NQF Level: 2 US No: 116080

Learner Guide
Primary Agriculture

M o ni t o r , Co l l e c t
a nd Co l l a t e
Ag r i c u l t u r a l D a t a

My name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Company: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Commodity: . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . . .

The availability of this product is due to the financial support of the National
Department of Agriculture and the AgriSETA. Terms and conditions apply.
 Monitor, collect and collate agricultural data
2
Primary Agriculture NQF Level 2 Unit Standard No: 116080

B ef o r e we st ar t …

Dear Learner - This Learner Guide contains all the information to acquire all the
knowledge and skills leading to the unit standard:

Title: Monitor, Collect and Collate Agricultural Data

US No: 116080 NQF Level: 2 Credits: 2

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 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

 Monitor, collect and collate agricultural data
3
Primary Agriculture NQF Level 2 Unit Standard No: 116080

Wh at is assessmen t all ab o u t ?
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.

H o w t o u se t h e ac t iv it y sh eet s…
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.

E n j oy t h i s l e a r n i n g e xp e r i e n c e !
Version: 01 Version Date: July 2006
 Monitor, collect and collate agricultural data
4
Primary Agriculture NQF Level 2 Unit Standard No: 116080

H o w t o u se t h is g u id e …
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
help you contextualise you 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.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
5
Primary Agriculture NQF Level 2 Unit Standard No: 116080

Wh at ar e we g o in g t o lear n ?
What will I be able to do? ............................................................................. 6

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

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

Introduction – Let’s talk about agricultural data collection ......................... 8

Session 1: Elementary methods of data collection ................….................. 10

Session 2: Collate data ................................................................................ 30

Session 3: Record collated data and create a report ....…………................. 41

Session 4: Health & Safety Measures applicable to data collection ........... 47

Am I ready for my test? ............................................................. 55

Checklist for Practical assessment ............................................ 56

Paperwork to be done ............................................................... 57

Glossary.…………………………………………………………………….. 58
Bibliography .............................................................................. 58

Terms & Conditions .................................................................... 59

Acknowledgements .................................................................... 59

SAQA Unit Standard

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
6
Primary Agriculture NQF Level 2 Unit Standard No: 116080

Wh at will I b e ab le t o d o ?
When you have achieved this unit standard, you will be able to:

Identify the sources of information and collect data from a limited range of
sources.
Identify the appropriate method of collating data and see that all relevant
data is identified.
Correctly count and add data.

Select the appropriate method of collating the data and identify all relevant
data.

Identify the required reporting format and correctly complete the report, while
reporting on deviations and problems identified in the collation of the data.

Explain and apply health and safety measures applicable to the collection
method and equipment used, and be able to se the appropriate protective
garments and equipment.
To apply the appropriate hygiene measures throughout the process of
collection.

Wh at d o I n eed t o kn o w?
It is assumed that a learner attempting this unit standard will demonstrate
competence against unit standards:
NQF 1: Collect Agricultural Data.

NQF 1: Demonstrate an understanding of the basic concepts of sustainable

farming systems.

L ear n in g O u t c o mes…
At the end of this learning module, you must is able to demonstrate a
basic knowledge and understanding of:

The names and functions of various data collection tools and equipment.

The names and functions of the sources of the data.

The purpose of accurate data collection.

The procedures of different methods of data collection.

Elementary communication.

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
7
Primary Agriculture NQF Level 2 Unit Standard No: 116080

A basic knowledge of health and safety regulations

Elementary teamwork.

Elementary supervisory skills.

Elementary health and safety techniques.

Different methods of recording data.

Different methods of presenting data.

The descriptions and properties of the source of the data being collected.

The description and properties of the data collection equipment.

Sensory cues related to the measurement of the data, the data collection
equipment and the source of the data.

The purpose for learning about Information technology.

The purpose of the data being collected.

The correct procedures for collecting the data.

All relevant rules, laws and regulations related to the source of the data and
the data itself.

The relationship between the data and information generated by it.

The specific Animal production or plant production or business practice or

agricultural practice that the data collection procedure refers to.

Identify and collect the required data.

Collate the collected data.

Record collated data and create a report in the required format.

Apply health and safety measures applicable to the collection method and
equipment used.

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
8
Primary Agriculture NQF Level 2 Unit Standard No: 116080

In t r o d u c t io n - L et ’ s t alk ab o u t A g r ic u lt u r al
D at a C o llec t io n !

What is Agricultural Data?

Agricultural Data Collection: The process of gathering information, such as profit

margins per cultivar, pest and disease infestations,
weather and climatic information, rainfall, costs,
economic conditions – and analysing it to be able to find
patterns that will help us work more efficiently,
sustainably and profitably on a farm.

What kinds of data do we collect?

Occurrence of pest and disease infestations.

Weather and climatic information – year on year.

Rainfall & Soil sample data.

Costs of agricultural inputs.

Yield data.

Prevailing economic conditions in the sector, country and internationally.

Production costs per crop.

Soil and fertilisation costs and applications.

Pest and Weed Control application programs and statistics.

Non-target species data.

Crop quality margins.

Agronomic data.

Profit margins per cultivar / per crop / per block / per orchard / per
Hectare.
Agricultural photographic data.

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
9
Primary Agriculture NQF Level 2 Unit Standard No: 116080

The reasons why we would collect Agricultural Data

We collect agricultural data in order to gather information on
the patterns and processes of the environment. Patterns of
the environment include rainfall, climate, dry cycles, original
vegetation, seasons, movement patterns of animals, etc.
Processes of the biophysical environment include the
interaction and the relationship between food webs, human
activities, soil, climate, water, plants, animals and solar energy.

It is always useful to have detailed records and data. This will

help us to ensure that we make optimum decisions in order to
maximise profits, production and quality, whilst keeping risks
and problems to a minimum.

My Notes …
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
10
Primary Agriculture NQF Level 2 Unit Standard No: 116080

S e s s i on 1 E l e me n t a r y m e t h od s of
d a t a c ol l e c t i on
After completing this session, you should be able to:
SO 1: Identify and collect the required data.

In this session we explore the following concepts:

The different elementary methods of data collection in Agriculture:

• Interpreting a gauge. • Measuring.

• Observing. • Collecting samples.

• Counting. • Scouting.

• Monitoring

The advantages and disadvantages of different methods of specific

data collection.

Please complete My Notes …

Activity 1 at the .........................................
end of the . ........................................
session
. ........................................
. . . . .. . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . .
. ........... .............................
. ........................................

My Notes …
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
11
Primary Agriculture NQF Level 2 Unit Standard No: 116080

1.1 Elementary methods of data collection

that are important in Agriculture
Interpreting a Gauge

Tensiometer: A device for estimating soil moisture levels

by measuring the negative hydraulic
pressure of water in soil; a porous,
permeable ceramic cup connected through
a tube to a manometer or vacuum gauge.
(It works exactly like the root of a plant).

The most commonly read gauge on a farm, is normally that of a tensiometer &
pressure gauges
Irrigation requires a relatively high investment in equipment, fuel, maintenance and
labour, but offers a significant potential for increasing net farm income. Frequency
and timing of water application have a major impact on yields and operating costs.

To schedule irrigation for most efficient use of

water and to optimise production, it is desirable to
frequently determine the soil water conditions
throughout the root zone of the crop being grown.
A number of methods for doing this have been
developed and used with varying degrees of
success, but the two methods, which have proven
most practical for field use, are tensiometers and
electrical resistance meters.

A tensiometer is a sealed water-filled tube,

equipped with a porous tip installed in the ground
to the desired root zone (Figure 1). In dry soil,
water is drawn out of the instrument, reducing the
water volume in it and creating a partial vacuum.
This is registered on the gauge. The drier the soil,
the higher the reading. Irrigation reverses this
action. The vacuum created by dry soil draws water
back into the instrument from the soil. This in turn
results in a lower gauge reading.

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
12
Primary Agriculture NQF Level 2 Unit Standard No: 116080

The instrument is in effect a “dummy root,” equipped with

a gauge that continuously registers how hard the roots are
working. A gauge reading of 50 indicates the same
amount of moisture whether in sandy or clay soil. Because
of the tensiometer’s unique principle of operation, it needs
no calibrations, under normal operating conditions, for
various types of soil. The extension worker or grower can
plot the tensiometer readings on a graph during the
growing season. Such a record is useful in planning future
irrigation requirements and making year-to-year
comparisons. Generally, tensiometers continuously show
the available soil moisture in the crop’s root zone. The
tensiometer covers the entire range of soil moisture
required for maximum growth. Growers quickly learn the
range of tensiometer readings in which they should start Figure 1. Typical
or stop irrigation to produce best results for their crops tensiometer and its
and conditions. The following interpretations of parts. Source: James
tensiometer readings have proven practical or useful under (1988).
field conditions (also see Figure 2).

