Agriculture Mechanics

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Agriculture Mechanics

• By
• David p Andrews

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Exploring careers in Agricultural mechanics1
sectionunit 1 mechanics in the world of
agricultureunit 2 career options in agriculture
mechanicshttp//www.delmarlearning.com/samplechap
ters/dl_display_sampchap.aspx?isbn0766814106cid
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• U N I T 1
• Mechanics in the World
• of Agriculture
• TERMS TO
• KNOW
• agriculture
• agriscience
• agribusiness
• renewable natural
• resources
• occupational cluster
• occupation
• business
• profit
• employment
• trade

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• mechanical
• mechanic
• technician
• mechanics
• agricultural
• mechanics
• efficiency
• OBJECTIVE
• To determine how mechanical skills, concepts, and
  principles are
• used in agriculture and related occupations.
• Competencies to be developed
• After studying this unit, you should be able to
• Define agriculture and agricultural
• mechanics.

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• Define occupation and describe an occupational
• cluster.
• Describe the role of mechanics and
• mechanical applications in society.
• Demonstrate knowledge of contributions
• made by mechanical application to the
• development of agriculture.
• Name eight inventors of important agricultural
• machines.
• Materials List
• ? Pencil
• ? Paper
• ? Encyclopedias

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• 4 SECTION 1 Exploring Careers in Agricultural
  Mechanics
• Historically, the word agriculture meant to farm
• or to grow plants or animals. Today, agriculture
• may be defined as those activities concerned with
• plants and animals and the related supplies,
  services,
• mechanics, products, processing, and marketing
• related to plants, animals, and the environment.
  The
• term AgriScience evolved during the current
  decade
• to clearly denote that agriculture is a science.
  Actually,
• modern agriculture covers so many activities that
• a simple definition is not possible. The United
  States
• Department of Education developed the phrase
• agriculture/agribusiness and renewable natural

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• resources to refer to the broad range of
  activities
• associated with agriculture. Agribusiness refers
  to
• the network of commercial firms that have
  developed
• with or stem out of agriculture.
• Renewable natural resources are the
• resources provided by nature that can replace or
• renew themselves. Examples of such resources are
• wildlife, trees, and fish as well as their
  natural surroundings.
• Some occupations in renewable natural
• resources are game trapper, forester, and
  waterman. A
• waterman uses boats and specialized equipment to
• harvest fish, oysters, and other seafood.
• All jobs and types of work in the field of
  agriculture/

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• agribusiness and renewable natural resources
• make up an occupational cluster. An occupational
• cluster is a group of related jobs. There are
  many
• occupations that are related to agriculture as
  illustrated
• in figure 11. Agricultural mechanics is only
• one of the many careers that fall under the broad
• term of agriculture.
• Agriculture depends on many nonfarm workers
• for goods and services. For every farm worker in
  the
• United States, there are said to be four workers
  in
• nonfarm agricultural jobs, figure 12. Nonfarm
  agriculturists

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• provide machinery, equipment, fertilizer,
• feed, seed, money, research, and government
  services.
• Similarly, marketing, transporting, processing,
• and distributing farm products are done by
  nonfarm
• agriculturalists. This network of nonfarm
  agricultural
• workers helps the average U.S. farmer feed about
• 128 people per year, figure 13. On the most
  productive
• and efficient farms, however, one farmer may
• produce enough to feed more than 200 people.
• The term occupation means business, employment,
• or trade. It is the work a person does regularly
• to earn a living. Business generally refers to
  work
• done for profit. Profit refers to income made
  from
• the sale of goods or services after expenses have
  been
• taken out. An example of profit is the income
  made
• by a local machinery dealer or a local garden
  center
• minus expenses.
• Employment means work done for pay.
• Employees are paid by the hour, day, week, month,

