Appendix CDE Handbook 9.29.14 PDF

Appendix
Agricultural Communications_ 3
Agricultural Issues Forum 9
Agricultural Mechanics Skills 12
Agricultural Power Diagnostics 13
Agricultural Sales 15
Agronomy 24
Animal Health 26
Animal Management 32
Aquarium Management 42
Environmental and Natural Resources 50
Equine Management 65
Floriculture 69
Food Science and Technology 79
Forestry 101
General Livestock 107
Grain Merchandising 108
Grooming 109
Job Interview 114
Meats Evaluation and Technology 132
Milk Quality and Products 143
Nature Interpretation 145
Nursery and Landscaping 148
Outdoor Power Equipment 179
Parliamentary Procedure, Advanced 181
Parliamentary Procedure, Novice 184
Rev. 9/29/2014 Page 1

Poultry Management 188
Public Speaking 196
Rural Soils 208
Urban Soils 214
Wildlife Management 217
Rev. 9/29/2014 Page 2

Agricultural Communications CDE
Media Plan Proposal Scorecard
State:
Chapter name:
Possible Team
Score Score
Plan Includes all Requirements
Cover page, titles and names on cover page, table of contents, does not exceed 10
page limit, double spaced, one inch margins, page numbers, required headings (-
1 point per missing item)
Topic is Agricultural 10
Executive Summary
Adequately explains the plan without reading the entire document 10
Introduction
Provides adequate background of the issue; clearly states the problem and need for 15
plan; describes how the plan will benefit the client
Description of Audience
Clearly describes (including demographics) who is targeted with the media plan 15
Detailed Strategic Plan

Clearly states objectives; explains how objectives will be met; explains why 30
chosen mediums are appropriate to meet objectives; describes how plan will be
executed
Timeline
Explains duration of plan and timing of media tactics 10
Method of Evaluation
Proposes methods to determine if the objectives were met 15
Budget
Explains all costs associated with implementing the media plan 20
Conclusion 10
Appendices
Quality of communications documents. Three required 30
Quality of writing
Grammar, spelling, punctuation, capitalization, sentence structure 25
TOTAL POINTS 200
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Agricultural Communications CDE
Presentation Rubric - 125 points
Very strong evidence skill is Moderate evidence skill is Strong evidence skill is not
Points Total
Indicators present present present Weight
Earned Score
5-4 3-2 1-0
Examples are vivid, precise and Examples are usually concrete, Examples are abstract or not
A. Examples clearly explained. sometimes needs clarification. clearly defined. X3
· Examples are original, · Examples are effective, but · Examples are sometimes
logical and relevant. need more originality or confusing, leaving the
thought. listeners with questions.
Speaks very articulately without Speaks articulately, but some- Speaks articulately, but fre-
B. Speaking hesitation. times hesitates. quently hesitates. X2
without hesita- · Never has the need for · Occasionally has the need · Frequently hesitates or has
tion unnecessary pauses or for a long pause or moderate long, awkward pauses
hesitation when speaking. hesitation when speaking. while speaking.
Appropriate tone is consistent. Appropriate tone is usually con- Has difficulty using an appropri-
C. Tone sistent. ate tone. X1
· Speaks at the right pace to · Speaks at the right pace · Pace is too fast; nervous.
be clear. most of the time, but shows · Pronunciation of words is
· Pronunciation of words is some nervousness. difficult to understand;
very clear and intent is · Pronunciation of words is unclear.
apparent. usually clear, sometimes
vague.
Is able to stay fully detail- Is mostly good at being detail- Has difficulty being detail-
D. Being detail oriented. oriented. oriented. X2
-oriented · Usually provides details
· Always provides details which are supportive of the · Sometimes overlooks
which support the issue; is issue; displays good organ- details that could be very
well organized. izational skills. beneficial to the issue;
lacks organization.
Speaks unrehearsed with com- Speaks unrehearsed mostly with Shows nervousness or seems
E. Speaking fort and ease. comfort and ease, but sometimes unprepared when speaking unre- X2
unrehearsed seems nervous or unsure. hearsed.
· Is able to speak quickly · Is able to speak effectively, · Seems to ramble or speaks
with organized thoughts has to stop and think and before thinking.
and concise answers. sometimes gets off focus.
Exemplary in connecting facts Sufficient in connecting facts and Has difficulty with connecting
F. Connecting and issues and articulating how issues and articulating how they facts and issues and articulating X2
and articulat- they impact the issue locally impact the issue locally and glob- how they impact the issue lo-
ing facts and and globally. ally. cally and globally.
issues · Possesses a strong knowl- · Possesses a good knowledge · Possesses some knowledge
edge base and is able to base and is able to, for the base but is unable to articu-
effectively articulate in- most part, articulate infor- late information regarding
formation regarding re- mation regarding related related facts and current
lated facts and current facts and current issues. issues.
issues.
G. All team · All team members took an · Two team members took an · One team member took an
members par- active role in the presenta- active role in the presenta- active role in the presenta- X2
ticipated tion. tion. tion.
· Visual aids add clarity and · Visual aids add some clarity · Visual aids add little to no X2
I. Use of support what is being said and support to what is being clarity and support to what
Visual Aids during the presentation. said during the presentation. is being said during the
presentation.
· Key elements of the media · Key elements of the media · Key elements of the media
J. Media Plan plan are clearly communi- plan are vaguely communi- plan are not communi- X2
cated. cated. cated.
· Strong understanding of · Vague understanding of · Little to no understanding
chosen media is present. chosen media is present. of chosen media is present.
H. Questions · Is able to correctly re- · Is somewhat able to cor- · Is unable to correctly re-
spond to judges’ ques- rectly respond to judges’ spond to judges’ questions. X7
and Answers
tions. questions. · Answers do not reflect any
· Answers show familiarity · Answers show vague famili- familiarity with subject
with subject matter. arity with subject matter. matter.
Total Points
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Agricultural Communications CDE Scorecard
Writer Practicum
Name:
Chapter:
State:
Member #:
Possible Score Member Score
Lead/Focus 15
Accuracy of information and quotes 15
Clarity and conciseness 10
Correct style (AP) 10
Depth of coverage 10
Header/Headline 10
Grammar, spelling, punctuation and word 10