Figure 2. Tensiometer readings. Source: James (1988). Note: The reading on the left says
soil has adequate water; the one on the right says soil moisture is low.

Readings 0 - 10: Saturated soil - These readings often occur for a day or
two following irrigations. Continued readings in this range indicate over
irrigation, danger of waterlogged soils, inadequate root aeration, root rot, or
high water table.

Readings 10 - 30: Field capacity - Growers should discontinue irrigations

when readings in this range occur, to prevent waste of water through
percolation and waste of nutrients through leaching.

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
13
Primary Agriculture NQF Level 2 Unit Standard No: 116080

Readings 30 - 60: Usual range for starting irrigations - Root aeration

occurs anywhere in this range. In general, in hot dry climates or coarse-
textured soils, farmers should start irrigating when they see readings in the
lower part of this range; in the upper part of this range, in cool, humid
climates or soils with high water-holding capacity. Starting irrigations in this
range ensures readily available soil moisture at all times, which is essential for
maximum growth. It also provides a safety factor, with a reserve of soil
moisture to compensate for such practical problems as delayed irrigations or
inability to obtain a uniform distribution of water to all portions of the crop.

Readings 70 and higher: Stress range - A reading of 70 does not

necessarily indicate that the crop is using all available moisture, but that
readily available moisture is getting dangerously low for ensuring maximum
growth.
Readings of 80 - 85: Top range of accuracy of the tensiometers - The
number of tensiometers for an installation varies widely with crop and local
conditions.

Measuring soil moisture with tensiometers

The position in the field where the tensiometers will be installed must represent
large sections of a field. Three tensiometers, one each, at a depth of 30, 60, and
90cm etc. in accordance with the effective root zone must be installed in a group to
form a measurement station.
Note the following important points when installing tensiometers:

Step: Action:
Fill the tensiometers with water that was boiled and then cooled. They
1 must then be left for a few days until all the pores in the ceramic tip are
saturated with water.

Use a soil auger to make a hole slightly shallower than the length of the
tensiometer. In the bottom of this hole a small hole is pressed using a
2 metal pipe of the same diameter as that of the tensiometer. The full
length of the ceramic tip must fit into the small hole.

Press the tip of the tensiometer into the small hole. For accurate readings,
the ceramic tip must be in close contact with the soil. Fill the opening
3 around the shaft with moist soil and ram the soil down so that water
penetration will be normal.

Fill the tensiometer with water that was boiled and then cooled. The water
4 in the tensiometer must be replenished daily after a reading was taken.
Use a small vacuum pump for sucking air out of the tensiometer.

Record the suction tensions early in the morning of every day and plot the
5 values on a graph.

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
14
Primary Agriculture NQF Level 2 Unit Standard No: 116080

The tensiometer indicates the stress experienced by the plant while it absorbs
water. Young crops must be irrigated as soon as the tensiometer at a depth of 30
cm, registers a value of 35 kPa. Older cotton must be irrigated as soon as the
tensiometer at a depth of 60 cm registers a value of 4O kPa. The tensiometer at the
maximum depth is used to indicate over irrigation and it must always register a
value larger than l0 kPa. Tensiometers can also be calibrated to indicate the amount
of water required to wet the soil profile to field capacity.

Measuring
When applying the basics of collecting Agricultural Data, you will almost constantly
be required to measure. But measurement may mean different things to different
people. So let’s explore a few of the basics to ensure we all agree to the same
terminology:

The International System of Units (SI):

All systems of weights and measures, metric and non-
metric, are linked through a network of international
agreements supporting the International System of
Units. The International System is called the SI, using
the first two initials of its French name Système
International d'Unités.

There are seven SI base units:

• The meter for distance,

• The kilogram for mass,

• The second for time,

• The ampere for electric current,

• The mole for amount of substance, and

• The candela for intensity of light.

There are also other units of measure derived from SI – some of these that
you might encounter include:

• The newton for force and the pascal for pressure;

• The joule for energy and the watt for power;

• The degree Celsius for everyday measurement of temperature;

• The traditional mathematical units for measuring angles (degree)

• The traditional units of civil time (minute, hour, day, and year);

• Two metric units commonly used in ordinary life: the liter for volume and
the ton (metric ton) for large masses;

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
15
Primary Agriculture NQF Level 2 Unit Standard No: 116080

• Knot, units traditionally used in meteorology;

• The hectare;

• The bar, a pressure unit.

Irrigation aids

Irrigation aids are necessary to make the correct decisions. Water and energy
are expensive and unnecessary irrigation cannot be justified. Instruments and
appliances available measure one or more of the following soil water
conditions.

Measuring soil moisture with gravimetric methods sensors.

By using a soil auger soil samples can be taken at increments of 20cm to a

depth of 90 to 120 cm. Samples can be taken anywhere in the same irrigation
section or lateral. Soil samples from the same depth are combined and the
mass determined before and after drying. Soil samples must be dried for at
least 24 to 30 hours. The difference in mass before and after drying indicates
the amount of water available in the soil. The difference between field
capacity and the measured water content of the soil indicates the water
deficit that must be replenished by irrigation. A good mass meter is the most
expensive item required.

Measuring soil moisture with a neutron moisture probe

This is a sophisticated method which requires an expensive instrument. The

installation of access tubes in the soil requires the same time and effort as the
collecting of one set of gravimetric samples. Producers can save by sharing
the costs of this instrument. In some parts of the country private enterprises
deliver a hygrometric service and make irrigation recommendations on a
contractual basis. A correctly calibrated instrument can directly indicate the
soil water content in mm per 20cm increments. When the instrument is
connected to a computer with the necessary software, irrigation requirements
can be obtained immediately after the measurements are completed.

Measuring soil moisture with electronic sensors

Like tensiometers, the sensors must be buried at various depths. The soil
above the sensors must be filled up as normally as possible and the sensors
must be allowed to reach equilibrium with the surrounding soil moisture
before measurements are made. The change in electrical conductivity when
the soil dries out is related to the water content of the soil. The sensors must
be calibrated for every soil type.

Please complete My Notes …

Activity 2 at the .........................................
end of the . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
session
. . . .. . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . .
........... ..............................
........................................

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
16
Primary Agriculture NQF Level 2 Unit Standard No: 116080

Observing

Observing: Observation basically means watching

something and taking note of anything it does.
For instance, you might observe a bird flying by
watching it closely. The sciences of biology and
astronomy have their historical basis in
observations by amateurs, therefore Agricultural
data is often much enhanced by focused
observation.

How and what to observe?

Observation is one of the most important aspects of collecting Agricultural

Data. It is a skill developed through dedicated action and meticulous
methodology.

Observation for Feeding 10 billion people

The FAO (Food and Agriculture Organization of the United Nations) estimates
the number of undernourished people in the world at over 840 million -
mostly living in developing countries of the Asian-Pacific and sub-Saharan
Africa regions. Above all other goals that are the focus of international
cooperation among countries, the eradication of famine might be considered
to be the most universally supported.

The United Nations Millennium Declaration, adopted by the world’s leaders at

the Millennium Summit of the United Nations in 2000, captured the
aspirations of the international community for the new century. It spoke of a
world united by common values and striving with renewed determination to
achieve decent standards of living for every man, woman and child. The first
of the eight agreed ‘Millennium Development Goals’ is to “Eradicate extreme
poverty and hunger” - with the specific target of reducing by half the number
of undernourished people by 2015.

Information needs

Global agricultural production systems must be enhanced, well maintained,

and reliable if we are to routinely meet the food requirements of the Earth’s
projected 10 billion inhabitants beyond 2050. Sustainable development
practices, consistent with protection of biodiversity and ecosystems, are seen
as the key. Such practices require a broad range of information on all scales.
Parameters of importance include:

• Crop yield, land degradation, and desertification;

• Land-cover, land-use, and vegetation state;

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
17
Primary Agriculture NQF Level 2 Unit Standard No: 116080

• Prevention of soil erosion by means of different methodologies e.g. no

tillage concepts.

• Soil characteristics such as fertility and moisture levels;

• Freshwater availability including from rainfall, fluxes in small water bodies,

and groundwater resources;

• Total irrigated area;

• Population distribution, production intensity, and food provision.

This data is required at various (from local to global) scales and requires
fusion of multiple datasets quantifying both the physical state of the land and
socio-economic parameters. Such information will help provide food producers
with:

• Information on changes in land usage and productivity,

• Improved market supply and demand forecasts, and

• Seasonal and inter-annual action plans - taking account of seasonal

forecasts and predictions of major climatic events such as El Niño.