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• or year. A small-engines mechanic employed at the
• local machinery dealer is probably paid by the
  hour,
• but the sales manager is probably paid an annual
• salary with bonuses based on sales volume.
• Trade refers to specific kinds of work or
  businesses,
• especially those that require skilled mechanical
• work. Mechanical means having to do with a
• machine, mechanism, or machinery. A person who is
• specifically trained to perform mechanical tasks
  is a
• mechanic. A mechanic who uses high technology is
• generally called a technician. The mechanic must
• be skilled in the use of tools and machines. The
• mechanic must also be able to select appropriate
• materials, use a variety of processes, and analyze

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• problems. The term mechanics is defined as the
• branch of physics dealing with motion, and the
• action of forces on bodies or fluids.
• The term agricultural mechanics is the selection,
• operation, maintenance, servicing, selling, and
• use of power units, machinery, equipment,
  structures,
• and utilities used in agriculture. Hundreds of
• different jobs are available in agricultural
  mechanics.
• A total of 99 out of 305 occupational entries in
  A
• Concise Handbook of Occupations are mechanical in
• nature.
• AGRICULTUREA BASIC
• INDUSTRY
• Agriculture is a very complex industry. The
  industry
• produces plant and animal products from
• which thousands of commodities are made. Since
• every person and many industries depend upon
• agriculture, it is said to be a basic industry.
  Some

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• products of agriculture are food, oils, fiber,
  lumber,
• ornamental trees and shrubs, flowers, leather,
  fertilizers,
• feed, seed, and more. Basic agricultural
• products form the raw materials for many items of
• everyday living.
• Fabrics for clothing, curtains, and floor
  coverings
• are made from oils such as corn oil, soybean oil,
  and
• cottonseed oil. Plastics of all kinds are also
  made
• from vegetable oils. Products from animals are
  used
• to make materials such as glue, leather, and
  paint.
• Many medicines come from plants and animals. The
• manufacture of automobiles, furniture, airplanes,
• radios, stereos, and computers all depends on
  agriculture
• for certain raw materials. The construction of
• homes, boats, and factories all depends on
  agriculture
• for lumber, fiber, and other basic commodities.
• Most dwellings in America are surrounded by lawn,
• shrubs, or other plants for beautification. These
  are
• also agricultural commodities.

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• THE ROLE OF
• AGRICULTURAL
• MECHANICS
• Mechanical applications are found throughout
• agriculture. Some of these applications are shown
  in
• figures 14 through 18. A few examples of jobs
• involving agricultural mechanics are
• the engineer who designs tractors and other
• farm and ranch machines
• the forester who keeps chainsaws and other
• equipment going

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• the builder of processing plants, farm
  buildings,
• and aquaculture facilities
• the electrician who installs climate controls,
• silo unlades, and milling equipment
• the soil conservationist who constructs terraces
• to control erosion
• the hardware store employee who must locate
• repair parts for agricultural tools and machines
• the air conditioning and refrigeration
  specialist
• in processing and storage facilities
• the designer and installer of field, turf,
  landscape,

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• the lawn equipment service mechanic who
• repairs lawn tractors
• the welder who repairs farm machinery
• the mechanic who keeps the diesel trucks and
• machines going.
• Processing plants for field crops, livestock,
  poultry,
• fruits, and vegetables all have machinery. Such
• machinery requires designers, engineers,
  operators,
• maintenance and repair personnel, and
  construction
• workers. Even people with jobs in finance,
  publications,
• and communications may need some knowledge
• of mechanics when their assignments deal with
• agriculture. All are likely to use computers and
  computer
• applications in their work.
• THE INFLUENCE
• OF MECHANIZATION

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• At the birth of the United States in 1776, over
  90 percent
• of the American colonists were farmers, yet
• many of General Washingtons troops at Valley
  Forge
• died for lack of food and clothing. Today, less
  than
• 10 percent of all Americans work in agriculture,
  yet
• there are generally food surpluses in America.
  The
• ratio of farm workers to nonfarm people in
  America
• approximately reversed itself in 200 years. In
  1776,
• the farm-to-nonfarm ratio was approximately 9 to
  1.
• Today, the ratio of agricultural workers to the
• remaining population is approximately 1 to 9.
  Mechanization
• has played a major role in this rise in
  production
• efficiency. Efficiency means ability to produce
• with a minimum waste of time, energy, and
• materials.