choice
Organization and format 10
Accomplishment of purpose 10
Total Possible: 100
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Electronic Media Practicum
Name:
Chapter:
State:
Member #:
Effective use of medium 20
Technical skills specific to activity 20

Outlined in event specifications
Power of expression 15
Creativity 15
Clarity of communication (writing) 10
Organization and format 10
Accuracy of information 10
Total Possible: 100
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Design Practicum
Name:
Chapter:
State:
Member #:
Overall aesthetics of design 20
Technical skills specific to activity 20

Outlined in event specifications
Use of graphic design principles 15
Neatness and creativity 15
Choice and placement/cropping of photo(s) and 15

graphic(s)
Writing and editing (specific to activity) 15
Total Possible: 100
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Agricultural Communications
CDE Team Scorecard
Name:
Chapter:
State:
Team#:
Possible Score Team Score
Practicum Scores 300
Media Plan Proposal 200
Media Plan Presentation 125
Test Scores 150

Communications Quiz – 75 pts. (25pts/member)
Editing Exercise – 75 pts. (25pts/member)
Total Possible: 775
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Agricultural Issues Forum CDE
Team Name: ________________________________________
District:___________________________________________
The Portfolio should include items described in Section 5A, 5B and 5C of the Guidelines, and
is limited to ten pages single-sided (5 pages double-sided) maximum.
The portfolio must be emailed to Tom Oglesby, CDE Coordinator, at toglesby@ohioffa.org 14

days prior to the contest.
Portfolio
Possible 15-11 10-6 5-1

Points
1. Summary of the Issue
(2 pages maximum) 5
2. Bibliography
5
3. Documentation of Local
Forums 15
Subtotal: 25
Team Sub Total:
*Deduction for exceeding the maximum number of Deduction:

pages and incomplete cover page (10 pts. Max):
*Deduction for portfolios received after postmark Deduction:

deadline (2.5 pts. Max):
Total Score:
_________________________________________
Judge’s Signature
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Agricultural Issues Forum CDE
Team Name: ___________________________________________
District: _______________________________________________
A minimum of three and a maximum of seven students who are actively participating,
orally presenting and available to answer the judges’ questions.
Time Limits: Five minutes will be allowed for set up. The presentation will be a
maximum of 15 minutes in length. The presenters will receive a signal at 10 minutes
and 14 minutes. At 15 minutes the timekeeper will announce that time is up, and the
presentation will end. A maximum of seven (7) minutes for questions and answers will
be allotted. Questions and answers will terminate at the end of seven (7) minutes. Three
(3) minutes will be allowed for take down.
Team Presentation
Possible
Points 25-21 20-15 14-10 9-5 4-0
1. Introduction Statement of
the issue and its importance 20
2. Pro View Point
20
3. Con View Point
20
4. Summary of Pro and Con
20
5. Overall Presentation
20
6. Questions
25
7. Portfolio
25
Total:
150
Deduction for Presenting a
Conclusion During Teams’ (5) ( )
15 minute presentation
Team Presentation Total:
_______________________________________
Judge’s Signature
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Ohio Agricultural Issues Forum CDE
Local Forum Documentation Sheet
Team Name: ______________________________________

District: __________________________________________
Presentation of 5 High Quality Forums to local community groups

1. Name of Group:
Number of individuals observing the Forum Presentation:
Time and Location for Forum Presentation:
Signature of group member: ______________________________________
2. Name of Group:
3. Name of Group:

4. Name of Group:

5. Name of Group:

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The following information is for District and State CDEs. The CDE host will select minimum ten
(10) to fifteen (15) specific skills from the master list of skills listed below:
Micrometer reading (English

Acetylene Cutting Drill use
or Metric)
Acetylene welding Feeler gauge measuring Plasma Cutting
Arc/wire welding Flaring tool use Plastic gauge use
Bench grinder use Hand tachometer reading Soldering – Electrical
Timing light use on a small
Caliper measuring Hand tool identification
engine
Computer parts search Hydrometer reading Valve grinding
Dial indicator reading Identify bolts and nuts Valve seat grinding
Drill use Injector-tester use Volt ohm amp tester use
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Suggested Tools
This is a suggested list of tools. Students may request specialty tools to aid in diagnosing
malfunctions.
1. Flashlight Jumper wire digital multimeter with a minimum of 10MW impedance

(e.g. Fluke 88 Automotive meter)
2. Battery: terminal puller and cleaners
3. Socket Sets: Standard: 3/16" through 1 1/8" · metric: 7mm through 24 mm
.6 & 12 point: regular & deep well
4. Ratchets: l/4", 3/8", 1/2" and extensions
5. Torx wrench setand 14 Pc. Hex Key Set
6. Screwdrivers: 3/16” x 4”; 5/16” x 8”; #1 Phillips; #2 Phillips
7. Combination Wrench Set: 3/16" through 1 1/8", metric: 7mm through 24 mm
8. Measurement: Feeler Gauge, Spark Plug Gauge, Standard Tire Gauge
9. Hammers: Plastic Tip, 16 Oz. Ball Peen Hammer
10. Pliers: 6” Long Nose, 10” Locking, Diagonal Side Cut
11. 5 Pc. Punch & Chisel Set
12. ¾” x 16’ Tape Measure
13. Non-tinted safety glasses with side shields (Z87.1)
14. Plastic drip pan
15. Shop towels
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Agricultural & Industrial Diagnostics Scorecard
Station # ___________ Team: _________________________________________
Tractor: _________________________________________
Instructions:
Points are awarded to teams for the following categories and tasks completed. Maximum points per item are listed,
but fewer points may be awarded.
Safety Points (10 points)

1. Safety Glasses (2) __________
2. Safety Procedures (2) __________
3. Safe equipment operation (neutral, park, act.) (2) __________
4. Communication between judges & team members (2) __________
5. Cleanliness (2) __________
Total Safety Points: __________
Use of Tools/Equipment (10 points)
1. Proper use of tools (2) __________
2. Proper use of the service manuel/related materials __________
3. Proper use of diagnostic equipment __________
Total Tools/Equipment Points: __________
Diagnostics (30 points)
1. Verification of complaint (2) __________
2. Diagnostic procedure (6) __________
3. Location of problem #1 (5) __________
4. Proper repair of problem #1 (5) __________
5. Location of problem #2 (5) __________
6. Proper repair of problem #2 (5) __________
7. Explanation of faults to the scorer (2) __________
Total Diagnostics Points: __________
Subtotal Points: __________
Note: This section may deduct partial or maximum points for unsafe or unapproved diagnostic procedures.
Unsafe or Unapproved Methods (15 points)
1. Fuel Systems (5) __________
2. Hydraulic/oil systems (5) __________
3 Electrical systems (5) __________
Total Points Deducted for Unsafe or Unapproved Methods: -
_________
Bonus Points:
Award one point for each unused full minute (under 20 minutes) per station. Equipment must operate
per judges’ satisfaction before time bonus points are allowed.
Time Started ____________ Time Finished ____________ Unused Minutes ____________
Total Bonus Points: __________

