Eric Ruckert

Earth and Space

Grade Level: 9-12

Section: Earth External Processes

 

Soil Boring

ÒWhat is under your feet?Ó

 

OBJECTIVE

Students have been introduced to the idea of soil horizons.  This activity is set up to give them hands on support for this material.  This activity also serves to introduce the students to the application of soil borings, soil profile, and soil horizons in a real world application.  This lesson will lead into additional lessons on the construction of a cross section view of the soil profile in a given area and a land use lesson based on that data.

 

STATE STANDARDS

ES.1.26     Differentiate among the processes of weathering, erosion, transportation of materials, deposition, and soil formation.

 

ES.1.22     Compare the properties of rocks and minerals and their uses.

 

Main Concepts

SWBA—recognize the change in the soil horizons.

SWBA—to properly use a soil auger.

SWBA—to conduct pH, phosphorous, nitrogen, potassium tests on various soil samples.

SWBA—to fill in a professional boring log sheet.

 

MATERIALS

Pencil or Pen

Boring Log sheet (Attached)

Writing Surface (Clip board, book, etc)

Plastic Bags

Meter Stick or Tape measure

MEL Soil Kit

            Large Hand Augers

            Small Hand Augers

            Soil Analysis Kits

 

STUDENTÕS PROCEDURE DAY ONE

  1. You are required to turn the hand auger so decide in your group what order you will go in.
  2. Set up an area to lay down your soil samples after they have been removed from the hole.
  3. Begin drilling.  Make sure that your auger is straight up and down.  If a rock stops your forward progress, do not force the auger; contact your instructor for assistance.
  4. Once you have drilled for approximately six inches the bucket on the auger will be full.  Carefully remove the auger from the hole and deposit the sample in your designated area.  Measure the depth of the hole at that point and record this as the bottom of your sample interval.  Give the hand auger to the next person. (If you are not the first person your sample interval starts at the end of the last persons interval and then goes to the bottom of the hole.  Just like a relay.)
  5. THE NEXT PERSON WILL REPEAT STEPS 1-4.  Once their sample is removed they will place it in line with the previous sample.  Make sure as you remove you sample that the bottom of the auger is pointing away from the previous sample.  In this manner the soil will be placed on the surface in the same order that it came out of the ground.
  6. THE REST OF THE GROUP:  Describe the sample that was removed from the hole.  The procedure for describing the soil has been taught in class and is summarized on the top of the boring log above the description section.  Remember to use the field guides in the MEL kit to assist with color and texture.
  7. Once each member has collected a sample you should have a soil boring that shows the soil profile in that area.  To see if you have covered all three main soil horizons will require some further analysis in the lab.  However, you may be able to see the change in the horizons based on color and by running a quick field test using a drop bottle of Hydrochloric acid.
    1. HCL FIELD TEST

                                               i.     Brush off your sample so that you can generally see the divisions in the soil horizons. 

                                             ii.     Using you acid bottle place small drops along the areas in which you think the soil horizons change.  Since the A horizon is Acid and the B horizon is Basic you should see a difference in the amount of fizzing of the HCL. 

                                            iii.     Once you have a better idea of where the soil horizons are collect one sample from each suspected horizon for analysis in the lab tomorrow.  (In other words collect three samples, one in the A, one in the B, and one in the C horizon.  If you are unsure on the horizons evenly space your three samples to cover the boring.)

  1. As much as possible back fill the soil boring with the soil that you removed from the hole.
  2. Before leaving for the day take a paper plate and put your group name on it.  Spread out one sample per plate to dry over night.  Your group should have at least three samples.

 

GENERAL STUDENT PROCEDURE FOR DAY 2

  1. Carefully collect your samples and return to a lab table.
  2. You will be completing the pH, Nitrate, Phosphorous, and Potassium tests on your soil samples today.
  3. The procedures for completing the above tests are located in the MEL soil analysis kit.  For the sake of time one group can conduct the pH test while another group conducts the other tests.
  4. After you have completed testing your samples place the waste material in the designated containers, and clean up your lab station.

 

SOIL ANALYSIS TABLE

Sample Depth

Nitrogen

Potassium

Phosphorous

pH

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Teacher Notes

 

Possible Pre-Lab Activity

The boring log I use is originally from American Hydrogeology Corporation.  This was the data sheet used by the geologists when we were installing wells or just completing boring logs.  The sheet is for the most part self-explanatory.  With this said it is most likely the easiest to have a day of letting the students get to know the equipment and the data sheet.  So an in-class activity using samples that you have collected or made is usually a good pre-lab activity.  To complete this just place four samples in several containers.  Pass the containers around and have the students fill in the description section as you tell them what depth it came from.  So for example you could use a sample of white sand and tell them that this sample came from 5 to 20 cm (or inches).

 

Personal Thoughts on Importance

As Dr. Larry Yoder indicated in class the field of soil science is very important to your students.  If they are ever going to build a house, buy a house, or even just plant a garden this is something that will help them. 

 

When doing any construction or city planning one of the first things completed on the site is what we call Geotechnical Borings.  These are done to determine what alterations are needed to be made to be able to construct your building.  I would say if your school is less than 30 years old it is a safe bet that when your school was constructed a geotechnical survey was completed.  If possible it would be beneficial to you and your students to see a copy of this report.  Geotechnical aspects are just a small part of soil science; I have not even got into Agricultural importance.


Name: ____________________

Class: ____________________

 

Soil Boring Lab Summary Questions

 

  1. Based on your soil boring log, write a general description of what the soil is like in the area that we sampled.

 

 

 

 

 

 

  1. Using the soil survey for Noble county find the land use page.  Tell me what uses this soil is suitable for.  (Construction, Tree Growth, etc.)

 

 

 

 

 

 

 

  1. Look at the results of your pH test.  Did your soil boring move through the A, B, and C horizons?  Describe how you can tell?

 

 

 

 

 

  1. Text Box: TRUGREENÕs Summary of the effects of N-P-K ¥ 4 - First number is nitrogen (N). Nitrogen makes grass plants grow and become greener. ¥ 1 - Second number is phosphorus (P). Phosphorus stimulates root and seedling development. ¥ 2 - Third number is potassium (K). Potassium promotes disease and drought tolerance. A fertilizer bag has three numbers on the front of it nitrogen, phosphorous and potassium in the approximate ratio of 3-1-2, 4-1-2, or 8-1-3.  Using the chart the TruGreen Company web page and your analysis what is the general condition of the soil in your sample closest to the surface?  Do you think this would grow a nice lawn? Why or why not?