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• America provided the inventors for many of the
• worlds most important agricultural machines.
  Cyrus
• McCormick invented the reaper in 1834 to cut
  small
• grain crops. Later, the combine was invented,
  which
• cut and threshed the grain in the field. Today,
  one
• modern combine operator can cut and thresh as
• much grain in one day as 100 persons could cut
  and
• bundle in one day in the 1830s.
• Two inventions had a profound influence on the
• settling of this country. The first was by a man
• named John Deere who developed a steel plow that
• replaced an iron plow invented by Thomas
  Jefferson.
• The plow invented by Deere in 1837 allowed
  farmers
• to break up the tough sod that previously had
  prevented
• pioneers from cultivating the rich prairie
• soils. This allowed settlers to inhabit all of
  the Midwest
• and Plains region where so much of our food is
• grown today.

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• The other invention that affected settlement
• was by Eli Whitney who developed a machine,
• called a gin, to remove seeds from cotton. Prior
  to
• his invention in 1793, seeds were removed from
  cotton
• by hand. The seeds were easily separated from
• the cotton, but it was still time consuming.
  Another
• problem was the type of cotton grown. Cotton
• with loose seeds was the Sea Island or
  long-staple
• variety that would only grow along the coast of
• Georgia and the Carolinas. Upland cotton would
• grow anywhere in the South, but the seeds of this
• type were almost impossible to separate by hand.
• Whitneys gin not only saved labor, but opened up
• the entire southern portion of the nation for
  cultivation
• of upland cotton.
• In 1850, Edmund W. Quincy invented the
• mechanical corn picker. Joseph Gliddens
  development
• of barbed wire permitted establishment of
• ranches with definite boundaries.

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• Perhaps no invention has had more impact on
• agriculture and the lives of people than the
  invention
• of refrigeration. Prior to this time, produce and
• meats had to be sold fresh and the shelf life was
  very
• short. With mechanical refrigeration, meats and
  produce
• could not only be stored much longer, but
• could also be transported long distances.
  Refrigerated
• railcars and trucks allowed livestock, fruits,
  and vegetables
• to be produced in one part of the country and
• shipped across the country to large cities. For
  the first
• time in history, people could have fresh meats
  and
• vegetables year-round.

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• Many of the early inventors worked alone or
• with one or two partners. They all could be
  considered
• workers in the area of agricultural mechanics. By
• the early 1900s, many people worked in factories
  or
• operated businesses. The companies that were
• formed to produce agricultural machinery or
  process
• agricultural products turned to invention also.
  For
• instance, mechanical cotton pickers were
  developed
• in the 1930s by several American companies.
• Agriculture has become highly mechanized in
• the developed countries of the world. For the
  undeveloped
• countries, many engineers, teachers, and
• technicians have sought simple, tough, and
  reliable
• small machines to improve agriculture. In such
• countries, Americas highly developed, complex,
• computerized, and expensive machinery will not
  do.
• Most countries do not have people trained for the
• variety of agricultural mechanics jobs that are
  needed
• to support Americas agriculture.

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• 1930s. Yet, a machine with rubber tires is
  useless if
• a tire is damaged and repair services are not
  available.
• This is the case in most undeveloped countries
• in Central and South America, Asia, and Africa.
• Much of the world cannot compete with American
• agriculture because the related agricultural
  products
• and services are not available to support the
  farm
• worker.
• The efficiency of American agriculture will
• increase in the future as computer-controlled
• machines and robotics play an important part. It
  is
• exciting to envision the changes in store for
  agricultural
• mechanization in the twenty-first century.

