profiles Soil profiles are two-dimensional slices or exposures of soils like we can view from a road cut or a soil pit. Soil profiles reveal soil horizons, which are fundamental genetic layers, weathered into underlying parent materials, in response to leaching and organic matter decomposition. Fig. 1.12 -- Soils develop horizons due to the combined process of (1) organic matter deposition and decomposition and (2) illuviation of clays, oxides and other mobile compounds downward with the wetting front. In moist environments (e.g. Virginia) free salts (Cl and SO4 ) are leached completely out of the profile, but they accumulate in desert soils. Master Horizons O A • O horizon E • A horizon • E horizon B • B horizon • C horizon C • R horizon R Master Horizons • O horizon o predominantly organic matter (litter and humus) • A horizon o organic carbon accumulation, some removal of clay • E horizon o zone of maximum removal (loss of OC, Fe, Mn, Al, clay…) • B horizon o forms below O, A, and E horizons o zone of maximum accumulation (clay, Fe, Al, CaC03, salts…) o most developed part of subsoil (structure, texture, color) o < 50% rock structure or thin bedding from water deposition Master Horizons • C horizon o little or no pedogenic alteration o unconsolidated parent material or soft bedrock o < 50% soil structure • R horizon o hard, continuous bedrock A vs. -
The Muencheberg Soil Quality Rating (SQR)
The Muencheberg Soil Quality Rating (SQR) FIELD MANUAL FOR DETECTING AND ASSESSING PROPERTIES AND LIMITATIONS OF SOILS FOR CROPPING AND GRAZING Lothar Mueller, Uwe Schindler, Axel Behrendt, Frank Eulenstein & Ralf Dannowski Leibniz-Zentrum fuer Agrarlandschaftsforschung (ZALF), Muencheberg, Germany with contributions of Sandro L. Schlindwein, University of St. Catarina, Florianopolis, Brasil T. Graham Shepherd, Nutri-Link, Palmerston North, New Zealand Elena Smolentseva, Russian Academy of Sciences, Institute of Soil Science and Agrochemistry (ISSA), Novosibirsk, Russia Jutta Rogasik, Federal Agricultural Research Centre (FAL), Institute of Plant Nutrition and Soil Science, Braunschweig, Germany 1 Draft, Nov. 2007 The Muencheberg Soil Quality Rating (SQR) FIELD MANUAL FOR DETECTING AND ASSESSING PROPERTIES AND LIMITATIONS OF SOILS FOR CROPPING AND GRAZING Lothar Mueller, Uwe Schindler, Axel Behrendt, Frank Eulenstein & Ralf Dannowski Leibniz-Centre for Agricultural Landscape Research (ZALF) e. V., Muencheberg, Germany with contributions of Sandro L. Schlindwein, University of St. Catarina, Florianopolis, Brasil T. Graham Shepherd, Nutri-Link, Palmerston North, New Zealand Elena Smolentseva, Russian Academy of Sciences, Institute of Soil Science and Agrochemistry (ISSA), Novosibirsk, Russia Jutta Rogasik, Federal Agricultural Research Centre (FAL), Institute of Plant Nutrition and Soil Science, Braunschweig, Germany 2 TABLE OF CONTENTS PAGE 1. Objectives 4 2. Concept 5 3. Procedure and scoring tables 7 3.1. Field procedure 7 3.2. Scoring of basic indicators 10 3.2.0. What are basic indicators? 10 3.2.1. Soil substrate 12 3.2.2. Depth of A horizon or depth of humic soil 14 3.2.3. Topsoil structure 15 3.2.4. Subsoil compaction 17 3.2.5. Rooting depth and depth of biological activity 19 3.2.6. -
Progressive and Regressive Soil Evolution Phases in the Anthropocene
Progressive and regressive soil evolution phases in the Anthropocene Manon Bajard, Jérôme Poulenard, Pierre Sabatier, Anne-Lise Develle, Charline Giguet- Covex, Jeremy Jacob, Christian Crouzet, Fernand David, Cécile Pignol, Fabien Arnaud Highlights • Lake sediment archives are used to reconstruct past soil evolution. • Erosion is quantified and the sediment geochemistry is compared to current soils. • We observed phases of greater erosion rates than soil formation rates. • These negative soil balance phases are defined as regressive pedogenesis phases. • During the Middle Ages, the erosion of increasingly deep horizons rejuvenated pedogenesis. Abstract Soils have a substantial role in the environment because they provide several ecosystem services such as food supply or carbon storage. Agricultural practices can modify soil properties and soil evolution processes, hence threatening these services. These