The Future in Plants Plant6 Connections
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Integrated Pest Management (IPM) Strategies for Greenhouse Hydroponic Production of Berry Crops
Integrated Pest Management (IPM) Strategies for Greenhouse Hydroponic Production of Berry Crops A report for By Wade Mann 2015 Australian Nuffield Farming Scholar December 2016 Nuffield Australia Project No: 1520 Sponsored by: © 2013 Nuffield Australia. All rights reserved. This publication has been prepared in good faith on the basis of information available at the date of publication without any independent verification. Nuffield Australia does not guarantee or warrant the accuracy, reliability, completeness of currency of the information in this publication nor its usefulness in achieving any purpose. Readers are responsible for assessing the relevance and accuracy of the content of this publication. Nuffield Australia will not be liable for any loss, damage, cost or expense incurred or arising by reason of any person using or relying on the information in this publication. Products may be identified by proprietary or trade names to help readers identify particular types of products but this is not, and is not intended to be, an endorsement or recommendation of any product or manufacturer referred to. Other products may perform as well or better than those specifically referred to. This publication is copyright. However, Nuffield Australia encourages wide dissemination of its research, providing the organisation is clearly acknowledged. For any enquiries concerning reproduction or acknowledgement contact the Publications Manager on phone: (02) 94639229. Scholar Contact Details Wade Mann Roses 2 Go Pty Ltd P O Box 4504 Lake Haven NSW 2263 Mobile : +61 404 913 209 Email: [email protected] In submitting this report, the Scholar has agreed to Nuffield Australia publishing this material in its edited form. -
Economic Evaluation of Hydroponics and Other Treatment Options for Phosphorus Removal in Aquaculture Effluent Paul R
Economic Evaluation of Hydroponics and Other Treatment Options for Phosphorus Removal in Aquaculture Effluent Paul R. Adler1 U.S. Department of Agriculture–Agricultural Research Service, 45 Wiltshire Road, Kearneysville, WV 25430-9802 Jayson K. Harper Department of Agricultural Economics and Rural Sociology, The Pennsylvania State University, 214-A Armsby Building, University Park, PA 16802 Fumiomi Takeda U.S. Department of Agriculture–Agricultural Research Service, 45 Wiltshire Road, Kearneysville, WV 25430-9802 Edward M. Wade and Steven T. Summerfelt The Conservation Fund’s Freshwater Institute, P.O. Box 1889, Shepherdstown, WV 25443 Consumer demand for fish has been in- these nutrients from wastewater is an impor- an aquaculture effluent. Thin-film technology creasing despite declining ocean fish catches. tant operation because these compounds play is a hydroponic crop production system in Aquaculture, the cultivation of freshwater and a critical role in eutrophication. Emphasis has which plants grow in water that flows continu- marine plants and animals, is one of the fastest been placed on phosphorus removal for two ously as a thin-film over their roots. Water growing segments of U.S. agriculture. In the reasons: 1) phosphorus is often the most criti- flow across the roots decreases the stagnant period from 1987 to 1992, sales of farm-raised cal nutrient in eutrophication of freshwater; boundary layer surrounding each root, thus trout increased by almost 20% to over $80 and 2) nitrogen removal processes are less enhancing the mass transfer of nutrients to the million in the United States (Terlizzi et al., efficient and more expensive (Ramalho, 1983). root surface and permitting crops to maintain 1995). -
H a R L E S D E N Town Garden Hub
