primary agriculture propagate pllaannttss p - · pdf fileprimary agriculture nqf level 1 unit...

LLeeaarrnneerr GGuuiiddee PPrriimmaarryy AAggrriiccuullttuurree

My Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

My Workplace: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

My ID Number: . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . . . .

NQF Level: 1 US No: 116205

PPrrooppaaggaattee PPllaannttss

The availability of this product is due to the financial support of the National Department of Agriculture and the AgriSETA. Terms and conditions apply.

Version: 01 Version Date: July 2006

22Propagate Plants

Primary Agriculture NQF Level 1 Unit Standard No: 116205

BBeeffoorree wwee ssttaarrtt…… Dear Learner,

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

Title: Propagate plants

US No: 116205 NQF Level: 1 Credits: 4

The full unit standard is attached at the end of this Learning Guide. 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 48970 1 120

National Certificate in Mixed Farming Systems 48971 1 120

National Certificate in Pant Production 48972 1 120

Please mark the learning program you are enrolled in:

Your facilitator should explain the above concepts to you.

You will also be handed a Learner Workbook. This Learner Workbook should be used in conjunction with this Learner Guide. The Learner Workbook contains the activities that you will be expected to do during the course of your study. Please keep the activities that you have completed as part of your Portfolio of Evidence, which 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.

EEnnjjooyy tthhiiss lleeaarrnniinngg eexxppeerriieennccee!!

Are you enrolled in a: Yes No

Learnership?

Skills Program?

Short Course?


33Propagate Plants


HHooww ttoo uussee tthhiiss gguuiiddee …… 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.

Examples of certain concepts or principles to help you contextualise them easier, will be shown in this box.

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.

This box indicates a summary of concepts that we have covered, and offers you an opportunity to evaluate your own progress and / or to ask questions to your facilitator if you are still feeling unsure of the concepts listed.

MMyy NNootteess …… 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.

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44Propagate Plants


WWhhaatt aarree wwee ggooiinngg ttoo lleeaarrnn?? What will I be able to do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

What do I need to know? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Learning Outcomes? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

What is Plant Propagation? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Revision of Plant Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

SSeessssiioonn 11:: Identifying the Propagation Environment . . . . . . . . . . . . . . . . . . . . . . . . 9

Factors affecting the propagation environment; Hygiene procedures in the propagation environment; Identifying possible problems in the propagation environment.

SSeessssiioonn 22:: Propagation Material and Propagation Media . . . . . . . . . . . . . . . . . . . . . 13

A Brief Description of Plant Propagation; Sexual Propagation; Environmental Factors which Affect Germination Requirements for Germination; Asexual Propagation (Vegetative Propagation).

SSeessssiioonn 33:: Carry out Routine Propagation Procedures . . . . . . . . . . . . . . . . . . . . . . 19

Sexual propagation by means of seed; Special treatments for dormant seeds; Asexual propagation (vegetative propagation); Equipment to be used for vegetative propagation; Methods of vegetative propagation (stem cuttings); Demonstration of grafting and budding.

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Terms & Conditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Excerpt: SAQA Unit Standard 116205


55Propagate Plants


WWhhaatt wwiillll II bbee aabbllee ttoo ddoo?? When you have achieved this unit standard, you will:

Be able to assist with the propagating of plants.

Gain specific knowledge and skills in plant propagation and will be able to operate in a plant production environment implementing sustainable and economically viable production principles.

Be capacitated to gain access to the mainstream agricultural sector, in plant production, impacting directly on the sustainability of the sub-sector. The improvement in production technology will also have a direct impact on the improvement of agricultural productivity of the sector.

WWhhaatt ddoo II nneeeedd ttoo kknnooww?? It is assumed that a learner attempting this unit standard will show competence against the following unit standards or equivalent:

NQF 1: Select, use and care for hand tools and basic equipment and infrastructure (US 116167).

NQF 1: Demonstrate a basic understanding of the structure and function of a plant in relation to its environment (US 116199).

NQF 1: Demonstrate an understanding of the basic concept of sustainable farming systems (US 116157).

LLeeaarrnniinngg OOuuttccoommeess You must be able to demonstrate a basic knowledge of:

Names and functions of tools and material required for plant propagation.

Descriptions and characteristics of plant propagation.

Purpose of being able to propagate plant material.

The correct procedures to be followed when propagating plant material.

Basic safety requirements related to tools, chemicals, propagation environment and procedures according to the relevant legislation.

Categories of growing media.


66Propagate Plants


WWhhaatt iiss PPllaanntt PPrrooppaaggaattiioonn?? It is making more plants from one plant. In agriculture we have to have many of the same kind of plant to establish a marketable crop. There are many ways to propagate plants, but they fall under one of two categories, namely 1) asexual (vegetative) plant propagation and 2) sexual (by means of seed) plant propagation.

Are you able to list plants that can be propagated according to these methods?

In order to be able to do plant propagation you have to know the structure and function of plant parts and therefore it is essential to revise this unit standard.