Total Station Points: __________
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Agricultural Sales Presentation Information
12 Point Check-off for Summary Sheet:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
A. Contestant name
B. Statement of situation, circumstances, locations, etc. (roles judges play)
C. Who contestant is representing (company or chapter)
D. Product to be sold
E. Features of the product
F. Product structure
G. Warranty
H. Service availability
I. Demonstration function
J. Competitors and pertinent information
K. Price
L. Closing statement or method
Total Missing Sections

X = -1 pt. each
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Documenting Student Competence Through Effective Performance Assessment
Ag. Sales CDE Presentation Scoring Rubric
Name: School:
Sale Item: TIME: 12 min. Presentation/10 min. Warning/3 min. Questions
Competency Builder Mastery or Above Proficient Proficient Below Proficient Weight Total
(Criteria) 54 32 10 Score
Customer Relations The student greeted the customer energetically, The student greeted the customer politely and The student neglected either to greet the X2
Introduction respectfully and politely in a proper, professional respectfully and introduced him/herself by customer politely and respectfully or to
(Approach) manner and introduced him/herself by name. name. Also, the student volunteered to be of introduce him/herself by name Or did, but
Also, the student volunteered his/her assistance to assistance. neglected to volunteer his/her assistance.
the customer.
Oral The student demonstrated an assertive and The student demonstrated an assertive and The student demonstrated an overall lack of X 10
Communication Skills confident attitude, using good grammar and confident attitude, using good confidence and pride while engaging in
(Demonstration) articulation, and engaging in a knowledgeable grammar and articulation and knowledgeable conversation. The student showed
content matter throughout the presentation. content matter throughout the presentation. lack of practice and experience with inability
Also, the student’s presentation contained However, the student included few creative and to use proper grammar and articulation. Or did,
creative and original elements and demonstrated original elements and neglected to demonstrate but neglected to demonstrate effective questioning
effective questioning techniques. effective questioning techniques. technique
Oral The student maintained continuous eye The student maintained good eye contact with The student lacked sufficient eye X2
Communication contact with the audience during the entire the audience most of the time during the contact with the audience during the
Skills presentation presentation. presentation.
Eye Contact
Professionalism The student appeared in official FFA Dress, The student appeared in official FFA Dress that The student was in partial official FFA Dress X1
Attire which was appropriate for the presentation. was appropriate for the presentation. Overall that was not appropriate for the presentation.
Overall appearance and hygiene of the student personal appearance and hygiene of the student Personal hygiene was lacking
was immaculate was satisfactory
Correct Solution The student provided the customer with two or The student provided the customer with one The student gave the customer an X2
(Objections) more (or as appropriate for the correct solution that met the customer’s needs. incorrect solution or did not have the
product) correct solutions that would effectively background knowledge or basic understanding
and efficiently meet the customer’s needs. Also, to come to a logical and correct solution. Or did,
the student provided the customer with additional but neglected to provide the customer with
information pertinent to the subject matter. additional information pertinent to the subject
matter.
Completion of Sale The student accomplished all the following: 1) The student correctly completed and carried out the The student failed to correctly complete and carry X3
(Closure) offered to be of assistance to the customer in customer’s final purchase and in the process out the customer’s final purchase by neglecting to
making his or her final selections; 2) asked the accomplished two of the following: 1) offered to be do one or more of the following: 1) offer to be of
customer if he or she was completely satisfied with of assistance to the customer in making his or her assistance to the customer in making his or her
the final selections; 3) correctly completed and final selections; 2) asked the customer if he or she final selections; 2) ask the customer if he or she
carried out the final purchase; and 4) thanked the was completely satisfied with the final selections; was completely satisfied with the final selections;
customer and encouraged him or her to return. 3) thanked the customer and encouraged him or her 3) thank the customer and encourage him or her to
to return. return.
Total Points Possible This Section 100 Points This Score =
Add 12 point check off score (total possible 15 points) This Score =
Total Points Possible 115 Points This Score =
Judge’s Comments:
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Name: School:
Customer Relations: Time: 5 min prep/10 min actual w/8 min warning
Mastery or Proficient Weight Total
Competency Below
Above Score
Builder 3-2 Proficient
Proficient
(Criteria) 1-0
5-4
The student The student The student did not
Oral appropriately maintained his/her maintain his/her X2
Communication monitored and voice level and tone voice at a
Skills fluctuated his/her at a satisfactory satisfactory level
voice level and level during throughout the
tone throughout the throughout most of presentation.
Voice
entire presentation. the presentation.
The student The student The student was