H A R L E S D E N Town Garden Hub StorpWeber Architecture THIS COMMUNITY GARDEN HAS BEEN CREATED THROUGH “ THE HARD WORK AND GENEROSITY OF LOCAL VOLUNTEERS, CHARITIES AND FUNDERS. THE MAIN AIM FOR THE GARDEN IS TO PROMOTE HEALTH AND WELL-BEING TO THE LOCAL COMMUNITY “ THROUGH EXERVISE AND FOOD GROWING, AS WELL AS TO ENSURE H A R L E S D E N 0TOWN GARDEN CLUB HOUSE1 THAT BIODIVERSITY FLOURISHES IN THIS URBAN ENVIRONMENT. Historic records show that garden nursery buildings dominated the site from around 1896-1935. These were then demolished to make way for the 32 do- mestic garages that were removed in 1980 to allow for an open space and play- ground. Unfortunately, in later years the park became a magnet for antisocial be- haviour and no longer was a welcoming space for the community…. until 2013, when a community consultation on how to improve the area - part funded by Catalyst housing association - was carried out by local homeless charity Lift. As a result of this consultation, the Friends of Harlesden Town Garden (FHTG) was formed – In partnership with Lift (Now Crisis Brent) and Brent Coun- cil - in order to help coordinate the park and to reintroduce a community as- set that offers something for everyone to enjoy: a play area for children, green lawn and wild flower area, multi-use games area and raised bed allotments. + Harlesden Town Garden is now well established and it will grow into a green sanctuary at the heart of the Harlesden. To extend the impact of the Gar- den onto the local community it is necessary to establish a base for group meeting, gardening workshops, community events and other gatherings. -
Aeroponics System of Cultivation in Horticultural Crops
Vol.1 Issue-1, September,2020 Aeroponics System of Cultivation in Horticultural Crops Deeptimayee Sahoo Ph.D Research Scholar Dept. of Vegetable Sciences, Orissa University of Agriculture and Technology, BBSR, Odisha-751003 Mail- [email protected] ARTICLE ID: 007 Population of earth is expected to rise by 3 billion people. It is estimated that approximately 109 hectares of additional traditional land will be needed to feed them. Only 80% of the Earth’s arable land is suitable for farming now. A greater quantity of hectares with optimum inputs is needed every day to feed the rising population. This chain of high priority problems requires an improvement in the management of the use of resources so that human consumption has the priority in its use. To solve the problems mentioned, new farming methods have been searched, one of them being aeroponics. With this technique, the plants are held by certain structures that are maintained in a way that the roots are sustained up in the air. Aeroponic literally means “growing in air.” An aeroponic system is medium-less in that the roots of the plant are free hanging inside an open root-zone atmosphere. Aeroponics structure supplies optimum levels of water, nutrients and air to the growing chamber. Aeroponics is the process of growing plants in an air or mist environment without use of soil or an aggregate media. The word aeroponic is derived from the Latin word ‘aero’ (air) and ‘ponic’ means labour (work). This is an alternative method of soil-less culture in growth-controlled environments. The aeroponic culture technique is an optional device of soil-less culture in growth-controlled environments such as greenhouses. -
Urban Agriculture, Which Has Been Advocated As Benefiting Individuals, Society, and the Natural Environment
Factors Influencing Peri-urban Residents’ Decisions to Adopt Gardening Innovations, Hat Yai District, Thailand Troy Santos A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Science in Agricultural Development Prince of Songkla University 2017 Copyright of Prince of Songkla University i Factors Influencing Peri-urban Residents’ Decisions to Adopt Gardening Innovations, Hat Yai District, Thailand Troy Santos A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Science in Agricultural Development Prince of Songkla University 2017 Copyright of Prince of Songkla University ii Thesis Title Factors Influencing Peri-urban Residents’ Decisions to Adopt Gardening Innovations, Hat Yai District, Thailand Author Mr. Troy Santos Major Program Agricultural Development _______________________________________________________________________________ Major Advisor Examining Committee: ......................................................... ...............................................Chairperson (Assoc. Prof. Dr. Somyot Thungwa) (Prof. Dr. Buncha Somboonsuke) ..................................................Committee Co-advisor (Assoc. Prof. Dr. Somyot Thungwa) ......................................................... ..................................................Committee (Dr. Kobchai Worrapimphong) (Dr. Kobchai Worrapimphong) ..................................................Committee (Dr. Cherdsak Kuaraksa) The Graduate School, Prince of Songkla University, has approved -