RReevviissiioonn ooff PPllaanntt SSttrruuccttuurree Before we examine the basics of propagation, let’s take a moment to revise the basics of Plant Structure:

A vascular plant basically consists of three organ types, namely roots, stems and leaves. Based on the structure of the stem, they can be either herbaceous or woody:

Most herbaceous plants usually have stems that are soft, green, and contain little woody tissue. These plants are ones that usually die to the ground each year. Most annual and perennial flowers fall into this category along with vegetables and houseplants.

Woody plants have hard, woody stems like most trees and shrubs that do not die back each year.

We talk about vascular plants because they contain vascular tissue that transports water (xylem) and sugars (phloem). Vascular plants also include ferns and gymnosperms (like pine trees) that do not bear flowers.

Annuals: A plant that completes its life cycle in one growing season. It will grow, flower, set seed, and die. Examples: Marigolds, tomatoes, and petunias.

Biennial: A plant that completes its life cycle over a period of two seasons. Examples: Cabbage, carrots and beetroot.

Perennial: A plant that lives for 3 or more years. It can grow, flower, and set seed for many years. Underground parts may regrow new stems as in the case of herbaceous plants, or the stems may live for many years like woody plants (trees). Examples: Vines & Fruit Trees.


77Propagate Plants


Vascular plants that are bearing true flowers are referred to as flowering plants. They are divided into –

monocotyledonous plants like grasses and palms; and

dicotyledonous plants like peaches, beans and tomatoes.

TThhee lliiffee ccyyccllee ooff aa fflloowweerriinngg ppllaanntt

A flowering plant's life cycle (see Figure 0.1 below) describes how long a plant lives, how long it takes to grow, flower, and set seed. Plants can either be annuals, perennials, or biennials.

Figure 0.1: The life cycle of a flowering plant

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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88Propagate Plants


LLeett’’ss llooccaattee aanndd iiddeennttiiffyy tthhee ddiiffffeerreenntt ppaarrttss ooff aa ppllaanntt..

An illustration of the basic structure of a plant:

Figure 0.2: The basic structure of a plant

Now complete activity 1.1 in your workbook

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Auxiliary bud


99Propagate Plants


SSeessssiioonn 11

In this module we are going to examine the following points:

Factors affecting the propagation environment.

Hygiene procedures in the propagation environment.

Identifying possible problems in the propagation environment.

11..11 FFaaccttoorrss aaffffeeccttiinngg tthhee PPrrooppaaggaattiioonn EEnnvviirroonnmmeenntt

SSeevveenn tthhiinnggss tthhaatt ppllaannttss rreeqquuiirree ttoo ggrrooww..

It is important to remember that there are seven (7) things that plants need to grow: Space to Grow; Temperature; Light; Water; Air; Nutrients; and Time.

SSppaaccee ttoo ggrrooww

All plants need space to grow. The above ground parts of the plant need space so leaves can expand and carry out the job of making food. Roots also need space to grow and absorb nutrients and water. Plants growing in small spaces will have their roots crowded, and that results in slower growth and smaller plants.

TTeemmppeerraattuurree

Most plants like temperatures that most humans like. Some may like warmer temperatures while others may prefer cooler temperatures for best growth. It is always good to know where plants come from so you can ‘make them feel at home’. Some plants like to have cooler temperatures at night and don't like to be in a draughty spot.

IIddeennttiiffyyiinngg tthhee PPrrooppaaggaattiioonn EEnnvviirroonnmmeenntt

After completing this session, you will be able to: SO 1: Identify the propagation environment within a specific agricultural production context.


1100Propagate Plants


LLiigghhtt

Plants need light. Slopes facing the north and rows orientated east-west receive more light. A plant will ‘tell’ you when it isn't getting enough light, because its stems will be thin and it will lean toward the light.

WWaatteerr

Water is important in the plant’s life. Without water or with too much water, a plant dies. For this reason, watering (irrigation) is an important part of plant care. Most plants like to be watered when the soil is slightly dry to the touch. When irrigating, it is important to ensure that the right type of irrigation system for the specific type of crop is applied for the right length of time.

Drainage is also an important factor to consider when talking about water – if plants are not in a place with good drainage; they will stand with their roots in water and will die as a result of lack of oxygen.

AAiirr

When exposed to light, green plants use carbon dioxide in the air for photosynthesis and return oxygen. Smoke, gases, and other air pollutants can damage plants.

NNuuttrriieennttss

Most of the nutrients that a plant needs are dissolved in water and then taken up by the plant through its roots. Fertilizers will help to keep the soil supplied with nutrients a plant needs. Don't apply too much too often. Fertilizer won't solve all of your plant problems, so make sure your plants have good light, good soil, and good drainage. The three most important nutrients are nitrogen, phosphorous, and potassium.

TTiimmee

It takes time to grow and care for plants. Some plants require more time to grow than others. Getting plants to flower or fruit at a certain time can be challenging. Plants that normally grow outdoors need a certain number of days to flower or fruit. You can induce some plants to flower or fruit on a certain date. This is a good lesson in both plant science and math.




11..22 HHyyggiieennee PPrroocceedduurreess iinn tthhee PPrrooppaaggaattiioonn EEnnvviirroonnmmeenntt

All equipment and tools should be clean and properly sterilized before starting with the propagation. Disinfectants on the market are, household ‘Jik’, chlorine used for swimming pools, ‘Sporekill’ and ‘Prasin’. Apart from personal hygiene, workers must wash their hands and preferably wear sterilized rubber gloves when working with growing media and propagation material. The reason being that the equipment and propagation material can be infected with fungi, bacteria or viruses that can cause diseases and eventually affect the production of the crop.