modifications are poorly studied, and the resilience/adaptation times of soils to disruptions are unknown. Here, we study the evolution of pedogenetic processes and soil evolution phases (progressive or regressive) in response to human-induced erosion from a 4000-year lake sediment sequence (Lake La Thuile, French Alps). Erosion in this small lake catchment in the montane area is quantified from the terrigenous sediments that were trapped in the lake and compared to the soil formation rate. To access this quantification, soil processes evolution are deciphered from soil and sediment geochemistry comparison. Over the last 4000 years, first impacts on soils are recorded at approximately 1600 yr cal. BP, with the erosion of surface horizons exceeding 10 t·km− 2·yr− 1. Increasingly deep horizons were eroded with erosion accentuation during the Higher Middle Ages (1400–850 yr cal. -
Soil Texture Chart Chart the Soil Texture Chart Gives Names Associated with Various Combinations of Sand, Silt and Clay and Is Used to Classify the Texture of a Soil
Name: _________________________________ Soil Texture Directions: Read, highlight, and answer the schoology questions. Until now, we have spent our time defining soil. We know that soil comes from broken down rocks and minerals that have been weathered both mechanically and chemically. We also know that soil contains a variety of parts consisting of sand, soil, clay, and humus. But what is the best soil? I’m sure you are saying loam is the best. You are right, but what exactly is loam? To understand loam, we need to understand how three parts of soil come together. If I were to ask you to draw soil, it would probably look like the image to the right. Most would just draw a pile of dirt. As we are learning though, soil is much more complex than that. Sand, Silt and Clay One of the key ways that we characterize rocks is by texture. Remember that texture refers to how something feels. It can feel grainy, rough, or smooth. Larger particles feel rough while smaller particles feel smooth. For soil, we also use texture to help characterize the type. The texture of soil, just like rocks, refers to the size of the particles that make up the soil. The terms sand, silt, and clay refer to different sizes of the soil particles. Sand, being the larger size of particles, feels gritty. Silt, being moderate in size, has a smooth or floury texture. Clay, being the smaller size of particles, feels sticky. Look at the figure to the right. The size of the circle is relative to each size particle. -
A New Soil Quality Index (SQI) for Assessing Forest Soil Health
Soil Vital Signs: A New Soil Quality Index (SQI) for Assessing Forest Soil Health Michael C. Amacher, Katherine P. O’Neill, and Charles H. Perry May 2007 United States Forest Service Rocky Mountain Research Paper Department Research Station RMRS-RP-65WWW of Agriculture Amacher, Michael C.; O’Neil, Katherine P.; Perry, Charles H. 2007. Soil vital signs: A new Soil Quality Index (SQI) for assessing forest soil health. Res. Pap. RMRS-RP-65WWW. Fort Collins, CO: U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station. 12 p. Abstract __________________________________________ The Forest Inventory and Analysis (FIA) program measures a number of chemical and physical properties of soils to address specific questions about forest soil quality or health. We developed a new index of forest soil health, the soil quality index (SQI), that integrates 19 measured physical and chemical properties of forest soils into a single number that serves as the soil’s “vital sign” of overall soil quality. Regional and soil depth differences in SQI values due to differences in soil properties were observed. The SQI is a new tool for establishing baselines and detecting forest health trends. Keywords: forest soil health, Forest Inventory and Analysis, soil indicator database, soil quality index The Authors Michael C. Amacher is a research soil scientist with the Forest and Woodland Program Area at the Forestry Sciences Laboratory in Logan, UT. He holds a B.S. and a M.S. in chemistry and a Ph.D. in soil chemistry, all from The Pennsylvania State University. He joined the Rocky Mountain Research Station in 1989. -
