AGRIC 2505RW - Crop and Pasture Production II

Roseworthy Campus - Semester 2 - 2017

This course delivers an overview of agronomic production systems from a diverse array of dryland pastures and crops. In particular the course provides a practical understanding of selection, establishment, management and utilisation of crops and pastures in the main rainfall and soil environments encountered in southern Australia. Topics include: weed, pest and disease management; species and cultivar identification and selection; selection and use of crops and pastures; rotations; tillage; nutrition and fertilisers; and the interrelationship of agronomy and the environment.

  • General Course Information
    Course Details
    Course Code AGRIC 2505RW
    Course Crop and Pasture Production II
    Coordinating Unit School of Agriculture, Food and Wine
    Term Semester 2
    Level Undergraduate
    Location/s Roseworthy Campus
    Units 3
    Contact Up to 6 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites AGRIC 1510WT or AGRIC 1520WT
    Incompatible AGRONOMY 2502RW
    Assessment Exam and practical reports
    Course Staff

    Course Coordinator: Dr Gurjeet Gill

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1 Describe production characteristics of the major crop and pasture production systems in Australian agriculture
    2 Explain the influence of different drivers of change on the farming systems.
    3 Describe how agronomy is used to improve resource use efficiency and sustainable production
    4 Identify important species of crops, pastures and weeds
    5 Describe growth and development pattern of major crop species
    6 Critically evaluate information related to important agronomic practices
    7 Collect and evaluate agronomic data critically and present it clearly
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    5, 6
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    3, 6
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    6, 7
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    6, 7
  • Learning Resources
    Required Resources
    Lecture handouts will be posted to the relevant area of MyUni before each class. There will be no provision of printed lecture handouts.
    Recommended Resources
    Additional relevant information is available in the textbook:
    Tow, Cooper, Partridge and Birch (2011) Rainfed Farming Systems (Online access available through UA library)
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The course material is taught by a combination of lectures, tutorials and practical classes, with formative assessment exercises in the form of practical write-ups, tutorial presentations and summative assessment in the form of one examination. The lectures are organised into three streams. The first of these are lectures that cover major principles related to sustainable and profitable crop production. The second stream covers constraints and production practices for important field crops in southern Australia. The third stream addresses the role and adaptation of pastures to the environment and management practices for their management. Lecture modes used are based primarily on traditional classroom paradigms of lecturer-student interactions, using PowerPoint or similar presentation techniques.

    Practical classes and tutorials are designed and timetabled such that as far as possible, the topics co-ordinate with those being taught at that time within the lecture stream. One of the practical sessions will be used as a test on describing crop growth stages and ability to dissect and display apical meristem of wheat. Students will work in small groups to collect data on crop growth and development in the field and at the end of the semester all groups will submit and brief research paper on their findings.

    There will be 3 tutorial sessions during the semester. In the first, students will be guided in the methodology required for data analysis from their field study. In the 2nd tutorial, student will work in groups and each group will be given data on yields trends and rainfall at Roseworthy farm. Student groups will analyse the data and make a PowerPoint presentation at a later date to describe the results and provide an interpretation of the likely reasons for seasonal differences in productivity.