When using seed as propagation material, the seed can be sterilized or treated with fungicides.

11..33 IIddeennttiiffyy PPoossssiibbllee PPrroobblleemmss iinn tthhee PPrrooppaaggaattiioonn EEnnvviirroonnmmeenntt

Most of the above factors can be monitored (observed at regular intervals) and controlled when propagation is done in closed areas. In open land propagation only water, nutrients, spacing and hygiene can be controlled. Problems can arise if any of the mentioned factors are out of control or does not agree with the requirements of the specific crop. Problems can, however, also arise if poor quality propagation material is used or if no proper hygiene measures have been applied. The only way to handle these problems is to monitor and control all factors during the propagation process according to the requirements of the crop.

Open field propagation:

Open field means not under protection like planting the seed of field crops like maize and sunflower in open land; planting potato tubers in open land; planting sweet potato cuttings in open land.

Propagation in protected structure:

Examples of such structures are:

Under shade cloth canopies

In plastic (Polypropylene) Tunnels

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Concept (SO 1) I understand this concept well

Questions that I still would like to ask

Identifying the propagation environment (AC 1)

Open field propagation (AC 1)

Propagating in a protective structure (AC 1)

The components of the propagation environment (AC 1)

Identifying possible problems in the propagation environment (AC 2)

Hygiene procedures in the propagation environment (AC 3)

Now complete activities 1.2 and 1.3 in your workbook.

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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SSeessssiioonn 22

In this session we are going to examine the following points:

A brief description of plant propagation.

Sexual propagation. Environmental Factors that Affect Seed Germination Requirements for Germination

Asexual propagation (vegetative propagation).

22..11 AA BBrriieeff DDeessccrriippttiioonn ooff PPllaanntt PPrrooppaaggaattiioonn

Figure 2.1: Graphic description of plant propagation

22..22 SSeexxuuaall PPrrooppaaggaattiioonn For sexual production to happen, we need 2 parent plats - one that supplies the female parts (pistil), called the seed parent and one that supplies the male parts (pollen) called the pollen parent).

PPrrooppaaggaattiioonn MMaatteerriiaall aanndd PPrrooppaaggaattiioonn MMeeddiiaa

After completing this session, you will be able to: SO 2: Prepare propagation material and propagation media, according to specific instructions.

PPllaanntt PPrrooppaaggaattiioonn

Sexual (By means of seed) Two parent plants required

Pollen from pollen parent land on stigma of seed parent – fertilization – embryo – seed

Reasons:

Mostly for annual crops like vegetables and field crops –

Plants grown from seed are not exact copies of the mother plant

Asexual (vegetative) One parent plant required

Taking a part of the plant and making cuttings, grafting, layering, division

Reasons:

Mostly for perennial plants, plants that take too long to flower from seed –

making exact copies of the mother plant (cloning)




When pollen comes in contact with the stigma, pollination has occurred and the ovule inside the ovary is fertilized.

An embryo and endosperm form inside the ovule and it becomes the seed. The embryo inside the seed contains a terminal bud (plumule) (future stem and leaves) and radicle (future tap root) and is the new “baby” plant.

Since two separate sets of chromosomes (structures in the nucleus of the cell carrying the genes that will determine the properties of the individual) are involved (one set from the male & one set from the female) it means the embryo is a unique individual with new properties that are different from its parents!

RReemmeemmbbeerr::

For Sexual Plant Propagation to happen, Pollination and Fertilization has to happen for a Seed to form! (See Figures 2.2a and 2.2b.) A seed is therefore the product of a sexual process and contains an embryonic plant (baby plant) as well as some reserve food.

Figure 2.2a: Sexual plant propagation illustrated




Figure 2.2b: Sexual plant propagation illustrated

22..22..11 EEnnvviirroonnmmeennttaall FFaaccttoorrss tthhaatt AAffffeecctt SSeeeedd GGeerrmmiinnaattiioonn

Most seeds can be stored for some time after harvesting and for the best storage; conditions should be dry and cool. When seed is stored under unfavourable conditions, the embryo (germ) inside the seed will die and the seed will not germinate.

There are four environmental factors that affect germination: water, oxygen, heat and some seeds also need light. Some seeds will not germinate even if they are exposed to the optimum levels of the four conditions mentioned above. Such seeds are said to be dormant and would need special treatments before they will germinate like scarification, cold treatment or heat treatment and leaching.

WWaatteerr

Most seeds are dry and contain less than 20% water. The first step in the germination process is the imbibition or absorption of water. Even though seeds have great absorbing power due to the nature of their contents, the amount of available water in the germination medium affects the uptake of water. An adequate, continuous supply of water is important to ensure germination. Once the germination process has begun, a dry period will cause the death of the embryo.

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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OOxxyyggeenn

In all viable (live) seed, respiration takes place. The respiration rate in stored seed is very low, but some oxygen is required. The respiration rate increases during germination; therefore, the medium in which the seeds are placed should be loose and well aerated. If the oxygen supply during germination is limited or reduced, germination can be severely retarded or inhibited.