Professionalism maintained proper maintained proper either too relaxed or X2
Poise (Attitude) poise throughout the poise throughout too stiff in poise
entire presentation. most of the throughout the
The student presentation. presentation, or just
remained the opposite and
comfortable in moved to much and
stance, was not too was distracting.
stiff, and did not
slouch.
Information:
The student analyzed The student The student did not
Analysis and X2
and interpreted all analyzed all the analyze or form
Comprehension gathered data in gathered data in any logical
of Data order to articulate order to synthesize conclusions from
(Provided to logical and accurate his/her thoughts the data-gathering
conclusions from from the data- process.
Customer)
the data-gathering gathering process.
process.
The student The student was The student

Diagnosed acquired the X1
capable of correctly possessed no
Problem knowledge to identifying the logical
(Correct ID of correctly identify problem. Also, he understanding or
Problem) the problem. Also, or she was able to knowledge about
he/ she was able to accurately how to solve the
accurately distinguish between given problem.
distinguish among one or two
three or more problem-solving
problem-solving and/or decision-
and/or decision- making models,
making models, which better assisted
which better assisted the student in
the student in solving the problem.
solving the problem.
Rev. 9/29/2014 Page 17

Name: School:
Competency Below
Above Score
Proficient
(Criteria) 1-0
5-4
The student The student The student X2
Gathering Data demonstrated demonstrated his or provided little
(Requested from ability to gather her ability to gather evidence justifying
Customer numerous sources sources of pertinent the relevance and
of pertinent and and relevant data pertinence of the
relevant data. For pertaining to the data, and/or the
those sources that subject matter. student did not
were not used, the obtain any data.
student was capable
of explaining why
they were not
applicable.
The student The student provided The student gave
Correct Solution provided the the customer with the customer an X1
customer with two one correct solution incorrect solution or
or more (or as that met the did not have the
appropriate for the customer’s needs. background
product) correct knowledge or basic
solutions that understanding to
would effectively come to a logical
and efficiently meet and correct solution,
the customer’s or did but neglected
needs. Also, the to
student provided provide the
the customer with customer with
additional additional
information information
pertinent to the pertinent to the
subject matter. subject matter.
The student has The student After solving the X1
Follow-Up continuously assessed the problem, the
(Review, monitored the problem once a student did not
Closure) problem to prevent month to prevent maintain any
future recurrence. future recurrence, further assessment
Also, the student and adjusted his or practices.
inspected for her action plan as
additional problems needed.
that may have
arisen and adjusted
his or her action
plan as needed.
Total Possible Score 55 Points Score for this Practicum=
Rev. 9/29/2014 Page 18

Name: School:
Competency Below
Above Score
Proficient
(Criteria) 1-0
5-4
Judge’s Comments:
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Name: School:
Prospecting New Customers: Time 5 min prep/10min actual/w/8 min warning
Competency Below
Above Score
Proficient
(Criteria) 1-0
5-4
The student greeted The student greeted The student
Customer the customer the customer politely neglected either to X3
Relations energetically, and respectfully and greet the customer
Introduction respectfully, and introduced politely and
(Greeting/ politely in a proper, him/herself by name. respectfully or to
professional Also, the student introduce
Opening
manner and volunteered to be of him/herself by name
Statement) introduced assistance. or did, but neglected
him/herself by name. to volunteer his/her
Also, the student assistance.
volunteered his/her
assistance to the
customer.
The student The student’s The student’s
Appropriate for X4
established and presentation was presentation was not
Audience delivered a logical appropriate for both appropriate for the
(Qualify the and interactive the purpose of the purpose of the
Prospect) presentation that was presentation and presentation and/or
appropriate for both the audience. was not appropriate
the purpose of the for the audience.
presentation
and the audience.
Gathering Data The student The student The student X2

demonstrated his/her demonstrated the provided little
(Provide ability to gather ability to gather evidence justifying
Features and numerous sources of one source of the relevance and
Benefits) pertinent and relevant pertinent and pertinence of the
data. For those relevant data data and/or the
sources that were not pertaining to the student did not
used, the student was subject matter. obtain any data.
capable of explaining
why
they were not used.
Rev. 9/29/2014 Page 20