Sustaining the Pedosphere: Establishing a Framework for Management, Utilzation and Restoration of Soils in Cultured Systems
Sustaining the Pedosphere: Establishing A Framework for Management, Utilzation and Restoration of Soils in Cultured Systems Eugene F. Kelly Colorado State University Outline •Introduction - Its our Problems – Life in the Fastlane - Ecological Nexus of Food-Water-Energy - Defining the Pedosphere •Framework for Management, Utilization & Restoration - Pedology and Critical Zone Science - Pedology Research Establishing the Range & Variability in Soils - Models for assessing human dimensions in ecosystems •Studies of Regional Importance Systems Approach - System Models for Agricultural Research - Soil Water - The Master Variable - Water Quality, Soil Management and Conservation Strategies •Concluding Remarks and Questions Living in a Sustainable Age or Life in the Fast Lane What do we know ? • There are key drivers across the planet that are forcing us to think and live differently. • The drivers are influencing our supplies of food, energy and water. • Science has helped us identify these drivers and our challenge is to come up with solutions Change has been most rapid over the last 50 years ! • In last 50 years we doubled population • World economy saw 7x increase • Food consumption increased 3x • Water consumption increased 3x • Fuel utilization increased 4x • More change over this period then all human history combined – we are at the inflection point in human history. • Planetary scale resources going away What are the major changes that we might be able to adjust ? • Land Use Change - the world is smaller • Food footprint is larger (40% of land used for Agriculture) • Water Use – 70% for food • Running out of atmosphere – used as as disposal for fossil fuels and other contaminants The Perfect Storm Increased Demand 50% by 2030 Energy Climate Change Demand up Demand up 50% by 2030 30% by 2030 Food Water 2D View of Pedosphere Hierarchal scales involving soil solid-phase components that combine to form horizons, profiles, local and regional landscapes, and the global pedosphere. -
Unit 2.3, Soil Biology and Ecology
2.3 Soil Biology and Ecology Introduction 85 Lecture 1: Soil Biology and Ecology 87 Demonstration 1: Organic Matter Decomposition in Litter Bags Instructor’s Demonstration Outline 101 Step-by-Step Instructions for Students 103 Demonstration 2: Soil Respiration Instructor’s Demonstration Outline 105 Step-by-Step Instructions for Students 107 Demonstration 3: Assessing Earthworm Populations as Indicators of Soil Quality Instructor’s Demonstration Outline 111 Step-by-Step Instructions for Students 113 Demonstration 4: Soil Arthropods Instructor’s Demonstration Outline 115 Assessment Questions and Key 117 Resources 119 Appendices 1. Major Organic Components of Typical Decomposer 121 Food Sources 2. Litter Bag Data Sheet 122 3. Litter Bag Data Sheet Example 123 4. Soil Respiration Data Sheet 124 5. Earthworm Data Sheet 125 6. Arthropod Data Sheet 126 Part 2 – 84 | Unit 2.3 Soil Biology & Ecology Introduction: Soil Biology & Ecology UNIT OVERVIEW MODES OF INSTRUCTION This unit introduces students to the > LECTURE (1 LECTURE, 1.5 HOURS) biological properties and ecosystem The lecture covers the basic biology and ecosystem pro- processes of agricultural soils. cesses of soils, focusing on ways to improve soil quality for organic farming and gardening systems. The lecture reviews the constituents of soils > DEMONSTRATION 1: ORGANIC MATTER DECOMPOSITION and the physical characteristics and soil (1.5 HOURS) ecosystem processes that can be managed to In Demonstration 1, students will learn how to assess the improve soil quality. Demonstrations and capacity of different soils to decompose organic matter. exercises introduce students to techniques Discussion questions ask students to reflect on what envi- used to assess the biological properties of ronmental and management factors might have influenced soils. -
Soil Carbon Losses Due to Increased Cloudiness in a High Arctic Tundra Watershed (Western Spitsbergen)