HHeeaatt

A favourable temperature is another important requirement of germination. It not only affects the germination percentage, but also the rate of germination. Some seeds will germinate over a wide range of temperatures, whereas others require a narrow range. Many seed have minimum, maximum, and optimum temperatures at which they germinate.

For example, tomato seed has a minimum germination temperature of 15ºC and a maximum temperature of 35ºC, but an optimum germination temperature of about 27ºC. Where germination temperatures are listed, they are usually the optimum temperatures unless otherwise specified. Generally, winter crop seed in general germinate at 15ºC to 20ºC while summer crop seed requires a temperature of 20ºC to 30ºC. This often means the germination trays may have to be placed in special chambers supplied with radiators, heating cables, or heating mats to maintain optimum temperature.

The importance of maintaining proper optimum temperature for maximum germination percentages cannot be over-emphasized.

LLiigghhtt

Light is known to stimulate or to inhibit germination of some kinds of seed. The light reaction involved here is a complex process. Seed that have a requirement for light for germination are ageratum, begonia, browallia, impatiens, lettuce, celery and most grasses. Conversely, onion, calendula, centaurea, annual phlox, verbena, and vinca will germinate best in the dark. The seed of most agricultural crops are not specific at all. Seed catalogs and seed packets often list germination or cultural tips for individual varieties.

When sowing light-requiring seed, do as nature does, and leave them on the soil surface. If they are covered at all, cover them lightly with fine peat moss or fine vermiculite. These two materials, if not applied too heavily, will permit some light to reach the seed and will not limit germination. When germinating light requiring seed in poor light conditions, supplemental light can be provided by fluorescent fixtures suspended 15 to 30 cm above the seeds for 16 hours a day.




22..22..22 RReeqquuiirreemmeennttss ffoorr GGeerrmmiinnaattiioonn

Germination will begin when certain requirements have been met. A seed must have a mature and viable embryo, contain enough reserved food stored either in the endosperm in the cotyledon(s) to sustain the embryo during germination.

Seed of crops like maize, wheat and sunflower can be planted in open fields where the whole field is prepared as a seedbed. For germinating seed under protection, a wide range of materials can be used, from plain vermiculite or mixtures of soilless media to the various special soil mixes. With experience, you will learn to determine what works best under your conditions. However, keep in mind what the good qualities of a germinating medium are. It should be rather fine and uniform, yet well aerated and loose. It should be free of insects, disease organisms, and weed seeds.

It should also be of low fertility or total soluble salts and capable of holding and moving moisture by capillary action. One mixture that supplies these factors is a combination of 1/3 sterilized soil, 1/3 sand or vermiculite or perlite, and 1/3 peat moss.

An artificial, soilless mix also provides the desired qualities of a good germination medium. The basic ingredients of such a mix are sphagnum peat moss or decomposed pine bark and vermiculite, both of which are generally free of diseases, weed seeds, and insects. The ingredients are also readily available, easy to handle, lightweight, and produce uniform plant growth. "Peat-like" mixes or similar products are commercially available or can be made at home using this recipe: 50kg of shredded sphagnum peat moss, 50kg of fine vermiculite, 12ml of super phosphate, and 24ml of ground limestone. Mix thoroughly. These mixes have little fertility, so seedlings must be watered with a diluted fertilizer solution soon after they emerge. The use of garden soil by itself as a germination medium is not recommended; it is not sterile, is too heavy, and might not drain well.

For better results, the germination medium should be sterilized. Ready-to-use, sterilized media are available on the market but if you are making up your own mixtures and not using sterilized components, it is advisable to steam-sterilize the mixture before use.

CCoonnttaaiinneerrss

Most flower and vegetable seedlings are nowadays produced in different kinds of compartmented plastic seed trays where one seed is planted per compartment and the diameter of the compartments vary according to the kind of seed to be planted. Different kinds of empty plastic containers can, however also be used provided they are properly cleaned, sterilized and the bottom perforated to allow drainage.

Tree seeds that are planted for raising rootstocks are usually planted in separate growing bags or in seedbeds.




22..33 AAsseexxuuaall PPrrooppaaggaattiioonn ((VVeeggeettaattiivvee PPrrooppaaggaattiioonn)) For this to happen we only need one parent plant.

This is to make exact copies of the mother plant, so that the new plants have exactly the same properties as their parent. This is also called cloning.

Portions of the vegetative parts of the plant (stems, leaves and roots) are taken and treated to form roots and/or buds and eventually complete new plants are formed. There are many ways to do this such as:

Making cuttings (stem, leaf and root cuttings).

Layering (air and ground layering).

Grafting (scion and bud grafting).

Using special plant organs (tubers, bulbs and rhizomes).

Subdividing plant clusters.

Concept (SO 2) (AC 1 – 4) I understand this concept


Description of Plant Propagation.

Sexual Propagation.

Asexual Propagation (Vegetative Propagation).

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Now complete activities 2.1 in your workbook.

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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SSeessssiioonn 33

In this session we are going to examine the following points:

Sexual propagation by means of seed. Special treatments for dormant seeds

Asexual propagation (vegetative propagation). Equipment to be used for vegetative propagation Methods of vegetative propagation (stem cuttings)

Demonstration of grafting and budding.