Collecting samples

Agricultural Sampling: Removing and/or examining

a portion of an entire set
(i.e., examining three leaves
per plant on 20 plants in a
11 ha field).

There are various well-known and tried and trusted methods of sampling. Before
we explore these different methods, let us first decide what types of things we
could possibly sample and what those samples could tell us.

Scientific methods of sampling:

• Random sampling - collecting samples based on chance, rather than

on making conscious choices for each sample; ensures that the samples
collected are likely to show an accurate estimate of the situation.

• Systematic sampling - Samples taken in a periodic and regular

fashion.

• Cluster sampling - is sampling in which groups, not individuals, are

randomly selected.

• Stratified sampling - A sampling pattern in which the site is divided

into (usually) non-overlapping sub-areas. Different sampling densities
and sampling patterns are used in the different sub-areas.

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
18
Primary Agriculture NQF Level 2 Unit Standard No: 116080

• Quota sampling - The selection of a predetermined number of

elements from different sectors of the population.

What do we sample in terms of Agri-business?

The most important things that we sample on a farm, and the reasons why
we sample, are:

What we sample: Why we sample it:

To determine whether the plant’s fertilisation needs.

Leaves
To check for pests and diseases.

To determine the structure and fertility of the soil for

Soil
correction and soil preparation purposes.

Fruit/flowers To determine ripeness or for fruit grading purposes.

Leaf sampling
A single leaf or soil sample should be representative of an area not greater than 3
ha, but this can depends on the crop size planted. However, if there is soil
variations separate leaf and soil samples must be taken and the orchard
management adapted accordingly.

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
19
Primary Agriculture NQF Level 2 Unit Standard No: 116080

Taking representative soil and leaf samples from orchards as per

example

• The time of leaf sampling as well as leaf position is very important and
is shown in the figure. Leaf analysis is only applicable for producing
mango trees (normally a tree age of 5 years and older).
• Select about 20 healthy trees by walking diagonally from the corners
through the orchard (see figure). The trees should be homogeneous in
appearance and representative of the orchard.

• Exceptionally good or poor trees must not be sampled.

• The 20 selected trees must be clearly marked, for example with paint,
so that both the soil and leaf samples can be taken from the same trees
every year.

• Where possible, pick 4 leaves from alternate sides of the tree at about
shoulder height. Eighty leaves per sample should be sufficient.

• Different cultivars should be sampled separately.

• Leaves sampled must be free of sunburn, disease and insect damage.

• Leaf samples should be collected in the morning, after the dew has
dried off.

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
20
Primary Agriculture NQF Level 2 Unit Standard No: 116080

• Leaf samples should not be taken if trees are under stress, i.e. drought
or high temperatures. After a heavy downpour, wait at least 2 weeks
before taking samples.

• After sampling, leaves should be placed in clean, perforated or open

plastic bags.
• If samples cannot be delivered immediately (within 48 hours), they can
be stored in a refrigerator and should be transported in a cooler bag.
The sample must be accompanied by the relevant orchard information
including previous production figures, tree age and fertiliser programs of
the past. Any problems concerning the specific orchard, such as small
fruit, should be mentioned.

Soil sampling
Sampling depth:
• Topsoil 0 - 300 mm.

• Subsoil 300 - 600 mm.

Number of samples: A sample comprises of a combination of at least 10

sub samples. A composite sample should not represent more than 3 ha.
Samples from different orchards or lands should not be combined.

Distribution of sampling points: Take samples by walking diagonally

from the corner through the orchard or land. In an established orchard,
topsoil and subsoil samples should be taken at the same trees selected for
leaf sampling. Soil samples must be taken under the canopy of trees in the
middle between the stem and the drip area perimeter.

Method of sampling: Clear the soil surface of debris, leaves and fertiliser.
A soil sample must not be taken too soon after fertilising because this will
contaminate the soil sample and lead to an incorrect analysis. The top and
subsoil samples are taken by removing a core of soil from the top 0 to 300
mm and then from 300 to 600 mm soil depth, respectively.

Packaging of samples: Sub samples from an orchard or land should be

combined in the respective bucket (not a fertiliser bag) and mixed
thoroughly. A sample of about 2 kg is taken from the composite sample and
dispatched in a clean, strong bag.

Soil and leaf sampling procedures

Soil and leaf samples are required for making fertilizer recommendations. A soil or
leaf analysis is no better than the procedures used to collect the sample. For
samples to be representative of the area tested, follow these steps for sampling:

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
21
Primary Agriculture NQF Level 2 Unit Standard No: 116080

Soil Sampling Procedures:

• Soil samples may be conveniently taken when leaf samples are pulled.
Soil sample bags are available from your laboratory agent. They should
be used for submitting samples to the laboratory. Supply all the
information asked for on the soil sample bags.
• Use a spade, trowel, soil sampling tube, auger or other tool which can
take a thin vertical slice of soil to a depth of 8 - 12 inches.
• Take at least 12 or 15 cores or thin slices at random over the area to be
sampled. In general, one composite sample consisting of 12 - 15 cores
should be taken for each block of trees. If possible, sample under the
predominant variety. (For example: Stuart.) Place samples in a clean
plastic bucket or other non-metal container and mix well. Fill the soil
sample bag at least 3/4 full. Do not use a galvanized bucket if the
soil is to be analyzed for zinc or other micronutrients.

• Cores should be pulled within the drip line, not between rows. The area
included in one sample should have been uniformly fertilized and limed
in the past. When collecting the sample, avoid high or low spots, eroded
areas, and areas along roads and fences. Sample problem areas within
an orchard separately.

• For field crops, soil samples should be taken before planting, so that the
soil analyses can give an indication of the amount of fertilizer to be
applied.
• Depth will be determined on how deep the roots of the plants penetrate
the soil. E.g. for cotton three soil samples are taken at three different
depths since the cotton root can penetrate the soil from 60cm-100cm.
Soil samples are taken from 15cm, 30cm and at 60 cm.

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
22
Primary Agriculture NQF Level 2 Unit Standard No: 116080

Leaf Sampling Procedures:

• Obtain plant analysis mailing kit from the area laboratory agent’s office.
One mailing kit per sample is required.

• Sample trees between July 7th and August 7th. (Sampling can be
extended into mid-August without affecting the results.)

• Collect 100 middle-pair of leaflets from the middle leaf of this year’s
growth (see illustration). Use terminal shoots exposed to the sun. Avoid
twigs from the interior of the tree. Collect leaflets from all sides of the
tree. Avoid leaflets damaged by insects and diseases.

• Abnormal trees or trees not representative of the area should be

sampled and sent separately. A complete and accurate description of
abnormalities should accompany such samples.

• Sample trees of the predominant variety in a given block. If Schley is

the main variety, sample Schley, if Stuart is the main variety, then
sample Stuart, etc.

• Immediately upon collection, wipe leaves (entire surface, both top and
bottom) with a damp cellulose sponge or cheesecloth to remove dust
and spray residue. Do not allow the leaves to come into contact with
rubber or galvanized containers. Partially air dry and place in the large
envelope of the mailing kit.

• Complete the questionnaire obtained in each mailing kit. Place the

completed in the smaller envelope together with a cheque made payable
to The University of Georgia to cover any charges and mail it to the
Plant Analysis Laboratory.

• If recent soil test data were not available, it would be advisable to

collect a soil sample and have it sent to the Soil Testing Laboratory.

Counting
Counting plays a very big role in collecting Agri-data. A farmer may decide to count
the number of weeds or pests in a specific area, in order to determine whether or
not chemical pest control is necessary.

We also count the amount of fertilizer, and the number of plants

or trees in any given area, in order to determine:

“How much” fertilizer we should give.

“How many” fruit it delivered.

“How much” money we spent to fertilise, pest control, etc.

each and every plants.

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
23
Primary Agriculture NQF Level 2 Unit Standard No: 116080

Scouting
Agricultural Scouting: Systematic or regular
monitoring of a crop or
ornamental planting or
landscape.

Scouting, or monitoring pest populations, is part of an Integrated Pest Management

(IPM) system. IPM prescribes treating the portions of a farm or field that have
identified higher than threshold levels of pests, rather than treating the whole field,
resulting in using less applied farm chemicals. With the introduction of new
genetically modified crops, it is important to have a basic knowledge what the
technology implies on the specific crop, e.g. maize, cotton, soy bean. At present
(2006) only these three crops are considered as genetically modified or
“transgenic” and the scout should take note of the inherent characteristic of the
crop with regards to resistance to specific pests. For example, Bt-cotton (genetically
modified) provides resistance to bollworms on cotton, and the scouting results on
this type of cotton maybe different from what is expected. The relevant data in
each case should be presented when scouting for a specific purpose, be it pest
control, or to monitor the expression of the technology in the plant or both.