SOIL CARBON LOSSES DUE TO INCREASED CLOUDINESS IN A HIGH ARCTIC TUNDRA WATERSHED (WESTERN SPITSBERGEN) Christoph WŸthrich 1, Ingo Mšller 2 and Dietbert Thannheiser2 1. Department of Geography, University of Basel, Spalenring 145, CH-4055 Basel, Switzerland; e-mail: [email protected]. 2. Department of Geography, University of Hamburg, Bundesstr. 55, D-20146 Hamburg, Germany. Abstract Carbon pool and carbon flux measurements of different habitats were made in the high Arctic coastal tundra of Spitsbergen. The studied catchment was situated on the exposed west coast, where westerly winds produce daily precipitation in form of rain, drizzle and fog. The storage of organic carbon in the catchment of Eidembukta amounts to 5.98 kg C m-2, mainly within the lower horizons of deep soils. Between 5.2 - 23.6 % of the carbon pool is stored in plant material. During the cold and cloudy summer of 1996, net CO2 flux measure- ments showed carbon fluxes from soil to atmosphere even during the brightest hours of the day. We estimate -2 -1 that the coastal tundra of Spitsbergen lost carbon at a rate of 0.581 g C m d predominantly as CO2-C. Carbon loss (7.625 mg C m-2 d-1) as TOC in small tundra rivers accounts only for a small proportion (1.31 %) of the total carbon loss. Introduction tetragona, Betula nana, and Empetrum hermaphroditum might accompany warming on Spitsbergen (WŸthrich, Large terrestrial carbon pools are found in the peat- 1991; Thannheiser, 1994; Elvebakk and Spjelkavik, lands of the boreal and subpolar zones that cover in 1995). -
Part 618 – Soil Properties and Qualities
Title 430 – National Soil Survey Handbook Part 618 – Soil Properties and Qualities Subpart B – Exhibits 618.80 Guides for Estimating Risk of Corrosion Potential for Uncoated Steel Property Limits Low Moderate High •Very deep internal free water •Very deep internal free water •Very deep internal free Internal free water occurrence (or excessively occurrence (or well drained) water occurrence (or well occurrence class (or drained to well drained) coarse moderately fine textured soils; or drained) fine textured or drainage class) and general to medium textured soils; or •Deep internal free water stratified soils; or texture group 1/ 2/ •Deep internal free water occurrence (or moderately well •Deep internal free water occurrence (or moderately well drained) moderately coarse and occurrence (or moderately drained) coarse textured soils; medium textured soils; or well drained) moderately fine or •Moderately deep internal free and fine textured or stratified •Moderately deep internal free water occurrence (or somewhat soils; or water occurrence (or somewhat poorly drained) moderately •Moderately deep internal poorly drained) coarse textured coarse textured soils; or free water occurrence (or soils •Very shallow internal free water somewhat poorly drained) occurrence (or very poorly medium to fine textured or drained) soils with a stable high stratified soils; or water table •Shallow or very shallow internal free water occurrence (or poorly or very poorly drained) soils with a fluctuating water table Total acidity (cmol(+)/kg-1) <10 10-25 >25 3/ 4/ Conductivity of saturated <1 1-4 >4 extract (dS/m-1) 3/ 5/ 4-10 for saturated soils 6/ >10 for saturated soils 6/ Resistivity at saturation >5,000 2,000-5,000 <2,000 (ohm/cm) 1/ 7/ 1/ Based on data in the publication "Underground Corrosion," table 99, p.167, Circular 579, U.S. -
Soil Texture Key
Soil Texture Key Start Place some soil, about the size of an egg, in your palm. Add dry soil to soak up water Moisten with waterand knead until it feels like putty. yes yes Does soil remain in a no no no Is soil too dry? Is soil too wet? Sand ball when squeezed? yes Rub ball with thumb nail and note if rubbed surface shines. Place soil ball between thumb & forefinger gently pushing soil with thumb, squeezing it outward. Form a ribbon of uniform 1/8 inch thickness. Allow ribbon to emerge and extend over forefinger until it breaks under its own weight. Does the soil form a ribbon? If yes, how long? Loamy Sand no < less than 2 inch long 2 - 3 inches long; slight > 3 inches long; shines no shine when rubbed shine when rubbed when rubbed Excessively wet a pinch of soil in palm and rub with forefinger yes Sandy yes Does soil feel Sandy yes Does soil feel Sandy Does soil feel very gritty? loam very gritty? clay loam very gritty? Clay no no no Does soil feel Silty yes Does soil feel Silt yes Does soil feel Silty clay yes loam very smooth? loam very smooth? Clay very smooth? no no no Does soil feel Does soil feel Does soil feel yes Clay yes yes Loam slightly gritty Clay slightly gritty slightly gritty loam and smooth? and smooth? and smooth? Source: “Wetland Soils Genesis Hydrology, Landscape Classification” J.L. Richardson & M.J. Veprakas eds. 2001 Adapted from Thein, S.J. 1979. A flow diagram for teaching texture by-feel analysis. -