33..11 BByy MMeeaannss ooff SSeeeedd ((SSeexxuuaall PPrrooppaaggaattiioonn)) The proper time for sowing (planting) seeds will depend on the kind of crop. Open field winter crops are planted in autumn or early winter while open field summer crops are planted in spring or early summer.

Make sure that the soil is well prepared and at the required moisture level before planting unless irrigation is available. Use the appropriate planting equipment and apply all safety measures.

Planting seeds for transplants depends upon when plants may safely be moved out-of-doors in your area. This period may range from 4 to 12 weeks prior to transplanting, depending upon the speed of germination, the rate of growth, and the cultural conditions provided.

A common mistake is to sow the seeds too early and then attempt to hold the seedlings back under poor light or improper temperature ranges. This usually results in tall, weak, spindly plants that do not perform well.

After selecting a container and the medium, fill the cavities or pan with moist medium to just below full capacity to allow covering of the seeds. Plant seed as prescribed for crop and cover with thin layer of medium.

CCaarrrryy oouutt RRoouuttiinnee PPrrooppaaggaattiioonn PPrroocceedduurreess

After completing this session, you should be able to: SO 3 & 4: Carry out routine propagation procedures within the specific agricultural propagation / production context under supervision.




Small, light requiring seeds can just be pressed firmly into the medium or covered with a very thin layer of vermiculite. Put trays in germination room or selected space for seed to germinate.

Watering should be done carefully in order not to displace or wash out seeds. After germination seedlings must be exposed to filtered light and be fertilized and irrigated regularly. Apply disease and pest control as required. Some time before transplanting, seedlings must be exposed to full sunlight to harden off.

33..11..11 SSppeecciiaall ttrreeaattmmeennttss ffoorr ddoorrmmaanntt sseeeeddss

SSccaarriiffiiccaattiioonn

As result of the hard, impenetrable seed coat, some seeds like cotton seed and seed of some legumes cannot take up water for germination. The seeds are therefore called hard-seeded and need to be scarified, by rubbing the seed between two pieces of sand paper, or mixing the seed with course sand and shaking the mixture in a closed container until the seed coats are worn away sufficiently to be able to absorb water.

Heat treatment is another method for scarifying impermeable seed coats. The seed is dropped in water with a temperature of between 70ºC and 100ºC and left in the water while allowing it to cool down.

SSttrraattiiffiiccaattiioonn ((ccoolldd ttrreeaattmmeenntt))

Seed of peaches, apples and other trees from the northern hemisphere, when taken from ripe fruit, will not germinate until they have been stratified. During this process the seed is placed in moist soil or germination medium and left in a fridge at about 4oC for about three months before planting.

33..22 AAsseexxuuaall PPrrooppaaggaattiioonn ((VVeeggeettaattiivvee PPrrooppaaggaattiioonn))

33..22..11 EEqquuiippmmeenntt ttoo bbee uusseedd ffoorr vveeggeettaattiivvee pprrooppaaggaattiioonn Pruning shears for making cuttings.

Mistbed for keeping cuttings moist and warm while rooting (illustrated in Figure 3.1 on next page). A mistbed looks like a table with a box-like top. The bottom of the table top is fitted with heating cables or heating elements with a heat control system (thermostat). A misting system is fitted about 10cm above the table top. The misting system breaks up the water into very fine droplets that keep the cuttings moist. The system can be set so that it is turned on every few minutes for a few seconds at a time.

Grafting knife for grafting and budding.




Figure 3.1: Diagram for the construction of a mistbed

Grafting strips for tying the scion and rootstock together.

Grafting wax for covering grafts to limit dehydration and entrance of water.

Containers for rooting and planting cuttings.

Growing medium to serve as rooting medium for cuttings.

The handling and safety measures of the abovementioned equipment will be demonstrated to you during the practical sessions.

33..22..22 MMeetthhooddss ooff VVeeggeettaattiivvee PPrrooppaaggaattiioonn

SStteemm CCuuttttiinnggss

Stem cuttings already have buds than can sprout to form shoots and all they need is to form roots. Different kinds of stem cuttings can be made:

From herbaceous plants like tomatoes, sweet potatoes, pelargonium etc. can be basal cuttings (taken from the lower part of a shoot with five to seven nodes) or terminal cuttings taken from the tip of the shoot, also with five to seven nodes. Remove the bottom leaves, dip basal end of cutting into rooting hormone and plant in tray or pot containing moist growing medium. Put container on mistbed.

Softwood cuttings taken from young growth of woody plant, mostly for ornamental trees and shrubs and some fruit trees. Take cutting from tip of soft shoot, remove the bottom leaves, insert base in rooting hormone and plant as above.




Figure 3.3: Layering

Figure 3.2: Rooted cuttings

Figure 3.1a: Rooted whole leaf cutting of African violet

with adventitious buds

Figure 3.1b: Sectional leaf cutting of Sansevieria

Harwood cuttings are mostly taken from deciduous trees like grape vines, apples and figs during winter or early spring. Tip or basal cuttings of 15 to 30 cm can be made and treated as above.

The cuttings can also be planted directly into the medium in the mistbed or the container with the cuttings can be placed on the mistbed.