For pest control and related damage, spotting signs of damage doesn’t
automatically mean you should take action. It all depends on the type of crop you
are working with and which pest has most impact on the crop, the type of damage
caused, the severity of infestation, and your own personal preferences. For
instance, does the damage fall into any of the following categories?

Economic damage: Some insects, such as termites, cause economic

damage to a home, yard, or garden.

Health risk: Some insects and related creatures are a concern because they
carry disease or are detrimental to your health. A good example is the tick,
one species of which is responsible for transmitting Lime disease, or
mosquitoes of which some can transmit the malaria parasite.

After you identify a problem, determine the potential for damage and how much
you or your landscape can tolerate. Once you know what you’re up against, find
out if the damage can be controlled with less-toxic strategies. Use the least harmful
pesticides as a last resort.

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
24
Primary Agriculture NQF Level 2 Unit Standard No: 116080

Example: Scouting in the cotton field (Cotton Management Guise, revised

2006)

It is important to distinguish between conventional cotton and biotech cotton types.

Biotech cotton types include bollworm resistant types such as Bt-cotton (i.e.
NuOPAL and NuOPAL RR), and herbicide resistant cotton types (i.e. DeltaOPAL RR).
The method of scouting on both conventional and biotech types is similar, but the
management and interpretation of scouting results differ. For both conventional
and biotech cotton, a cotton field must be investigated / scouted in such a way that
the observations made are representative of the specific field. The field should be
divided into blocks not larger than 15 hectare. The observations collected from such
a block will then indicate the extent of the control to be applied to the specific
block. In order to obtain a reliable sample of observations, plants need to be
chosen randomly from the block. Choosing plants in 8 groups of 3 plants each,
moving diagonally across the field, is satisfactory (24 plants per block).
Furthermore it is advisable to scout each block from a different direction each
week. Scouting blocks must be chosen so that all the cotton in the block is of the
same age and the block is not divided geographically. Cotton under rain fed and
irrigated cultivation must be treated as separate units. For each block, a minimum
sample of 24 plants should be randomly chosen and investigated for pests, except
for spider mite that requires a sample of 48 plants.
For both conventional and biotech cotton types (bollworm resistant and herbicide
tolerant types) 24 plants within each field and the entire plant, including young
bolls and squares, should be examined thoroughly. The number of any pest found
on the plant is recorded and if this is equal to or more than, the predetermined
economic control threshold, control measures should be applied.
Examination of plants for bollworm (American, red and spiny)

The whole plant must be examined thoroughly. Particular attention should be paid
to the upper plant parts, especially the squares, flowers and bolls. The numbers of
bollworm eggs and larvae must be recorded on a suitable scouting sheet. Time
taken to examine a single plant will depend on the age and size of plants.
Approximately 5 minutes per plant can be used as a standard.

Bollworm resistant cotton:

In the case of bollworm resistant cotton, threshold levels are interpreted differently.
The reason for this is that in instances of plant stress (i.e. drought or flooding) Bt-
cotton plants may vary in the level of expression of the Bt-gene, especially in the
flowers. This could create an opportunity for bollworm larvae to survive on Bt-
cotton plants, which would provide a higher number of bollworm larvae found on a
particular plant at any one time during scouting. One or more plants, which could
exhibit this tendency to have more larvae, could create the impression that the field
has many bollworm larvae and that the threshold is reached. The threshold level
for bollworm on Bt-cotton is thus adapted to be interpreted as when more than 5
plants with bollworm larvae/24 plants are found, it would indicate that bollworm
control should be considered. The emphasis is on the number of plants with 1 or
more larvae, rather than the number of larvae per 24 plants.

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
25
Primary Agriculture NQF Level 2 Unit Standard No: 116080

Summary of scouting Procedures (cotton)

There are normally very specific procedures that are applied for scouting pests and
diseases on various crops. Many of these scouting procedures have been scientifically
determined and are recommended as such.
An example would be:
Scouting for bollworms on conventional (non-transgenic) cotton
Select 24 plants per field randomly, or in groups of 3 at 8 randomly selected sites to
cover the whole field.
Examine all plant parts, to include upper and under leaf surfaces, stems, flowers,
flower buds (squares) and bolls.
Identify and count the number of bollworms per plant and record on a recording
sheet or on a pegboard.
After 24 plants have been scouted add up the total number of bollworms scouted. The
learner should be able to report on the number of bollworms found per field, per week,
and be able to monitor these pests over a period of time.
It is important to get the correct scouting procedures, as related to the types of pests and
diseases that might be relevant to your specific type of crop. For instance, of all bollworms
present in South Africa, only one kind is a cosmopolitan pest mostly on all crops. Scouting
procedures differ from crop to crop as well as threshold values. For instance, American
bollworm on maize does not reach as economically damaging levels on maize as on cotton.
Some other pests, like the maize stalkborer may contribute to injury levels on maize and
the same may be true for various other crops and associated pests.

The different elementary methods of data collection in Agriculture:

Interpreting a gauge
Measuring
Observing
Collecting samples
Counting
Monitoring data
Scouting
Sifting through data to identify the relevant data

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
26
Primary Agriculture NQF Level 2 Unit Standard No: 116080

I understand Questions that I still would

Concept (SO 1)
this concept like to ask

Sources of information are

identified.

Data is collected from a limited

range of sources.

Data is collated accurately.

My Notes …
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
. . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
..................................................................................
..................................................................................

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
27
Primary Agriculture NQF Level 2 Unit Standard No: 116080

1
My Name:
Hold a class discussion and
..................
make lists of sources of
My Workplace:
information: ..................
SO 1, AC 1 (See below) My ID Number:
...................

1. What kinds of data can you list that will be important to collect from your
farming surroundings in order to farm productively? (Clue: think of aspects
needed in production to make decisions on how to farm, aspects needed to
determine your annual income, aspects important to continue farming in the
long term)

.................................................................................................................

.................................................................................................................

.................................................................................................................

.................................................................................................................

.................................................................................................................
.................................................................................................................

2. Mention other kinds of data important to collect from other sources in order
to assist you in production?

.................................................................................................................

.................................................................................................................
.................................................................................................................

.................................................................................................................

.................................................................................................................

.................................................................................................................

.................................................................................................................

.................................................................................................................

Facilitator comments: Assessment:

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
28
Primary Agriculture NQF Level 2 Unit Standard No: 116080

2
My Name:
In pairs, role-play the
..................
collection of data from a
My Workplace:
limited range of sources: ..................
My ID Number:
SO 1, AC 2
...................

You have to explain to a new worker on the farm about sampling. (Make keynotes
for yourself in order to remember what you learn.)

1. Explain to him / her why sampling is necessary on a farm, for example the
sampling of pest data on a specific crop, or parasites on livestock?

.................................................................................................................

.................................................................................................................

.................................................................................................................

.................................................................................................................

.................................................................................................................
.................................................................................................................

.................................................................................................................

.................................................................................................................

2. Explain different methods of data collecting you can do e.g. to collect weather
data over a period of 6 months?

.................................................................................................................

.................................................................................................................

.................................................................................................................

.................................................................................................................

.................................................................................................................

.................................................................................................................

.................................................................................................................

.................................................................................................................

.................................................................................................................
.................................................................................................................

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
29
Primary Agriculture NQF Level 2 Unit Standard No: 116080

3. Explain what kind of sampling you would carry out to take soil samples to
plant a crop e.g. maize or cotton, and mention the steps.

.................................................................................................................

.................................................................................................................
.................................................................................................................

.................................................................................................................

.................................................................................................................

.................................................................................................................

.................................................................................................................

.................................................................................................................

4. Explain the kind of sampling when recording rain measurements from a gauge
over a period of time (1) and what procedure to follow when performing stock
taking of chemicals in the store (2)

(1) ..........................................................................................................

(2) ..........................................................................................................

5. Explain to him / her what procedure to follow when collecting a sample of

your crop for quality control, e.g. cotton lint sample for quality analyses

.................................................................................................................

.................................................................................................................

.................................................................................................................

.................................................................................................................
.................................................................................................................

.................................................................................................................

.................................................................................................................

.................................................................................................................

Facilitator comments: Assessment:

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
30
Primary Agriculture NQF Level 2 Unit Standard No: 116080

S e s s i on 2 Col l a t e d a t a

After completing this session, you should be able to:

SO 2: Collate the collected data.

In this session we explore the following concepts:

In this session we are going to examine and identify the type of data, while
recording, integrating and combining the agricultural data. This data can vary:

Biological data.

Physical and economical data, such as:

• Pests; • Diseases;
• Agro-chemicals (usage, • Crops (yields);
applications and stockholding);
• Stock controls; • Economic indicators; and
• Maintenance information.