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• SUMMARY
• Agricultural mechanics has been fundamental to
  the
• development of the agricultural industry in this
• country. Much of the tremendous increase in the
• efficiency of the American producers is due to
  the
• innovations in mechanics. The wiring of buildings
  to
• supply power the repairing of engines and
  equipment
• the laying of pipe for water supplies and the
• constructions of buildings are only a few
  examples of
• mechanics in agriculture. As further advances are
• made the role of mechanics in agriculture will be
  as
• prominent in the future as it has been in the
  past.

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S T U D E N T A C T I V I T I E S

• 1. Define the Terms to Know in this unit.
• 2. Interview a Cooperative Extension Specialist
  for Agricultural Resources in your county or
  city. Ask the
• specialist to describe the different jobs people
  do in your locality that are regarded as
  agricultural or
• agriculturally related.
• 3. Look up inventors or inventions in an
  encyclopedia. Pick out the inventions that relate
  to agriculture
• and report your findings to the class.
• 4. Select three or five classmates to join you in
  a debate on the role of agriculture in society.
  One team
• should support the position that agriculture is
  the backbone of society. The opposing team should
• support the notion that it is not.
• 5. Consider an everyday product such as bread,
  milk, leather gloves, or a corsage for Mothers
  Day. Trace
• the production, processing, and marketing of the
  item from its source to finished product. List
  points
• along the way where agricultural mechanics are
  used.

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S E L F - E V A L U A T I O NMultiple Choice.
Select the best answer.

• 1. The production of plants and animals and the
• related supplies, services, mechanics, products,
• processing, and marketing defines
• a. horticulture
• b. renewable natural resources
• c. agricultural mechanics
• d. agriculture
• 2. Agribusiness is
• a. the same as agricultural mechanics
• b. limited to the sale of agricultural products
• c. business stemming from agriculture
• d. special work done by medical doctors
• 3. Examples of renewable natural resources are
• a. oil, gas, and coal
• b. fish, trees, and wildlife
• c. rubber, steel, and water
• d. air, soil, and minerals

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• 4. The term occupation means
• a. business
• b. employment
• c. trade
• d. all of these
• 5. Agricultural mechanics stems mostly from
• a. physics
• b. biology
• c. medicine
• d. horticulture
• 6. Agricultural products come from
• a. soil and coal
• b. plants and animals
• c. iron ore and aluminum
• d. atomic fuel

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• 7. Products of agriculture include
• a. leather seat covers
• b. paint
• c. flower arrangements
• d. all of these
• 8. Agricultural mechanics includes the occupation
• of
• a. garden tractor repairperson
• b. automobile mechanic
• c. pile driver
• d. systems analyst
• 9. Mechanization of agriculture has resulted in
• a. decreased soil production
• b. decreased farm expenses
• c. increased production efficiency
• d. increased numbers of farm workers

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• 10. Cyrus McCormick invented the
• a. steel plow
• b. cotton gin
• c. milking machine
• d. reaper
• 11. In 1776, the ratio of farm workers to nonfarm
• people was approximately
• a. 9 to 1
• b. 1 to 1
• c. 4 to 1
• d. 1 to 9
• 12. Today, the ratio of agricultural workers to
  the
• remaining population is approximately
• a. 9 to 1
• b. 1 to 9
• c. 4 to 1
• d. 1 to 1

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• EVALUATION PLAN
• Person(s) responsible for the evaluation
  Vasamillet
• 1. Evaluation scope
• There is interest in a programme that prepares
  agricultural mechanics. While the school does not
  offer such a programme, the director would
  initiate one if a real need is proven. The
  objective of this evaluation is to determine the
  need for an agriculture mechanics programme.
• 2. Programme description
• Appropriate documents will be reviewed to
  determine programme goals, activities and
  required resources. Existing resources will also
  be assessed to determine if they are compatible
  with programme requirements.