LLeeaaff CCuuttttiinnggss

Leaf cuttings do not have either buds or roots and both are require to form a new plant. In some ornamental plants leaf cuttings can be used to produce new plants. For African violets and Peperomia (Figure 3.1a) whole leaves can be used and for Begonia and Sansevieria (Figure 3.1b), sections of leaves can be used.

RRoooott CCuuttttiinnggss

Root cuttings need to produce buds to form new plants. Plants that can be propagated by means of root cuttings are pear, apple quince and some ornamental trees like poplars (Figure 3.2).

LLaayyeerriinngg

When making cuttings, the main problem is to keep them moist until they have developed a root system to supply them with water and nutrients. During the process of layering, the ‘cutting’ remains attached to the mother plant until a root system has developed.

Layering involves the severing or ring barking of a branch close to the ground (Figure 3.3). A rooting apply rooting hormone to the severed bark after which the branch is bent down and the severed part covered with soil. Roots will develop from the severed part. The rooted branch can then be removed from the mother plant and planted.




AAiirr LLaayyeerriinngg

This is basically the same as ground layering, but instead of using the ground as rooting place or rooting medium, the severing or ring barking is done on a branch higher up in the tree or shrub and a moist growing medium is positioned around the severed part and covered with a piece of dark, strong plastic to prevent the growing medium to dry out. Roots will develop in the growing medium after which the rooted branch can be removed from the mother plant and planted. (See Figure 3.4.)

DDiivviiddiinngg BBuullbbss

Bulbous plants usually form daughter bulbs or divide during their growing cycle. If we dig them up & divide the bulbs we have many plants. Bulb scales will also produce bullets if separated from the bulb and treated as leaf cuttings.

UUssiinngg mmooddiiffiieedd ppllaanntt oorrggaannss

Modified plant organs like stem tubers of potatoes, rhizomes of ginger, root tubers of sweet potatoes and runners like strawberry can be used directly as propagation material.

DDiivviissiioonn

Plants that grow in multi-stemmed clusters like chives, asparagus and many ornamental plants can be divided. The clusters are merely broken or cut into smaller sections and replanted.

GGrraaffttiinngg aanndd bbuuddddiinngg

Grafting is the act of joining parts of separate plant together that will join to form a new plant with unique qualities. The rootstock or stock forms the bottom part of the new plant that bears the root system. The scion or bud is that part of the combination that will form the upper part of the plant that will bear the flowers and fruit. A scion usually consists of a piece of stem with one or more buds.

Figure 3.4: Air layering

Cut here and plant




When budding is one, the scion is reduced to a single bud with a piece of bark and a thin piece of underlying wood.

WWhhyy ggrraaffttiinngg??

Some plants like avocado takes many years from planting the seed to flowering, but scions of mature trees retain their sexual maturity. So, if a scion of a mature tree is grafted onto a seedling rootstock, the new combination tree will flower the next season. The root system of many kinds of fruit trees, bearing good quality fruit, is attacked by root diseases, while others of the same kind might have a root system that will not be killed by the disease. By combining the good qualities of the two kinds by means of grafting into one tree, it is possible to get a tree with a resistant root system as well as good quality fruit. Different rootstocks are available that are disease tolerant, salt tolerant or produce smaller trees. Most commercial tree crops over the world are established by using grafted trees.

33..33 DDeemmoonnssttrraattiioonn ooff GGrraaffttiinngg aanndd BBuuddddiinngg

For grafting (Figure 3.5a) the scion and rootstock should be of the same thickness to make sure that the inner part of the bark of the scion, (called the cambium) fits the cambium of the rootstock as demonstrated above. There are different ways for making the cuts, but the method shown in the diagram where the rootstock is split using a grafting knife, the scion is cut into a wedge and slipped into the split, is a good method for beginners. The two parts are then tied tightly together with a grafting strip (plastic) and kept in the nursery until the bud of the scion has sprouted. To make sure that no water enters the graft wound, the graft union can also be covered with grafting wax or commercial ‘Tree Seal’.

For budding (Figure 3.5b), a healthy, swollen bud is cut (with a sharp pruning knife) from the desired plant as shown above. A T-section is cut into the bark of the

Completed graft Figure 3.5a: Grafting

Figure 3.5b: Budding




rootstock and the bark lifted at the junction of the two cuts. The bud is then slit into the opened T-cut so that its cambium makes good contact with the cambium of the rootstock. A grafting strip is used to tie the two parts together as demonstrated.

WWhhiicchh ppllaannttss ccaann bbee ggrraafftteedd??

Grafting can only be done between plants that are closely related like plant from the same species such as two kinds of apples. Apples belong to the rose family and many members of this family can be grafted one onto the other like apples grafted onto quince and apricots onto plums. Some herbaceous (plants like tomatoes) can also be grafted. Even tomatoes can be grafted onto potatoes and the other way around, because they belong to the same family.

No grafting can be done on monocotyledonous plants like maize, sugarcane and palm trees because they do not have a cambium like dicotyledonous plants.

HHyyggiieennee aanndd SSaaffeettyy MMeeaassuurreess

Wash your hands and work in a clean, sterile environment.

All tools and equipment must be clean and sterilized before using them. All cuttings have open wounds and can easily be infected by disease organisms of not treated with care.