Yield data.

Weather data.

The correct methods to collate data collection.

How and why we should collate data accurately.

2.1 Biological data

This normally includes collation of:

• Water quality;

• Environmental impacts;

• Occurrences of natural fauna and flora; and

• A count of invasive species, pests and diseased plants in the crop.

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
31
Primary Agriculture NQF Level 2 Unit Standard No: 116080

This type of report is important in terms of ensuring that Ecological Environments

are not damaged and that the land, water and natural resources remain in optimum
state for sustainable agricultural usage.

Please complete My Notes …

Activity 3 at the .........................................
end of the . ........................................
session
. ........................................
. . . . .. . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . .
. ........... .............................
. ........................................

2.2 Physical and economical data

Let’s look at each in detail

Why we need to collate this

Type of data Correct Method of collection
kind of data

Sampling within individual fields is also done A Pest Report can be used to decide
objectively. Surveyors strive to enter a given when to scout and what to scout for,
field without letting field conditions influence as well as to decide when or if a
their choice of entrance location. Once in a treatment should be applied. The
field, a pest is sampled repeatedly along a line recording of such data is important for
with fixed spacing so as to try to achieve an interpretation of the findings. The
accurate estimate of the pest conditions in that grower/farmer/or person interested in
portion of the field. the data, would like to analyze it to
Sampling is done by sweep netting, trapping, monitor pest and predator population
Pests data which can include but is not limited to sticky densities in the field, which may have
traps, light traps, pheromone traps, trap crops an impact on yield and require some
etc., inspecting individual plants, inspecting a kind of control measure.
certain unit of the ground, or by other means
depending on the crop and the target pest.
Typically a surveyor will employ multiple
sampling methods in an individual field and will
be estimating numbers of multiple insect
species as well as the presence of disease or
weeds.

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
32
Primary Agriculture NQF Level 2 Unit Standard No: 116080

Why we need to collate this

Type of data Correct Method of collection
kind of data

These reports are normally a bit more These plant disease occurrences
complicated than pest reports. They normally should be recorded and combined
include information on: over a time period, and can be used
to predict the timing of diseases, e.g.
fungicide applications.
The type of Crop
However, exercise caution when using
There are specific crops with very specific
these data sheets because disease
disease vulnerabilities. Accordingly, we will try
control in the field depends on many
to determine whether our farm’s crops are
additional variables, some of which
more or less affected than average.
may not be included in any one
report.
The type of Disease Important variables include a
Only diseases that can cause us to lose our fungicide's activity, such as whether a
crop of that can have a financial impact on our material is protective, eradicative, or
crop are reported on. curative, as well as fungicide coverage
and the time intervals between
applications.
Diseases Pathogen
Other variables that might affect
data This is the scientific name of the organism that disease control include additional
causes the disease in the first place. environmental variables that might not
be included in the model, host
Weather station and sensor location phenology or growth stage, and
pathogen virulence.
The location of weather monitoring equipment
relative to the crop canopy. The sensors that
monitor the environmental variables are
important, and they should be located within
the crop canopy in order to give accurate
information.

Input variables
Measured environmental variables are recorded
by automated weather stations or other types
of monitoring equipment. Variables typically
monitored include temperature, precipitation,
relative humidity, and leaf wetness, wind.

This type of data report should include It is important to have this type of
information such as wind speed, humidity and data recorded and compared with
temperature, every fifteen minutes, types of previous records, in order to plan an
chemicals applied. effective spray program that will
Agro- Reasons for the application, results of the ensure that the crop yield and quality
application. is optimum (at its best), without
chemicals
applying chemicals that will harm the
data It is important to compare year on year
environment, or limit the economic
information and statistics.
lifespan of the crop.
It is also important to have regular
stockholding and stock rotation reports, as
agrochemicals do not have unlimited shelf life.

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
33
Primary Agriculture NQF Level 2 Unit Standard No: 116080

Why we need to collate this

Type of data Correct Method of collection
kind of data

This type of data report normally includes a list It is important to have this type of
of the following: data recorded and compared in order
• The type of crop and cultivar. to plan and revise your management
programme for effective, cultivar
• Type of topography and soil the crop is selection, to take note of changes
planted on. over time, for soil preparation actions,
• The soil preparation and fertilisation agrochemical application programs,
actions that was affected. plant manipulation and marketing
actions that will ensure that the crop
• The spray program and quantities of
yield and quality is optimum (at its
agrochemicals, herbicides, pesticides and
best), whilst ensuring maximum
fertilisers applied.
profitability.
Crop data • Plant manipulation actions taken.
• The grade and quality of the crop yielded.
• The tonnage of the crop yielded.
• The price per ton income for the crop.
• The profitability of the crop.
• Notes on Economic and External factors
that might contribute to the overall crop
yield, quality and profitability.
This data report should be compared season on
season and year on year.

It is important to have regular stockholding and It is important to collate stock data in

stock rotation reports, as agrochemicals do not order to identify problems with stock,
Stock control have unlimited shelf life, and some chemicals compare expiring dates, plan effective,
data can be de-registered in time, due to a proven agrochemical application programs,
negative effect on the environment. whilst ensuring optimum cash flow
and for audit purposes.

These include indications of items such as the An economic indicator is simply any
Rand vs Dollar exchange rate, the price of oil, economic statistic, such as the
the price of gold and many more. unemployment rate, GDP, or the
inflation rate, which indicate how well
Economic the economy is doing and how well
indicator the economy is going to do in the
data future.
This will influence all our decisions in
terms of crop planning, cash flow and
help us to plan strategically for our
commercial farm.

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
34
Primary Agriculture NQF Level 2 Unit Standard No: 116080

Why we need to collate this

Type of data Correct Method of collection
kind of data

Service technicians perform routine This will influence all your decisions in
maintenance checks on diesel engines and on terms of crop planning, cash-flow and
fuel, brake, and transmission systems to ensure help you to plan strategically for
peak performance, safety, and longevity of the planting, pruning, harvesting and
equipment. transportation / distribution actions. In
Maintenance checks and comments from order to make decisions on whether to
equipment operators usually alert technicians replace equipment, repair equipment
to specific problems. and to take note of the possible
causes of maintenance problems, it
With many types of modern heavy and mobile
would require comparison and
equipment, technicians can plug diagnostic
integration of the findings on this kind
computers into onboard computers to diagnose
of data. Whether it be maintenance on
a component needing adjustment or repair.
machinery, computer technology, or
After locating the problem, these technicians maintenance on farm equipment such
rely on their training and experience to use the as irrigation pipes, keeping track of
best possible technique to solve the problem. problems and the state equipment is
If necessary, they may partially dismantle the in, will be reflected in the running
component to examine parts for damage or costs of such a farm or operation.
excessive wear. Then, using hand-held tools,
they repair, replace, clean, and lubricate parts
as necessary.
In some cases, technicians calibrate systems by
Maintenance typing codes into the onboard computer. After
information reassembling the component and testing it for
safety, they put it back into the equipment and
return the equipment to the field.
Many types of heavy and mobile equipment use
hydraulics, to raise and lower movable parts.
When hydraulic components malfunction,
technicians examine them for fluid leaks,
ruptured hoses, or worn gaskets on fluid
reservoirs.
Occasionally, the equipment requires extensive
repairs, as when a defective hydraulic pump
needs replacing.
In addition to conducting routine maintenance
checks, service technicians perform a variety of
other repairs.
• They diagnose electrical problems and
adjust or replace defective components.
• They also disassemble and repair
undercarriages and track assemblies.
• They weld broken equipment frames
and structural parts, using electric or
gas welders.

Please complete My Notes …

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

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
35
Primary Agriculture NQF Level 2 Unit Standard No: 116080

Identify the relevant data

It is important that the learner should be able to identify the data relevant to satisfy
his/her objective.

The data collected should be collated – grouped and interpreted and the relevant
numbers should be considered to satisfy the objective.

For the control of aphids on cotton, aphids are counted on 3 leaves per plant (bottom,
middle and in the upper plant parts) and on 24 plants per field. Aphids in excess of 30
aphids per leaf are considered as highly relevant and as a high infestation. Aphids are
therefore not counted as individuals but when more then 30 occurs per leaf surface
counted, the plant is considered as being infested. When however, a small number of
aphids are present, that is less than 30 in total on three leaves counted, they are
considered as having little effect on the plant. When more than 12 plants out of the 24
plants scouted have more than 30 aphids (as a total of 3 leaves) this data is relevant for
indicating a possible decision that should be taken to spray for aphids. When fewer than
12 plants with more than 30 aphids is recorded, this data is irrelevant, and one should rely
on the natural enemies of aphids to suppress these numbers.