Plant Nutrition of the Cranberry Crop
17 PLANT NUTRITION OF THE CRANBERRY CROP Lloyd A. Peterson Horticulture Department University of Wisconsin-Madison The cranberry plant requires certain chemical elements which we refer to as plant nutrients for normal growth and development. Three of these elements (carbon, hydrogen, oxygen) come from air and water, and another 13 elements (nitrogen, phosphorus, potassium, calcium, magnesium, sulfur, zinc, boron, manganese, iron, copper, chloride, and molybdenum) are supplied by the soil and are absorbed into the plant by the root system. If any one of these 13 elements is not adequately supplied by the soil, it is necessary to supply the element of concern by fertilization. However for a majority of these elements, the soil supplies an adequate amount for normal growth, and as growers you need not be concerned with but a few of the elements. If a reasonable fertilizer program has been followed, fertility will very seldom be a problem. As growers it is important that a diagnostic procedure be available to evaluate the nutritional status of your crop. One procedure is leaf or tissue analysis. A tissue analysis can provide an almost complete listing of the soil supplied elements which allows for a good evaluation. For a perennial crop like cranberry, tissue analysis is a good diagnostic tool. For tissue analysis to be effective, it is essential that a set of standards for the nutrient elements be available for comparison to the elemental composition of field tissue samples. This comparison will assist in the determination of the absence or presence of a plant nutritional problem. A set of standards for a number of the nutrient elements was developed by Dr. -
Plant Nutrition
Plant Nutrition David Robson University of Illinois In early agricultural societies, it was observed that crop yields could be increased by adding animal manures or plant debris to soil. We continue this practice today with regular additions of organic matter. We have also learned that this simple practice provides a steady source of nutrients for plants, improves soil structure and tilth or looseness. Chemical sources through fertilizers have also been used to supply nutrients needed for plant growth and development. Elements Required By Plants Research has shown that 17 elements are necessary for most plants to grow and develop properly. Nine elements are used in relatively large quantities and they are referred to as major elements or macronutrients. The nine major elements are: Carbon (C) Hydrogen (H) Oxygen (O) Nitrogen (N) Phosphorus (P) Potassium (K) Calcium (C) Magnesium (Mg) Sulfur (S) The eight remaining elements are used by plants in small quantities and are called trace elements, minor elements, or micronutrients. Even though these minor elements are needed in small quantities, they are equally essential to plant growth and development. The micronutrients are: Boron (B) Zinc (Zn) Manganese (Mn) Copper (Cu) Molybdenum (Mo) Chlorine (Cl) Iron (Fe) Cobalt (Co) Carbon, hydrogen and oxygen are the three elements used in the largest amounts and are the building blocks for plant growth, forming carbohydrates (sugars and starches) and oxygen forming carbon dioxide and water. Carbon, hydrogen and oxygen are obtained mainly from the air and water. Nitrogen, phosphorus and potassium are considered the primary macronutrients. Calcium, magnesium and sulfur are classified as secondary macronutrients. -
Kids Growing With