When making cuttings, air layering or grafting, take care not to cut yourself with pruning shears of grafting knifes. These implements need to be sharp to be affective and can cause serious injury if not handled carefully. Ask your facilitator to demonstrate the use of these implements before using them.

Concept (SO 3 & 4) I understand this concept


Carry out routine propagation procedures by means of seed (sexual propagation).

Asexual propagation (vegetative propagation).

Demonstration of grafting and budding

Now complete activity 3.1 in your workbook.

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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GGlloossssaarryy

Aerate Supplying air to the soil or solution to a room.

Asexual Opposite of sexual, meaning where no sexual process or system is involved.

Cambium A layer of cells between the bark (phloem) and the wood (xylem) of stems and roots that are dividing to form new wood towards the inside and new bark towards the inside.

Cutting A part of a shoot, leaf or root that can be grown into a new plant.

Cotyledon The first leaf or leaves of the embryo in a seed that plays an important part during germination.

Dicotyledonous One of the two groups of flowering plants like beans, peaches, tomatoes and many others of which the embryo of the seed has two cotyledons. The veins of the leaves are not parallel and their stems and roots grow thicker by means of a cambium.

Embryo The ‘baby’ plant in a seed that develops after fertilization of the egg cell.

Embryo sac A sac-like structure inside the ovule containing the egg cell and the central cell

Endosperm The ‘food’ around the embryo of some seeds that develops after fertilization of the central cell

Fertilization The joining of the sperm cell carried by the pollen tube with the egg cell inside the embryo sac inside the ovule.

Grafting The act of putting a piece of stem containing a bud onto a rootstock in such a way that they will join to form a new pant.

Imbibition The process of taking up water by a seed before germination.

Inhibit Slowing down or preventing a process like germination to happen.

Monocoty-ledonous

One of the two groups of flowering plants like onions, grasses and palms of which the embryo in the seed has only one cotyledon. The veins in their leaves are parallel and the stems and roots do not grow thicker by means of a cambium.

Ovary The bottom part of the pistil that contains the ovules and will develop into the fruit after the ovules had been fertilized.

Ovule Small structure(s) inside the ovary that will form the seed after fertilization. It contains the embryo sac with the egg cell and the central cell.

Phloem Tube-like cells in the plant’s transporting tissue that carries food like sugars produced by the green leaves.

Pollen Small grains produced in the male parts (anther of the stamen) of the flower. They carry the future sperm cells but are collected by bees and other insects for feeding their young.

Pollination The process by which pollen is carried by insects, birds or wind from the stamens to the pistil of a flower of the same kind.

Pollen tube A tube formed by pollen grain after germination of the on the stigma. The pollen tube grows down the style and carries two sperm cells to the embryo sac inside the ovule where fertilization will take place.




Plumule The part of the embryo in the seed that contains the growing point that will form the first shoot of the seedling after germination.

Radicle The embryonic root of the embryo in the seed that will form the taproot of the seedling after germination.

Rootstock The rooted part of a stem onto which buds or scions are placed during grafting.

Scion The piece of plant material containing a bud that is grafted onto the rootstock.

Sexual reproduction

The producing of new plants by pollinating flowers, allow fertilization of ovules and the development of seed with viable embryos.

Vascular plants Plants containing bundles of elongated cells, called vascular bundles. The elongated cells on the inside of the bundles, called xylem, transport water and those on the outside of the bundles, called phloem, transport sugars.

Vegetative reproduction Producing new plants by using parts of stems, leaves and roots.

Viable Being alive like a viable seed containing a live embryo that has the potential to form a new plant after germination.

BBiibblliiooggrraapphhyy

BBooookkss::

Encyclopaedia Britannica – South African Version

People Farming Workbook – Environmental and Development Agency Trust

WWoorrlldd WWiiddee WWeebb::

wordnet.princeton.edu/perl/webwn

http://www.sustainablemeasures.com/Indicators/ChecklistItself.html

http://hypnea.botany.uwc.ac.za/eco_people/biodiv1.htm

http://managingwholes.com/grazing-soils.htm

http://www.geography.learnontheinternet.co.uk/topics/weather.html

http://www.teriin.org/biodiv/biodiv.htm

http://www.sarep.ucdavis.edu/concept.htm




TTeerrmmss && CCoonnddiittiioonnss 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 reproduce and adapt this material to the maximum benefit of the learner.

No user is allowed to sell this material whatsoever.

AAcckknnoowwlleeddggeemmeennttss

PPrroojjeecctt MMaannaaggeemmeenntt::

M H Chalken Consulting

IMPETUS Consulting and Skills Development

DDeevveellooppeerrss::

Cabeton Consulting

AAuutthheennttiiccaattoorrss::

Prof P J Robbertse

EEddiittiinngg && LLaayyoouutt::

Didactical Design SA (Pty) Ltd

EExxcceerrpptt:: SSAAQQAA UUnniitt SSttaannddaarrdd:: 111166220055 -- NNQQFF LLeevveell 11

Title: Propagate plants

Field: Agriculture and Nature Conservation Sub-field: Primary Agriculture

US No: 116205 NQF Level: 1 Credits: 4

PPuurrppoossee ooff tthhee UUnniitt SSttaannddaarrdd::

A learner achieving this unit standard will be able to assist with the propagating of plants. Learners will gain specific knowledge and skills in plant propagation and will be able to operate in a plant production environment implementing sustainable and economically viable production principles. They will be capacitated to gain access to the mainstream agricultural sector, in plant production, impacting directly on the sustainability of the sub-sector. The improvement in production technology will also have a direct impact on the improvement of agricultural productivity of the sector.