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• 3. Measures and design
• A random sample of potential students and
  prospective employers will be surveyed to
  determine needs. Manpower reports and curriculum
  documents will also be reviewed. Complementary
  information will be analysed, similarities and
  discrepancies noted and conclusions drawn.
• 4. Data concerns
• Questionnaires will be sent to students and
  employers on 15 September and again on 15 October
  to non-respondents. Review of manpower reports,
  curriculum documents and existing resources will
  start on 15 September. Tabulation and analysis of
  data will commence on 15 November. Bar graphs
  will be used to present data. The final written
  report will be delivered to the director by 1
  December.
• 5. Budget
• A total of US 700 has been set aside for
  evaluation. Personnel expenses will be US 270.
  Test items will cost US 30 and communications
  US 400.
• PLANNING SHEET 1
• SCOPE OF THE EVALUATION
• Steps

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• 1.1 What programme is to be evaluated?
• Agricultural mechanics 1.2 Who wants to know
  about the programme?
• School director 1.3 What decisions will be based
  on the evaluation?
• Whether or not to start an agricultural mechanics
  programme 1.4 What information must be given to
  the audience?
• Supply of and demand for agricultural
  mechanics Pool of qualified students
  Programme goals, activities and required
  resources 1.5 What is/are the objective(s) of the
  evaluation?
• - To determine the need for an agricultural
  mechanics programme - To determine if the school
  has sufficient resources to implement such a
  programme
• PLANNING SHEET 2
• PROGRAMME DESCRIPTION
• Steps
• 2.1 What are the programme outcomes?
• To be determined by assessment 2.2 What are the
  programme activities?
• To be determined by assessment 2.3 What are the
  required resources?
• To be determined by assessment PLANNING SHEET 3
• MEASURES AND DESIGNS
• Steps

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• 3.1 What will be measured?
• Students and employers to be served by the
  programme The supply of agricultural
  mechanics The demand for agricultural
  mechanics The pool of qualified students
  Programme goals, activities and required
  resources 3.2 What instruments will be used?
• Student and employer questionnaires Manpower
  supply and demand documents Curriculum and
  facility documents 3.3 How will data be analysed?
  
• Descriptive analysis of observed
  agreement/differences between official statistics
  and employer and student responses Descriptive
  analysis of existing resources and those
  prescribed in curriculum documents
• 3.4 What designs will be used?
• Informal comparisons of

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• manpower data and student-employer responses-
  existing resources and those prescribed in
  standard documents 3.5 What sampling strategy
  will be used?
• Random sample of employers and students PLANNING
  SHEET 4
• DATA CONCERNS
• Steps
• 4.1 What are the deadlines?
• 1 September - Develop questionnaires, order
  documents 15 September - Send questionnaires,
  read documents 15 October - Send second
  questionnaire to non-respondents 15 November -
  Tabulate/analyse data 1 December - Final report
  4.2 How will data be presented?
• Bar graphs will be used to show employer, student
  and manpower data 4.3 How will data be reported?
• Written report delivered to the school director
  PLANNING SHEET 5
• BUDGET
• Steps Costs Estimated Actual -

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• 5.1 What are the personnel costs? Evaluator
  Consultant 200 Clerical 20 Typist 50
  5.2 Travel/lodging/food Transportation
  Housing Meals 5.3 Test items/analysis

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• Test purchase 30 Test scoring Data processing
  5.4 Communication Telephone 100 Postage 300
  Telex 5.5 Other costs 5.6 Total costs 700
  Discussion of case study 1
• This case study addressed curriculum planning -
  whether or not to offer a TVE curriculum. To
  provide appropriate information a needs
  assessment was proposed. This design uses
  complementary information to draw conclusions.

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• Information is drawn from different sources -
  employer and student responses to questionnaires
  and published manpower data. A second dimension
  looks at proposed programme goals, activities and
  required resources in terms of existing curricula
  and resources. This information helps the
  director decide if the school has sufficient
  resources to implement the new programme

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• Needs assessments are highly speculative.
  Decisions are subjective because reliable
  evidence about the supply of and demand for
  workers is not always available. Also, changes in
  society, technology and the economy create an
  ever-changing job market. At best, a needs
  assessment provides a snapshot in time of the
  employment situation

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• pictures of Agriculture Mechanics

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