Consider the following points to make sure you understand:

Issue Explanation

How do I decide when data is It depends on my objective, for what I would like to use
rendered relevant? the data

Do not discard; since recorded data can many a times

explain an occurrence, such as variation in temperatures
What do you do with data not over time, although, you might require just averages of
required but recorded? temperatures.
Do not mention the irrelative data in your report but
keep on record on a data sheet.

You need to count and add data correctly in order to collate data. They way in
which you handle data will often determine if it is relevant or not. Should averages
of data e.g. rainfall be required, it is important to calculate the total correctly
divided by the number of days, or months.

For pest data gathered on a specific crop during scouting, it is important to keep
track of the number of plants scouted, when determining the threshold for the
specific crop. The number of pests observed or recordings of a particular pest made
is also important.

As an example, let us look at aphids again on cotton. If the number

of aphids on 3 leaves scouted per plant is incorrectly added, it may
result in an instance where fewer aphids than 30 per plant is noted
and recorded. On the other hand, when more than 30 aphids are
found per plant or per one leaf, the adding of these aphids are
irrelevant since the presence of 30 aphids per plant is recorded.

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
36
Primary Agriculture NQF Level 2 Unit Standard No: 116080

Collate the collected agricultural data by identifying the relevant data for the purpose,
combining and comparing the relevant data.
Keep in mind the important types of data you are working with:
Biological data.,
Physical and economical data such as:
• Pests
• Diseases
• Agro-chemicals (usage, applications and stockholding)
• Crops (yields)
• Stock controls
• Data to do with financial management
• Economic indicators.
• Maintenance information.
The correct methods to apply data collection.
How & why we should collect data accurately.

I
Questions that I still would like to
Concept (SO 2) understand
ask
this concept

The appropriate method of

collating data is identified.

All relevant data is identified.

Data is correctly counted or

added.

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
37
Primary Agriculture NQF Level 2 Unit Standard No: 116080

3
My Name:
As a group, brainstorm and
write down ideas on the ..................
following concepts: My Workplace:
..................
My ID Number:
SO 2 AC 1-2
...................

1. Suppose you are a field crop farmer. Write down methods to collate pest
numbers on your crop. Choose any crop you prefer??

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................
..................................................................................................................

..................................................................................................................

2. What would the step be that you would take to determine if you are collecting
the most relevant data, e.g. for your crop / llive-stock?

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................
..................................................................................................................

Facilitator comments: Assessment:

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
38
Primary Agriculture NQF Level 2 Unit Standard No: 116080

4
My Name:
Discuss in a group possible
..................
problems that may occur in
My Workplace:
your datasheet and discuss ..................
with the group leader: My ID Number:
SO 2, AC 3
...................

Look at the following examples, and identify possible problems with the integrity of
the data that has been collected. Write down what you think is incorrect, what you
could do to correct it and where you can source the correct information.
1.

Daily Minimum & Maximum Temperature

January Minimum Maximum
Date Day Degrees Celsius

1 Sun 16 32

2 Mon 14 30

3 Mon 14 27

4 Tue 15 27

5 Wed 12 0

6 Thur 8 24

7 Fri 0 0

8 Sun 0 0

9 Mon 13 29

10 Tue 17 33

Incorrect: ...................................................................................................

How will I correct it: ...................................................................................

Sources to be used: ....................................................................................

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
39
Primary Agriculture NQF Level 2 Unit Standard No: 116080

2.

Yield Records (Weight in kg e.g. Seed cotton)

Income
Input per ha
received @
(@ average of Nett profit
R2.20 per
R2500)
kg

Numbers
Kg
Field of ha
harvested
planted

A 1 2 000

B 2 1 500

C 0.5 5 000

D 4 6 000

..................................................................................................................

..................................................................................................................

..................................................................................................................
..................................................................................................................

3.

Tensiometer Reading

Block 18

Date Mm Reading
Day 1 70

Day 5 60

Day 10 50

Day 15 42

Day 20 0

Day 25 0

Day 30 0

Total per month 204

..................................................................................................................

..................................................................................................................
Version: 01 Version Date: July 2006
 Monitor, collect and collate agricultural data
40
Primary Agriculture NQF Level 2 Unit Standard No: 116080

1. Why we should collect data accurately?

..........................................................................................................

..........................................................................................................

..........................................................................................................

..........................................................................................................

..........................................................................................................

..........................................................................................................

..........................................................................................................

..........................................................................................................

..........................................................................................................
..........................................................................................................

..........................................................................................................

..........................................................................................................
2. How can we ensure that the data that we collect remains accurate?

..........................................................................................................

..........................................................................................................

..........................................................................................................

..........................................................................................................

..........................................................................................................

..........................................................................................................

..........................................................................................................

..........................................................................................................

..........................................................................................................

..........................................................................................................

..........................................................................................................

Facilitator comments: Assessment:

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
41
Primary Agriculture NQF Level 2 Unit Standard No: 116080

S e s s i on 3 R e c or d c ol l a t e d d a t a a n d
c r e a t e a r e por t
After completing this session, you should be able to:
SO 3: Record collated data and create a report in the
required form.

In this session we explore the following concepts:

Using and maintaining data collection equipment correctly.

Recording tools: Pen and paper; Voice recorders; Electronic tools (e.g. GIS);
Pin boards; Colour codes.

How to use them, store, repair and clean different types of recording tools.

3.1 Data reporting equipment

There are various basic tools and pieces of equipment that will assist the person
who is completing data collection tasks. Let’s look at some examples of these
recording tools and what they are specifically used for:

Tool / What it is used

Tool / Equipment
Equipment for

All recording, Filing and storage of all material and equipment should be
graphs, plotting and in a secure and structured place.
Pen and written information.
e.g. Information is stored on a recording sheet
paper e.g. scouting tool =
pegboard for pests
on cotton

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
42
Primary Agriculture NQF Level 2 Unit Standard No: 116080

Tool / What it is used

Tool / Equipment
Equipment for

Pegboard recording sheet

Date: ______________ Farm: ______________

> or = 6
>30/3 leaves >3/3 leaves > or = 6 Natural
groups
Plants Aphids Jassids Bollworms Stinkbugs Enemies

1 O O O
2 O O

3 O O O
4 O O O
5 O O O
6 O
7 O O O
8 O O O

Pen and 9 O O O
paper 10 O
11 O O O
12 O O O
13 O O O
14 O
15 O O O
16 O O O
17 O O O
18 O
19 O O O
20 O O O
21 O O O
22 O

23 O O O

24 O O O O

Digital voice Unlike tape recorders, Voice recordings are stored

recorders let you in.wma,.wav, and other formats. You can listen to the files
record memos, on the recorder itself or transfer them to your Personal
meetings, and Computer for playback, archiving, and sending to others as
phone e-mail attachments. Depending on the recording device, you
Voice can even use voice recognition software to transcribe your
conversations, as
recorders well as any recordings into text, though the results can be spotty.
information that
you might want to
store for data
compilation.

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
43
Primary Agriculture NQF Level 2 Unit Standard No: 116080

Tool / What it is used

Tool / Equipment
Equipment for

These include Each piece of electronic equipment has a very specific and
equipment such as: scientific function and should be stored, repaired and
Tensiometers, cleaned as prescribe by the manufacturer.
Oscilloscopes, We will look at their uses in more detail at higher level of
Global Positioning this learning.
Electronic systems, Bar-codes
tools scanners,
computers and
many more,
Electronic scales,
data loggers etc.

"In the strictest sense, a GIS (Geographic Information System) is a computer

system capable of assembling, storing, manipulating, and displaying
geographically referenced information, i.e. data identified according to their
GIS locations. Practitioners also regard the total GIS as including operating personnel
and the data that go into the system." The system is used for collecting and
gathering agricultural data – geographic. A person completing this unit standard
(level 2) will collect this data and store or compile a master document with the
data collected (should be computer literate).

Drawn up and framed on a backing board, it can be

Drawn up and covered in glass or clear plastic, or be attached to a pin
framed on a backing board. Use felt-tipped pens to record details (often in
board, it can be different colours).
covered in glass or
clear plastic, or be
Pin boards attached to a pin
board. Use felt-
tipped pens to
record details
(often in different
colours)

Drawn up and
framed on a backing
board, it can be
covered in glass or
Colour clear plastic, or be
codes attached to a pin
board. Use felt-
tipped pens to
record details
(often in different
colours)

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
44
Primary Agriculture NQF Level 2 Unit Standard No: 116080

Use the collated data and create a report on the data, by using the appropriate
tools to report on the data. Keep in mind the different ways of reporting data.
Report written, oral.
Physical data: electronic media, written reports that can include graphics,
tables, pictures, photographs.
Stock control sheets – financial reports.
Scouting sheets.
Weather reports financial
Logbooks with comments Pen and paper
Voice recorders
Electronic tools
Pin boards
Colour codes.
How to use reporting items.