LLeeaarrnniinngg AAssssuummeedd ttoo bbee iinn PPllaaccee aanndd RReeccooggnniittiioonn ooff PPrriioorr LLeeaarrnniinngg

It is assumed that a learner attempting this unit standard will show competence against the following unit standards or equivalent: • NQF 1: Select, use and care for hand tools and basic

equipment and infrastructure (US 116167). • NQF 1: Demonstrate a basic understanding of the structure

and function of a plant in relation to its environment (US 116199).

• NQF 1: Demonstrate an understanding of the basic concept of sustainable farming systems (US 116157).

UUnniitt SSttaannddaarrdd RRaannggee:: Whilst range statements have been defined generically to include as wide a set of alternatives as possible, all range statements should be interpreted within the specific context of application. 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.

SSppeecciiffiicc OOuuttccoommee ((SSOO)) 11:: Identify the propagation environment within a specific agricultural production context. Outcome Range: The propagation environment includes but is not limited to open field and protective structures (plastic, glass, polycarbonate, fibreglass, shade cloth, etc.) as relevant to the context of application. Assessment Criteria (AC): 1. A basic / elementary comprehension of the components of the propagation environment is demonstrated. 2. The ability to identify possible problems in the propagation environment is demonstrated (e.g. air conditioners or irrigation systems not working etc.). 3. An elementary comprehension of hygiene procedures in the propagation environment is demonstrated.

SSppeecciiffiicc OOuuttccoommee ((SSOO)) 22:: Prepare propagation material and propagation media according to specific instructions. Outcome Range: Propagation material includes but is not limited to sexual reproductive material such as seeds etc, and asexual reproductive material such as cuttings, bulbs, rhizomes, corms, tubers etc. as relevant to the context of application. Propagation media includes but is not limited to growing media such as compost, peat moss, germination ovens etc. as relevant to the context of application. The propagation environment refers to, but is not limited to plastic, glass, polycarbonate, fibreglass shade cloth, open fields etc. as relevant to the context of application. Assessment Criteria (AC): 1. The ability to adequately prepare propagation material as per instructions given based on the specific plant or crop is demonstrated. 2. The preparation of the propagation media as prescribed for the specific plant or crop is demonstrated.

3. The use of the propagation environment to be used per crop as advised is explained. 4. The necessary precautions needed or safety requirements necessary as prescribed for the specific crop or plant or equipment being used is described.

SSppeecciiffiicc OOuuttccoommee ((SSOO)) 33:: Carry out routine propagation procedures within the specific agricultural propagation context under supervision. Outcome Range: The propagation procedures include but are not limited to cuttings, scarification, temperature trays, seed preparation etc. as relevant to the context of application. Agricultural propagation context includes but is not limited to open fields, glasshouses, shade houses aquatic environments etc. as relevant to the context of application. Assessment Criteria (AC): 1. The proper use of the equipment for the specific activity as trained is demonstrated. 2. The specific propagation procedure for the specific plant type is demonstrated. 3. The ability to appropriately handle the propagation material is demonstrated. 4. The ability to appropriately manage the propagated material is demonstrated.

SSppeecciiffiicc OOuuttccoommee ((SSOO)) 44:: Carry out routine post propagation procedures within the specific production context under supervision. Outcome Range: The maintenance of the propagation material may include but is not limited to watering, weeding, fertilization, temperature control, pest and disease control etc. Hygiene requirements include but are not limited to sterilizing of equipment, environment, pest and disease control etc. Assessment Criteria (AC): 1. The maintenance of the propagation material is demonstrated. 2. The maintaining of the necessary hygiene requirements is demonstrated. 3. The ability to take the necessary safety precautions when working with specific tools, equipment and chemicals etc is demonstrated.

EEsssseennttiiaall EEmmbbeeddddeedd KKnnoowwlleeddggee:: The person is able to demonstrate a basic knowledge of: • Human Resource policy, principles and procedures. • Labour Laws; Contractual agreements; Job descriptions;

Personnel evaluation; Performance agreements. • Occupational Health and Safety, and environmental

regulations; Personal hygiene. • Filing and retrieving of documents/personnel information;

Security of filing system; Confidentiality of personnel information; Identification of all stakeholders involved.

• Non-compliance consequences to stakeholders. • Benefits to stakeholders; Role of labour unions.

CCrriittiiccaall CCrroossss--ffiieelldd OOuuttccoommeess ((CCCCFFOO))::

The following relates to all specific outcomes: Identifying: Problem Solving Working: Teamwork Organizing: Self-management Collecting: Interpreting Information Communicating: Communication Science: Use Science and Technology Demonstrating: The world as a set of related systems Contributing: Self-development

primary agriculture propagate pllaannttss p - · pdf fileprimary agriculture nqf level 1 unit...

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