Course Agricultural Science II Unit Soil Science Lesson Soil Texture Estimated Time Two 50-Minute Blocks Student Outcome Explain the Importance of Soil Texture
Course Agricultural Science II Unit Soil Science Lesson Soil Texture Estimated Time Two 50-minute blocks Student Outcome Explain the importance of soil texture. Learning Objectives 1. Explain the term soil texture. 2. Identify the three major separates in fine earth. 3. Explain what the different soil textures are and how they are determined. 4. Explain what rock fragments are and how they are identified. 5. Explain the term pore space. 6. Describe the importance of pore space. 7. Explain the relationship between soil texture and pore space. 8. Describe how other factors are affected by soil texture. Grade Level Expectations Resources, Supplies & Equipment, and Supplemental Information Resources 1. PowerPoint Slides PPt 1 – Flowchart for Estimating Textural Class PPt 2 – Relative Sizes of Sand, Silt, and Clay PPt 3 – Textural Triangle PPt 4 – The Soil Triangle 2. Activity Sheet AS 1 – Are All Soil Particles the Same Size? 3. Minor, Paul E. Soil Science (Student Reference). University of Missouri-Columbia: Instructional Materials Laboratory, 1995. 4. Soil Science Curriculum Enhancement. University of Missouri-Columbia: Instructional Materials Laboratory, 2003. Supplies & Equipment See AS 1 for materials and equipment needed to complete the Activity Sheet. Ag Science II – Soil Science Soil Texture • Page 1 of 7 Supplemental Information 1. Internet Sites Horizon Properties: Soil Texture. Goddard Space Flight Center, NASA. Accessed May 15, 2008, from http://soil.gsfc.nasa.gov/pvg/texture1.htm. Soil Texture. Institute of Food and Agricultural Sciences Extension, University of Florida. Accessed May 15, 2008, from http://edis.ifas.ufl.edu/SS169. Soil Texture (animation showing what kind of soils are created from different silt, sand, and clay content levels). -
Willamette Valley Soil Quality Card Guide to Accompany the Willamette Valley Soil Quality Card, EM 8711
Willamette Valley Soil Quality Card Guide To accompany the Willamette Valley Soil Quality Card, EM 8711 EM 8710-E Reprinted February 2009 Contents Introduction ......................................................................................................................................3 Suggested assessment calendar ........................................................................................................4 Soil-quality indicators 1. Does the soil have good structure and tilth? ..........................................................................5 2. Is the soil free of compacted layers? ......................................................................................7 3. Is the soil worked easily? .......................................................................................................9 4. Is the soil full of living organisms? ......................................................................................11 5. Are earthworms abundant in the soil? .................................................................................13 6. Is plant residue present and decomposing? ..........................................................................15 7. Do crops/weeds appear healthy and vigorous? ....................................................................17 8. Do plant roots grow well? ....................................................................................................19 9. Does water infiltrate quickly? ..............................................................................................21