Please complete My Notes …

Activity 5 at the .........................................
end of the . ........................................
session
. ........................................
. . . . .. . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . ..
. .......................................

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
45
Primary Agriculture NQF Level 2 Unit Standard No: 116080

5
As a group, collect any My Name:
sample of data (you may use ..................
examples given) and My Workplace:
practice how you would ..................
present it. Then present it to My ID Number:
SO 3 AC 1-3 the class during training. ...................

1. Explain in what format you would present a series of data collected over a 3
month period, e.g. scouting data (insect counts) on a specific crop in a
greenhouse or in the field. (Clue: Design a standard scouting sheet and
explain how you would present the scouting results).

..................................................................................................................

..................................................................................................................

2. Complete the chart where you can plot the scouting results and tabulate
below.

Month 1 Month 2 Month 3

Week 1

Week 2

Week 3

Week 4

Week 5

3. Explain any problems that may arise during the recording of the data and how
you will report thereon - discuss example used in question 1 & 2 and.

..................................................................................................................

..................................................................................................................

Facilitator comments: Assessment:

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
46
Primary Agriculture NQF Level 2 Unit Standard No: 116080

I understand Questions that I still would

Concept
this concept like to ask

The required reporting format is

identified.

The report format is correctly

completed.

Deviations and problems are

identified and reported.

My Notes …
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
47
Primary Agriculture NQF Level 2 Unit Standard No: 116080

S e s s i on 4 H e a l t h & s a f e t y me a s u r e s
a p p l i c a b l e t o d a t a c ol l e c t i on
After completing this session, you should be able to:
SO 4: Apply health and safety measures applicable to the
collection method and equipment.

In this session we explore the following concepts:

Important health and safety measures for collection methods are explained.

Health and safety measures associated with the safe collection of data are
applied.

Appropriate protective garments and tools are used during data collection.

Applicable hygiene standards to maintain throughout the process of data

collection.

When compiling agricultural data and collecting the information that is required, it is
important to remember that whilst the final reporting is often in written format, the
early collection stages require physical work and health, safety and hygiene
requirements should be adhered to at all costs.

4.1 Health and safety measures required to

the safe collection of data
Protective clothing and gear
It is important to remember that during the application of some chemicals, or
during the monitor of equipment, it might be required that workers wear
respiratory gear and safety clothing. In this section, we will look at the manner in
which protective gear and clothing must be maintained and how it is correctly
utilised.

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
48
Primary Agriculture NQF Level 2 Unit Standard No: 116080

Maintenance of equipment and gear

All protective clothing and safety equipment must be in good condition at all times.
Before protective clothing is utilised, the user must ensure that:

All items are free of holes and tears to prevent penetration of the chemical
onto undergarments or onto the skin.

All items have been washed properly after previous use.

All buttons, zippers or other fastenings are working well.

Elastic used in clothing and facemasks are not perished or stretched out.

Cartridges for respirators must be replaced on a regular basis in line with the
manufacturer’s specification.

Where it is found that protective clothing is torn, or has perished in some

way, it must be replaced.

Utilisation of equipment and gear

The use of protective clothing must be strictly enforced at all times. Each individual
should have his or her own protective clothing and equipment that fits well and is
properly maintained. Farmers or workers are advised to wear appropriate clothing
when applying or mixing chemicals. These include glasses, gloves, boots, overall or
jackets with long sleeves, long pants. Basic first aid principles are advised on like
clean water on hand to rinse eyes. Learners are not encouraged to apply first aid
by encouraging drinking of any substance other than water but to contact a
medical practitioner immediately.
Safety precautions do not end when the sampling application is complete. All
equipment has to be cleaned, maintained and stored in good condition in
preparation for future use.

Operators should change out of working clothes and bathe once spraying is
complete. Work clothes should be washed.

Protective clothing like masks should be maintained. When a respiratory type is

used which requires changing of filters – it should be maintained and changed as
necessary. Masks, gloves and boots with overalls, should be worn as indicated by
the workplace environment and as indicated by labels on chemicals (see pictograms
on chemical labels).
Do not eat, drink or smoke;
Always wash hands and face before eating, drinking or smoking;
Remove first boots, apron, shirt pants, respirator, gloves.
Wash clothes separately

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
49
Primary Agriculture NQF Level 2 Unit Standard No: 116080

Personnel regulations, communication with workers and

non-authorised workers
All workers must be fully trained in workplace safety regulations and these
regulations should be enforced at all times. The regulations must include:

Regulations regarding the conduct of personnel when handling samples and

chemicals, being:

• No smoking, drinking or eating is allowed in the vicinity of where

chemicals are mixed, applied or stored.

• No person that is under the influence of alcohol or other drugs is

allowed to handle chemicals for whatever purpose under any
circumstances.

• Safety regulations regarding the use of chemical application equipment.

• Regulations regarding proper utilisation of protective clothing and

equipment.

• Regulations on how to handle chemicals safely.

• Prescriptive regulations on how chemical spills, leakages and other
emergencies should be handled.
Instructions concerning the chemical to be used, the concentration to be used, the
area to be sampled and type of sample coverage required must be given in writing
on a daily basis and signed by the supervisor.

In the interest of safety, under no circumstances are any non-authorised workers

allowed to handle or be associated with handling or application of chemicals.

Soil and water contamination

Care should be taken when compiling data so that spray drift does not contaminate
water sources, such as dams, streams, springs, etc, as this might contaminate
samples and distort the data.

Filling points where chemicals are mixed and spray machine tanks filled should be
situated at least 50m from any water source, including boreholes, and have a
suitable drainage system, such as a French drain, that can safely drain away spilt
chemicals and excess water.

Climate conditions
The supervisor should take cognisance of the expected weather conditions for the
day of the planned sampling application, using various media that are available,
such as radio, television, websites, etc. This will assist in the planning for resource
allocation for the following day. If rain is expected, delay the planned sampling until
such time as the weather clears

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
50
Primary Agriculture NQF Level 2 Unit Standard No: 116080

Training aids that are used include transparencies and examples of labels on
pesticide containers, information on the label, colour coding, pictogram’s and
associated safety precautions.

Understanding the labelling of chemicals

A learner being trained in the specific outcome of safety should have knowledge of
the details on a label.

Explain the different classes of insecticides and herbicides and colour coding used
on the labels.

Indicate the contact numbers on the labels of the supplier, and the emergency no.,
as well as the poison information centre.
Explain, EC, GR etc. different formulations – indicates safe use of these chemicals
in the workplace for optimum results and to avoid undesired chemical effects.
The learner must take note of the coloration on the labels with the pictograms

Familiarise yourself with pictograms and labels and danger symbols

(crossbones and skull).

Recognize the different formulations on the label.

Acknowledge the contact details of the pesticide and herbicide manuals.

Safe use of chemicals (Safety Procedures)

Buy smart, only buy from an accredited dealer or sales person, not from a friend.
Follow the AVCASA manual for transportation, and storage (preferably concrete or
brick, with ventilation.) Lock storage room. Do not keep with paraffin or other
substances that is needed often. Do not use paraffin containers or cool drink
bottles.

Discuss: entering of products to the body.

See that you are adequately protected by correct clothing (see above).

Disposal of containers:

Puncture and reduce in bulk or size, bury.

Don’t burn PVC, but burn cardboard and paper.

Care and storage for chemicals are discussed:

Learners are advised on how to care for chemicals, where to store them, where to
keep keys for store room and what containers to use. They are advised on label
instructions and not to re-use containers or other containers.
Version: 01 Version Date: July 2006
 Monitor, collect and collate agricultural data
51
Primary Agriculture NQF Level 2 Unit Standard No: 116080

Designated areas
Adequate signage (approved by the authorities) that is easy to observe should
be placed in locations designated for a specific purpose. These signs must
give a bold, concise message such as:

Danger.

No Entry.

No smoking.

No drinking and eating.

Fire-extinguisher location.

First Aid Equipment location.

Emergency Exit.
These signs are either informative in nature or give a clear instruction in a
manner that is understandable to all irrespective of their language.
Chemicals should only be mixed in areas designated for the purpose, such as
at filling points. These areas should be clearly marked and unauthorised
personnel should not be allowed into these areas while chemicals are being
handled.

Apply health and safety measures correctly:

Health and safety measures required for the safe collection of data
Health and safety measures to take note of, while collecting data like label
instructions
Appropriate protective garments and tools to be used during data collection
Applicable hygiene standards to maintain throughout the process of data
collection.