Name: School:
Prospecting New Customers: Time 5 min prep/10min actual/w/8 min warning
Competency Below
Above Score
Proficient
(Criteria) 1-0
5-4
The student The student correctly The student failed
Completion of to correctly X2
accomplished all completed and
Sale (Close the the following: 1) carried out the complete and carry
Interview or offered to be of customer’s final out the customer’s
Sale) assistance to the purchase and in the final purchase by
customer in making process neglecting to do one
his or her final accomplished two or more of the
selections; 2) asked of the following: 1) following: 1) offer
the customer if he offered to be of to be of assistance
or she was assistance to the to the customer in
completely customer in making making his or her
satisfied with the his or her final final selections; 2)
final selections; 3) selections; 2) asked ask the customer if
correctly completed the customer if he or he or she was
and carried out the she was completely completely
final purchase; and satisfied with the satisfied with the
4) thanked the final selections; 3) final selections; 3)
customer and thanked the thank the customer
encouraged him or customer and and encourage him
her to return. encouraged him or or her to return.
her to return.
Total Possible-55 Points This Practicum Score =

Judge’s Comments:
Rev. 9/29/2014 Page 21

Name: School:
Order Taking/Customer Service Practicum: Time 10 min Prep/ 12 min actual w/10 min warning
Competency Builder Mastery or Above Proficient Proficient Below Weight Total
(Criteria) 5-4 3-2 Proficient Score
1-0
Customer Relations The student greeted the customer energetically, The student greeted the customer politely and The student neglected either to greet the
Introduction respectfully, and politely in a proper, professional respectfully and introduced him/herself by customer politely and respectfully or to
manner and introduced him/herself by name. Also, name. Also, the student volunteered to be of introduce him/herself by name. Or did and X1
the student volunteered his/her assistance to the assistance neglected to volunteer his/her assistance.
customer.
Oral Communication Skills The student appropriately monitored and The student maintained his/her voice level and The student did not maintain his/her voice at a
(Voice) fluctuated his/her voice level and tone tone at a satisfactory level during throughout satisfactory level throughout the presentation.
throughout the entire presentation. most of the presentation. X2
Oral Communication The student demonstrated an assertive and The student demonstrated an assertive and The student demonstrated an overall lack of
Skills confident attitude, using good grammar, confident attitude, using good grammar, confidence and pride while engaging in
(Telephone/Etiquette) articulation, and knowledgeable content matter articulation and knowledgeable content matter conversation. The student showed lack of X1
throughout the presentation. Also, the student’s throughout the presentation. However, the practice and experience with inability to use
presentation contained creative and original student included few creative and original proper grammar and articulation. Or did But
elements and demonstrated effective questioning elements and neglected to demonstrate failed to include any creative and original
techniques. effective questioning techniques. elements and neglected to demonstrate
effective questioning techniques.
Professionalism Poise The student maintained proper poise The student maintained proper poise The student was either too relaxed or too stiff
(Attitude) throughout the entire presentation. The student throughout the entire presentation. in poise throughout the entire presentation. The
remained comfortable instance, was not too student changed positions to often moved X2
stiff, and did not slouch. around the room in a distracting manner.
Determine Customer The student applied effective listening and The student applied effective listening and The student was lacking in listening and
Needs and Wants comprehension skills in order to successfully comprehension skills in order to determine comprehension skills and was, therefore,
(Information determine all the customer’s needs and wants. most of the customer’s needs and wants. unable to determine most of the customer’s X2
Gathered) Also, the student demonstrated effective needs and wants, or was but neglected to
questioning techniques. demonstrate effective questioning techniques.
Responding to The student was very knowledgeable about the The student possessed enough knowledge to The student possessed very little knowledge of
Customer Needs subject matter. The student was able to respond assist the customer with his or her purchases. the subject matter; therefore, he or she was of
(Evidence of Product thoroughly and correctly to all the customer’s The student was able to respond satisfactorily little or no assistance to the customer. X2
Knowledge) questions, needs, and complaints. to most of the customer’s questions, needs, and
complaints.
Completion of The student accomplished all the following: 1) The student correctly completed and carried The student failed to correctly complete and
Sale offered to be of assistance to the customer in out the customer’s final purchase and in the carry out the customer’s final purchase by
(Closing of making his or her final selections; 2) asked the process accomplished two of the following: 1) neglecting to do one or more of the following: X1
Order/Dealing with customer if he or she was completely satisfied with offered to be of assistance to the customer in 1) offer to be of assistance to the customer in
Complaint) the final selections; 3) correctly completed and making his or her final selections; 2) asked the making his or her final selections; 2) ask the
carried out the final purchase; and 4) thanked the customer if he or she was completely satisfied customer if he or she was completely satisfied
customer and encouraged him or with the final selections; 3) thanked the customer with the final selections; 3) thank the customer
her to return. and encouraged him or her to return. and encourage him or her to return.
Total Possible—55 Points This Practicum Score=
Judge’s Comments:
Rev. 9/29/2014 Page 22