    Feedback is provided on all assessed work.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    A student enrolled in a 3 unit course, such as this, should expect to spend, on average 12 hours per week on the studies required. This includes both the formal contact time required to the course (e.g., lectures and practicals), as well as non-contact time (e.g., reading and revision).
    Learning Activities Summary
    Week Lecture Topic Practical
    Week 1
    • Introduction to the course 
    • Rotations; biological principles; nitrogen fixation; soil structure; root and leaf (e.g. Take-all, Rhizoctonia, yellow leaf spot, rusts) diseases; risk management
    •  Weed identification (guidelines for preparing weed ID collection)
    • Assessment of crop growth and development pattern in the field (wheat, barley, beans and canola) – 1st assessment
    Week 2 • Crop water use and water use efficiency; components of water use; agronomic approached to improving WUE; French & Schultz framework
    • Soil constraints to productivity: sodicity, acidity, compaction, boron and their management
    Effect of seed rate (crop density) on growth and development of barley (1st assessment)
    Week 3 • Crop growth analysis – CGR, LAI, NAR, RGR, HI; factors controlling crop development
    • Paddock selection for cropping: soil pH, soil hard pan, herbicide residues, weed problems; wheat Vs malt barley (high Vs low grain protein)
    • Tutorial: Data analysis from harvest 1 on crop growth and development; growth analysis
    • Tutorial: Yield trends and WUE of wheat and barley on Roseworthy farm
    Week 4 • Time of sowing crops: yield penalty from delayed sowing; managing climatic constraints (frost, heat and water stress); disease interactions e.g. field peas; delving to improve soil properties and reduce frost damage;
    • Paddock Selection: pH, hard pan, soil N, disease risk, previous herbicide used, erosion risk
    • Effect of seed rate (crop density) on growth and development of barley (2nd assessment)
    • Assessment of crop growth and development pattern in the field (wheat, barley, beans and canola) – 2nd assessment
    Week 5 • Seeding management: crop establishment, seeding depth (its relationship to seed size); seed treatment; seed selection (size and vigour), optimum plant density, no-till, zero-till, controlled traffic farming Group presentations on yield trends and water use efficiency of wheat, barley, faba bean and canola on Roseworthy farm (10 marks)
    Week 6 Nutrient management with focus on N and P management; fertiliser toxicity and its management; estimating N removal by wheat crops (tutorial 17 Oct) • Assessment of crop growth and development pattern in the field (wheat, barley, beans and canola) – 3rd assessment
    • Effect of seed rate (crop density) on growth and development of barley (3rd assessment)
    Week 7 Pastures in cropping systems; Pasture adaptation to the environment Pasture practical (visit to Tiller family property with medic breeders)
    Week 8 Pasture establishment and regeneration
    Pasture nutrition and weed management
    Exploration of the criteria required for a pasture system to meet production, feedbase and environmental goals; discussion and information collection for scenario-based learning.
    Week 9 The development of new pasture systems; Perennial pasture options Group Presentations - Pasture scenario-based learning (10%).
    Presentations need to be submitted to MyUni by 5 PM on 8 Oct
    Week 10 Disease management: genetics, rotations, hygiene (control volunteer plants), distance from previous crops, time of sowing, seed treatments, fungicides, ICM; wheat, barley, canola and pulse crop major diseases Tutorial: Estimating fertiliser nitrogen demand of wheat.
    Assessment of crop growth and development pattern in the field (wheat, barley, beans and canola) – 4th assessment
    Week 11 Weed management – weed impact, weed control tactics, herbicide MOA, herbicide resistance and IWM Visit Roseworthy farm with the farm manager to discuss positives and negatives from the season. There will be a strong focus on weed management challenges on the farm.
    Week 12 • Grain quality: protein content (management in hard wheat Vs malt barley), grain size and screening content, staining and other defects, falling number test
    • Crop harvest – direct harvest, windrowing or swathing, harvest aids – desiccants, grain moisture content, harvest of short crops such as lentils
    Small Group Discovery Experience
    Practicals will require students to undertake research in small groups to analyse, document and present information on:

    1. On-farm yield trends over time and changes in crop water use efficiency
    2. Scenario-based learning on Australian dryland pastures 
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Due Weighting Learning Outcome
    Group reports on  water use efficiency of field crops grown on Roseworthy farm Summative

    Week 6

    10% 1, 3
    Effect of sowing time on faba bean growth and development Summative Week 9 10% 4
    Group Presentations - Pasture scenario-based learning Summative Week 9 10% 6
    Assessment of crop growth and development pattern in the field (wheat, barley, beans and canola)  Summative Week 8 10% 2, 3, 4, 5, 6, 7
    Practical examination  Summative Week 12 10% 2-5
    Final Exam Summative 50% 1-7
    Assessment Detail
    Summative (examination-based) Assessment - details:
    The final exam will consist of a 3-hour paper containing questions based on lecture material covered in the semester. There will also be test on description of crop growth stages and dissection and display of cereal apical meristem in the practical in week 4 (5 marks)

    There will also be five summative assessment components related to practicals:
    Assessment of crop growth and development pattern in the field (wheat, barley, beans and canola) - 10 marks
    Effect of seed rate (crop density) on growth and development of barley - 10 marks
    Weed collection - 10 marks
    Trends in productivity and water use efficiency of crops (small group work with oral presentation) - 10 marks
    Scenario-based learning of pasture adaptation and productivity (small group work with oral presentation) - 10 marks

    Assignments should be submitted with a cover sheet available from MyUni. Feedback will be provided within two weeks after the submission date.

    Late submission of assessments
    If an extension is not applied for, or not granted then a penalty for late submission will apply. A penalty of 10% of the value of the assignment for each calendar day that is late (i.e. weekends count as 2 days), up to a maximum of 50% of the available marks will be applied. This means that an assignment that is 5 days or more late without an approved extension can only receive a maximum of 50% of the mark.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.