Please complete My Notes …

Activity 6 at the .........................................
end of the . ........................................
session
. ........................................
. . . . .. . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . .
. ........... .............................
. ........................................

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
52
Primary Agriculture NQF Level 2 Unit Standard No: 116080

6
My Name:
As a group, complete the
..................
table below and think of the
My Workplace:
consequences for ..................
negligence My ID Number:
SO 4 AC 1-3
...................

1. As part of this learning program, you are required to take part in collecting
samples. During your practical learning experience, you should take special
notice of the necessary health and safety requirements that are applied.
During this practical task, discuss each of the points below in your group and
make keynotes as reminders for yourself:

Aspect Possible
Key notes to
relevant consequences if this
remember:
Yes/no is not adhered to:
Describe the method
of collection you have
decided to discuss and
mark the aspects
important with
regards to safety
applicable to your
method.

Protecting self and co-

workers

Protecting non-
targeted organisms.

Protecting the
environment.

A full set of protective

clothing/gear is worn
correctly.

Protective
clothing/gear is in
good working
condition and state of
repairs.
Correct utilization of
protective
clothing/gear is
applied.

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
53
Primary Agriculture NQF Level 2 Unit Standard No: 116080

Aspect Possible
Key notes to
relevant consequences if this
remember:
Yes/no is not adhered to:
No smoking, drinking,
eating or under the
influence of drugs
takes place.

Product is stored
correctly.

Waste and empty

containers are
disposed of correctly.

Soil and water

contamination is
avoided.

Application occurs
under correct climate
conditions.

Non-authorised
workers are prevented
from coming into
contact with
chemicals.

Rest of the worker

community is
informed of activity.

Designated areas are

used for mixing.

Product is applied to
targeted organisms
only.

Emergency contact
details are on hand.

Facilitator comments: Assessment:

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
54
Primary Agriculture NQF Level 2 Unit Standard No: 116080

I understand Questions that I still would

Concept (SO 4)
this concept like to ask

Important health and safety

measures for collection methods
and equipment.

Health and safety measures

required for the safe collection of
data.

Appropriate protective garments

and tools to be used during data
collection.

Applicable hygiene standards to

maintain throughout the process of
data collection.

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
55
Primary Agriculture NQF Level 2 Unit Standard No: 116080

A m I r ead y f o r my t est ?
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. Identify and collect agricultural data:

Summarize the types of data the assessor have
identified.

2. Identify and collect agricultural data:

Describe one example of own choice to the
assessor.

3. Collate the collected data: Explain in a

summary, what is meant by the phrase “collate
data”. (summative assessment).

4. Record and create a report. Present a written

report as an example on a data set for his
summative assessment. This report could have
been prepared as homework or as part of a
practical session during training, (taking note of
types of data, collation of data – outcome 1 & 2),
which is used in this report presented for this final
assessment for this outcome.

6. Apply health and safety measures:

Regulations regarding the conduct of personnel
when handling samples and chemicals, include:

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
56
Primary Agriculture NQF Level 2 Unit Standard No: 116080

C h ec klist f o r p r ac t ic al assessmen t …
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.

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
57
Primary Agriculture NQF Level 2 Unit Standard No: 116080

P ap er wo r k t o b e d o n e …
Please assist the assessor by filling in this form and then sign as instructed.

Learner Information Form

Unit Standard 116080

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

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
58
Primary Agriculture NQF Level 2 Unit Standard No: 116080

G lo ssar y
Term Description

Contamination A substance that is rendered unsafe for human consumption

Equilibrium A state of balance between different components in a system

When all the spaces in between soil particles are filled with water and
Field Capacity
the soil is saturated with water

Pathogen This is the scientific name for organisms witch causes diseases

An instrument that works like a big hand held drill and is used to take
Soil auger
samples of soil profiles etc.

Tensiometer This is a instrument used for measuring the moisture in soil

B ib lio g r ap h y
Books:
Encyclopedia Britannica – South African Version

People Farming Workbook – Environmental and Development Agency Trust

Cotton Management Guide (revised 2006); Institute for Industrial Crops –
Agricultural Research Council (ARC).printed – Pro-Spec Media

World Wide Web:

wordnet.princeton.edu/perl/webwn

www.tiaa-crefbrokerage.com/invest_glosry_PrPt.htm

www.en.wikipedia.org/wiki
www.indiainfoline.com/bisc/accc.html

http://www.tshwane.gov.za/weeds.cfm

http://www.southafrica.info/ess_info/sa_glance/geography/biodiversity.htm

Version: 01 Version Date: July 2006

 Monitor, collect and collate agricultural data
59
Primary Agriculture NQF Level 2 Unit Standard No: 116080

T er ms & C o n d it io n s
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.

A c kn o wled g emen t s
Project Management:
M H Chalken Consulting
IMPETUS Consulting and Skills Development

Developer:
Ms A Bennet (Inselele Training cc; c/o Cotton SA)
Agri-Biotech Research
Consultancies
Authenticators:
Rural Integrated Engineering

OBE Formatting:
Ms B Enslin

Design:
Didacsa Design SA (Pty) Ltd

Layout:
Ms P van Dalen

Version: 01 Version Date: July 2006

 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:

Monitor, collect and collate agricultural data

SAQA US ID UNIT STANDARD TITLE

116080 Monitor, collect and collate agricultural data
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 2
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

The learner achieving this unit standard will be able to monitor, collect and collate data in a narrow range
of contexts in the agricultural sector. In addition the learner will be able to recognise, interpret and report
on basic deviations in routine collection processes.

In addition learners will be well positioned to extend their learning and practice into other areas of data
collection and dissemination in the agricultural sector. Competent learners will understand the purpose
behind data collection and be able to contribute to the general standards applied in the sector by
contributing to accurate information gathering.

Learners will understand the importance of the application of business principles in agricultural production
with specific reference to information systems and technology.

They will be able to operate farming practices as businesses and will gain the knowledge and skills to
move from a subsistence orientation to an economic orientation in agriculture. Farmers will gain the
knowledge and skills to access mainstream agriculture through a business-oriented approach to
agriculture.

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:

• NQF 1: Collect Agricultural Data.

• NQF 1: Demonstrate an understanding of the basic concepts of sustainable farming systems.

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
Identify and collect the required data.
OUTCOME RANGE
Data may include but is not limited to biological, physical and economical data such as pests, diseases,
agro-chemical, crops, stock, and maintenance.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Sources of information are identified.

ASSESSMENT CRITERION 2
Data is collected from a limited range of sources.
ASSESSMENT CRITERION RANGE
Sources of information may include various points of information or other people who are gathering data.

ASSESSMENT CRITERION 3
Data is collated accurately.

SPECIFIC OUTCOME 2
Collate the collected data.
OUTCOME RANGE
Processing may include, but is not restricted to: input into electronic devices, counting, weighing, or
creating graphs.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The appropriate method of collating data is identified.

ASSESSMENT CRITERION 2
All relevant data is identified.

ASSESSMENT CRITERION 3
Data is correctly counted or added.

SPECIFIC OUTCOME 3
Record collated data and create a report in the required format.

ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
The required reporting format is identified.

ASSESSMENT CRITERION 2
The report format is correctly completed.

ASSESSMENT CRITERION 3
Deviations and problems are identified and reported.

SPECIFIC OUTCOME 4
Apply health and safety measures applicable to the collection method and equipment used.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The relevant health and safety standards relevant to the method of data collection are explained.

ASSESSMENT CRITERION 2
The relevant health and safety standards relevant to the method of data collection are applied.

ASSESSMENT CRITERION 3
The appropriate protective garments and equipment are used.

ASSESSMENT CRITERION 4
The appropriate hygiene measures are applied throughout the process of collection.

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:

• The names and functions of various data collection tools and equipment.
• The names and functions of the sources of the data.
• The purpose of accurate data collection.
• The procedures of different methods of data collection.
• Elementary communication.
• A basic knowledge of health and safety regulations.
• Elementary teamwork.
• Elementary supervisory skills.
• Elementary health and safety techniques.
• Different methods of recording data.
• Different methods of presenting data.
• The descriptions and properties of the source of the data being collected.
• The description and properties of the data collection equipment.
• Sensory cues related to the measurement of the data, the data collection equipment and the source of
the data.
• The purpose for learning about Information technology.
• The purpose of the data being collected.
• The correct procedures for collecting the data.
• All relevant rules, laws and regulations related to the source of the data and the data itself.
• The relationship between the data and information generated by it.
• The specific Animal production or plant production or business practice or agricultural practice that the
data collection procedure refers to.

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-organisation and management relates to all specific outcomes.

UNIT STANDARD CCFO COLLECTING

Information evaluation 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

Inter-relatedness of 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.