4H192/4H PSL 21 Kids Growing with Florida 4-H Plant Science Curriculum Leader’s Guide CREDITS AND ACKNOWLEDGMENTS 4-H PLANT CONNECTIONS was developed through a team effort of the Department of Family, Youth and Community Sciences, Institute of Food and Agricultural Sciences, The Florida 4-H Youth Development Office and the Departments of Horticultural Sciences and Environmental Horticulture, University of Florida. Original publication date May 1997. Revised January 2015. Reviewed January 2019. The curriculum package was originally created by Janice Easton, Alachua County Extension Service, and Deborah J. Glauer, Extension Youth Development Specialist and Plant Science Design Team Leader, Department of Family, Youth and Community Sciences. Additional assistance was provided by Christy Poole and Lynne Schreiber, project assistants. Technical review and assistance was provided by the following members of the Cooperative Extension Service Plant Science Curriculum Design Team (FL 712): Dr. Robert Black, Associate Professor, Department of Environmental Horticulture; Dr. Jeffery Williamson, Associate Professor, Department of Horticultural Sciences; Mr. Jim Stephens, Professor, Department of Horticultural Sciences; Dr. Joy Cantrell Jordan, Associate Professor and 4-H Youth Development Curriculum Specialist; Ray Zerba, Clay County Extension Horticulture Agent; Linda Landrum, Volusia County Extension Horticulture Agent; Charles Fedunak, Lake County Extension Horticulture Agent; Bob Renner, Marion County Extension 4-H Agent; Cindy Higgins, Columbia County Extension 4-H Agent; and David Dinkens, Bradford County Extension Director. Reviews and revisions were completed by Dr. Sydney Park Brown, Associate Professor, Environmental Horticulture; Norma Samuel, Urban Horticulture-Agent II, Marion County; Dr. Paula Davis, 4-H Youth Development-Agent III, Bay County; and Dr. -
K/1 Curriculum Contents
K/1 Curriculum Contents Ecology Explorer Curriculum The Olbrich Explorer K/1 Ecology Explorer curriculum provides hands-on learning focused on ecosystems. Each activity includes detailed information sheets that will appear on the table with activity materials. Read the curriculum and share the Copy Pages with all chaperones prior to your field trip. Olbrich staff provides a program introduction, guided tours of the Gardens, and support for adult chaperones as they guide small groups through the hands-on activities. Enjoy! Garden Walk Olbrich’s educators lead students on a trek through the outdoor gardens, searching for the habitats of some of the plants and animals that live in Olbrich Gardens. Explorer Activities Bottle Gardens Use your HANDS! Make a tiny ecosystem in a bottle Observe your bottle garden back at school! Water Cycle Use your SENSES! Investigate water samples and discover the water cycle. Nature’s Recycling Use your EYES! Discover decomposition and what garbage has to do with it. Habitat Use your IMAGINATION! Design your own garden and match living things with their proper habitat Supplemental activities are included in the curriculum for use in your classroom before and after your visit to Olbrich Botanical Gardens. Olbrich Ecology Explorer Program 2006-K/1 Garden Walk Objective: Students experience the sights, sounds, feelings, and smells of a garden. Students learn to identify what living things need to survive by investigating different habitats in the garden. Students are encouraged to ask questions and to develop strategies for finding answers through observation and experiment. Method: Olbrich educators take students on a tour through Olbrich Gardens. -
Iron (Fe) Nutrition of Plants1 George Hochmuth2
SL353 Iron (Fe) Nutrition of Plants1 George Hochmuth2 Introduction are on the order of 10-15 molar (very low concentration). As pH increases by one unit, activity of Fe+++ decreases by Iron is one of 16 essential elements for plant growth and 1000-fold due to the formation of insoluble Fe +++hydroxide. reproduction (some scientists also consider nickel to be Under reducing conditions—addition of H+ or other essential, making 17 in total). Iron (Fe) is one of the most reductants—Fe solubility increases. Under such situations, abundant elements on the planet. In 1844, Eusebe Gris Fe can be adsorbed on soil as an exchangeable ion. showed that certain chlorosis in plants could be reversed by treating roots and leaves with iron solutions. Iron is a In certain soil situations, carbonate or sulfide compounds micronutrient and is required by plants in small amounts. may form with Fe. Commonly in waterlogged situations, Most annual