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Understanding crop problems

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Contents · choose a chapter or topic
Start here
  1. 01Understanding crop problems
  2. 02What you need before starting
Records that make sense
  1. 03Follow one batch from input to sale
When something goes wrong
  1. 04Describe the problem before naming a disease
Finish the crop properly
  1. 05The next crop begins with this crop’s clean-up
The process
  1. 06Describe without naming a disease
  2. 07Limit unnecessary movement
  3. 08Compare explanations
  4. 09Learn from the outcome
In the field
  1. 10Describe what changed before naming a disease
  2. 11Describe what changed before naming a disease · continued
  3. 12Write it in your farm notebook
  4. 13Protect the workflow while the cause is investigated
  5. 14Useful low-disturbance checks
  6. 15Compare explanations and look for evidence against them
  7. 16Practice investigation: pins fail only near the inlet
  8. 17Close the investigation with a prevention change
  9. 18Close the investigation with a prevention change · practical sequence
  10. 19Where the field guidance comes from
Observation & Pattern
  1. 20Observation & Pattern
  2. 21Describe first, name later
  3. 22The five facts
  4. 23Reading the pattern
  5. 24Mushroom sign or room sign?
  6. 25Read the numbers in context
  7. 26Read the numbers in context
  8. 27A ten-minute observation walk, daily this week
  9. 28Avoid these mistakes
  10. 29Check your understanding
  11. 30Check your understanding
  12. 31Check your understanding
  13. 32Words used in this lesson
  14. 33Sources and field reference
Differential Diagnosis
  1. 34Differential Diagnosis
  2. 35Three bins, not one
  3. 36The environmental bin has numbers
  4. 37Infectious and pest signs that look alike
  5. 38Order the tests, act on the first cause
  6. 39Read the numbers in context
  7. 40Read the numbers in context
  8. 41Read the numbers in context
  9. 42Build a three-column differential for one live problem
  10. 43Avoid these mistakes
  11. 44Check your understanding
  12. 45Check your understanding
  13. 46Check your understanding
  14. 47Words used in this lesson
  15. 48Sources and field reference
Evidence & Negative Evidence
  1. 49Evidence & Negative Evidence
  2. 50Evidence that splits the decision
  3. 51Negative evidence
  4. 52A case, step by step
  5. 53Process records as confirmation
  6. 54Read the numbers in context
  7. 55Read the numbers in context
  8. 56Read the numbers in context
  9. 57Write one evidence chain end to end
  10. 58Avoid these mistakes
  11. 59Check your understanding
  12. 60Check your understanding
  13. 61Check your understanding
  14. 62Words used in this lesson
  15. 63Sources and field reference
Biosecurity & Chemical Caution
  1. 64Biosecurity & Chemical Caution
  2. 65Control the routes
  3. 66Contain first, then treat
  4. 67The India label gate
  5. 68Why old lists cannot be copied
  6. 69Read the numbers in context
  7. 70Read the numbers in context
  8. 71Read the numbers in context
  9. 72Close the routes this week
  10. 73Avoid these mistakes
  11. 74Check your understanding
  12. 75Check your understanding
  13. 76Check your understanding
  14. 77Words used in this lesson
  15. 78Sources and field reference
Practise and review
  1. 79Mistakes to avoid
  2. 80Prepare an adviser-ready crop report
Sources and next steps
  1. 81Keep learning with the field guides

Observation & Pattern

Pause and recall

Check your understanding

Choose your answer before opening the explanation. This is a learning exercise, not a competency assessment.

Second flush, 8 sciarid adults in the trap this week. Action?

  1. Above threshold, act now
  2. Below 20 per trap per week; keep counting, tighten screens
  3. Flies stop mattering now
  4. Change the compost
See the answer and why

Below 20 per trap per week; keep counting, tighten screens The published trigger from the second flush is more than 20 per trap per week.

Understanding crop problems31

English learning edition · Independent technical review pending. Keyboard: focus the reading page and use ← / →. Page turning does not mark practical competence.