Telephone Practicum (FINALS ONLY)
Student Name
School Name
Competency Builder Mastery/Above Proficient Below Proficient Weight Points
(Criteria) Proficient
3-2 1-0
5-4
The student The student The student

Telephone Practicum demonstrated an X1
Student Name demonstrated an demonstrated an
assertive and confident assertive and confident overall lack of
attitude, using good attitude, using good confidence and pride
School Name _ _____ while engaging in
grammar, articulation,
Mastery/Above grammar, articulation
Proficient
Competency Builder and knowledgeable and knowledgeable conversation.BelowThe Proficient
(Criteria) content matter content matter student showed lack
Proficient of practice and
throughout the throughout the
presentation. Also, the presentation. experience with
student’s presentation However, the student inability to use proper Weight Poin
Determine Customer The student
contained applied included
creative Thefewstudent grammar
applied effective
creative and The student was lacking in
Needs and Wants andeffective
original listening
elements andand original
listeningelements articulation. Or
and comprehension did and comprehension
listening
(Information Gathered) and demonstrated and neglected to But failed to include
comprehension skills in skills in order to determine most skills and was, therefore, unable
5-4 questioning demonstrate
effective 3-2 effective any creative 1-0
and
order to successfully of the customer’s needs and to determine most of the
techniques. questioning techniques. original elements
determine all the wants. customer’s
and neglected to
customer’s needs and demonstrate
wants. Also, the student needs and wants, or was, but
effective questioning
demonstrated effective techniques. neglected to demonstrate
X2
Responding to Customer The student was very effective questioning
Oral Communication
Customer Relations questioning
The student greeted The student greeted the The student The student possessed very
techniques. The student possessed enough
the knowledgeable
customer aboutcustomer
the knowledgepolitelyto assist neglected
and the customer techniques.
little
either to knowledgeX 1 of the subject
Introduction
Needs
Skills subject matter. The respectfully
energetically, with his or her purchases.
and Thecustomer
greet the matter; therefore, he or she was
respectfully,
student was andable to introducedstudenthim/herself politely and of little or no assistance to the
was able to respond
(Evidence
(Telephoneof Product
Etiquette) politely
respondin athoroughly
proper, and by name. Also, the to mostrespectfully
satisfactorily of the orcustomer.
to
professional
correctly to manner
all the student volunteered
customer’s to be introduce
questions, needs, and
Knowledge) and introduced of assistance. him/herself by name.
customer’s questions, complaints.
him/herself by name. Or did and
Completion of Sale (Closing needs,
Thethe and complaints.
student accomplished The student correctlyneglected completed
Also, student to The student failed to
of Order/Dealing with volunteered his/her 1)
all the following: and carried out the customer’s
volunteer his/her
Complaint) assistance
offeredto tothe the process correctly complete and carry
be of assistance final purchase and inassistance.
customer.
to the customer in making accomplished two out the customer’s final
Oral Communication The student The
his or her final selections; student maintained The student purchase
did not by X2
Skills appropriately his/herofvoice
the following:
level and 1) maintain
offered tohis/her
be X2
Voice monitored
2) askedand the customertoneif atofaassistance
satisfactory
to the voice at a neglecting to do one or more of
fluctuated his/her
he or she was completely level during throughout satisfactory level
the following:
voice level and tone
satisfied with the final most of the
customerpresentation.
in making throughout
his or the
throughout the entire presentation. 1) offer to be of assistance to
selections; 3) correctly
presentation.
completed and carried out her final selections; 2) the customer in making his
Professionalism Thethestudent The student maintained The student was either
final purchase; and 4) poise
proper X2
Poise (Attitude) maintained proper asked the customer iftoo herelaxed
or she orortoo herstiff
final selections;
thanked the customerthroughout
and the entire
poise throughout the was completely in poise throughout
encouraged
entire him or her
presentation. to
presentation. the entire 2) ask the customer if he or she X 1
Total Possible- 55 Points Thereturn.
This Practicum
student remained Score= presentation. The completely satisfied with
satisfied with the final was
comfortable in student changed the final
stance, was not too selections; 3) thanked positions
the too often
stiff, and did not or moved around the
slouch. customer and encouraged him or selections; 3) thank the
room in a distracting
her to return. manner. customer and encourage him or
her to return.
Rev. 9/29/2014 Page 23