plants have a requirement for Fe on the order ferric iron is reduced to the ferrous state. If sulfates also of 1 to 1.5 lb Fe per acre, compared with nitrogen (N) at 80 are abundant in the soil, these become oxygen sources for to 200 lb per acre. This publication provides information bacteria and black-colored ferrous sulfide is formed on plant nutrition and soil fertility for agricultural and urban plant production and management practitioners. The Where organic matter is present in soils, Fe may be present information should provide a detailed basic understanding in its reduced state as Fe++ in the soil solution or adsorbed of soil science and plant physiology for diagnosing and onto soil particle surfaces. -
Nutrient Management for Hydroponics
Eric Cook [email protected] 1 [email protected] 907-460-1316 Hydroponics NUTRIENT MANAGEMENT FOR HYDROPONICS Nutrient Delivery is Controlled in 2 Hydroponics u No complex Soil Chemistry u Controlled Nutrient Application u Standard media behavior u Less complex biological interactions u The plant only gets what you give it Fertilizer 3 u Premixed with Micronutrients or u Individual Chemicals Mixing Chemical by Chemical 4 u Specifically Tailored for your needs based on local water quality u Should minimize waste and create the most idea nutrient solution for ideal plant growth u More complicated and chances for errors u More adaptable for nutrient adjustments u Usually 2 or 3 Concentrate Tanks http://3.imimg.com/data3/NL/XE/MY-7044661/ nitrogen-fertilizer-500x500.png Example of using Elemental Fertilizers 5 Table 1 & 2 - Pepper Formulation Macronutrients Element Concentration (ppm) Fertilizer Source Macronutrients Fe 1.5-3.0 Iron Chelate (FeDTPA) NO3-N 190 Calcium Nitrate Calcium Nitrate/ Manganese Sulfate/ NH4-N 18 Mn 0.55 Ammonium Nitrate Manganese Chelate Monopotassium P 40 Phosphate Zinc Sulfate/ Monopotassium Zn 0.33 Zinc Chelate K 340 Phosphate/ Potassium Sulfate B 0.33 Boric Acid/Solubor Ca 170 Calcium Nitrate Cu 0.05 Copper Sulfate Mg 50 Magnesium Sulfate Potassium Sulfate/ Sodium or Ammonium Mo 0.05 SO4 360 Magnesium Sulfate Molybdate http://www.howardresh.com/hydroponic-culture-peppers2.html How do you know what and how 6 much to of each fertilizer to use? u Usually you send a water sample results to a company, who recommends a formula u There are programs u If you like chemistry, you can figure it out. -
Nparks A4 Brochure INST3
EDUCATIONAL INSTITUTIONS GROWING COMMUNITY GARDENS A garden leader’s guide to community garden projects Acknowledgements Special thanks to the following educational institutions: - Broadrick Secondary School - Edgefield Primary School - Hougang Primary School - ITE College East - Jurong Primary School - Temasek Secondary School Copyright This document will be reviewed periodically and changes may be made at any time. All rights reserved. No part of this work may be reproduced or copied in any form or by any means, electronic or mechanical including photocopying, without the permission of the copyright owners. National Parks Board, 2014 TABLE OF CONTENTS 01 INTRODUCTION 26 STEP 3: PLANT YOUR GARDEN - Community Gardens - Preparing Groundwork - About this Guide - Buying Plants, Gardening Materials - Support from NParks and Tools - Checklist for Community Garden Projects 03 ABOUT COMMUNITY IN BLOOM - Reaching Out 31 MANAGEMENT TIPS - Tips for Success 04 GET INSPIRED - Responsible Gardening – - Award-winning Community Gardens Health And Safety 11 GETTING STARTED 35 SUSTAINING INTEREST - Steps for Success - Activities - Garden Rules 12 STEP 1: GET PEOPLE - Garden Project Ideas - Form a Gardening Group and get Support 38 FEATURED GARDEN 1: - Organising a Sharing Session for HOUGANG PRIMARY SCHOOL the Participants 41 FEATURED GARDEN 2: 16 STEP 2: PLANNING YOUR GARDEN JURONG PRIMARY SCHOOL - Identifying a Suitable Site for the Garden 44 FEATURED GARDEN 3: - Getting the Scale Right TEMASEK SECONDARY SCHOOL - Selecting a Garden Theme - Selecting the Right Plants - Drawing your Garden Design - Examples of Garden Layout INTRODUCTION 01 INTRODUCTION Community Gardens Community gardens are where people come together to nurture, develop and sustain a lively green space in their estate.