Plants
alfalfa dogbane, hemp potato
barley fescue, tall quackgrass
barnyard grass foxtail (any) ragweed, common
bluegrass, Kentucky garlic, wild ragweed, giant
bindweed (hedge or field) horsenettle rye
ryegrass (annual or
canola jimsonweed perennial)
carrot, wild Johnson grass shattercane
chickweed, common lambsquarters, common shepherd’s-purse
clover, red horseweed / marestail smartweed (any)
clover, white milkweed, common soybean
morning glory (any Ipomoea squash
cocklebur, common
sp.)
corn nightshade, black (eastern) strawberry
crabgrass (large or smooth) nutsedge, yellow sweetclover
crownvetch oats thistle, Canada
cucumber orchardgrass timothy
dandelion pennycress, field tomato
deadnettle, purple pigweed (any Amaranthus sp.) velvetleaf
dock, curly plantain, buckhorn wheat
Seeds
alfalfa foxtail (any) shepherd’s-purse
barley johnsongrass smartweed (any)
barnyardgrass jimsonweed soybean
bluegrass, Kentucky lambsquarters, common squash
buckhorn plantain morningglory (any) sweet clover
Canada thistle oats tall fescue
canola orchard grass timothy
cocklebur, common pigweed (any Amaranthus sp.) tomato
corn, dent quackgrass velvetleaf
corn, pop ragweed, common white clover
corn, sweet ragweed, giant white wheat
crownvetch red clover wild carrot
cucumber red wheat wild garlic
curly dock rye yellow nutsedge
dandelion ryegrass (annual or perennial)
Rev. 9/29/2014 Page 24
Insects
Aphids Beetle, Spotted cucumber Rootworm, Northern
(southern corn rootworm) corn (adult or damage)
(adult )
Armyworm (larvae or Beetle, Striped cucumber Rootworm, Western
adult) (adult) corn (adult, larvae)
Beetle, bean leaf (adult) Cutworm (larvae or Stinkbug
adult)
Beetle, blister (adult) Damsel bug (adult) Tarnished plant bug
(adult)
Beetle, Colorado potato European corn borer Two-spotted spider
(larvae or adult) (larvae, adult or damage) mite (adult or damage)
Beetle, flea Grasshopper Weevil, alfalfa (larvae,
adult or damage)
Beetle, Japanese (adult) Green lacewing (adult) Beetle, lady (adult or
larvae)
Beetle, Mexican bean Leafhopper (adult or
(larvae or adult) damage)
Diseases and Deficiencies

Spring Black Stem of Powdery Mildew of Sudden Death
Alfalfa Cucurbits Syndrome of Soybean
Powdery Mildew of Red
Corn Smut Ergot
Clover
Corn Herbicide Damage Downy Mildew of Fusarium Head Scab
Symptoms Soybean of Wheat or Barley
Manganese Deficiency of Leaf Rust of Small
Gray Leaf Spot of Corn
Soybean (leaf only) Grains
Nitrogen Deficiency on Potassium Deficiency of Loose Smut of Small
Corn (leaf only) Soybean (leaf only) Grains
Phytopthora Root Rot of Powdery Mildew of
Northern Corn Leaf Blight
Soybean Small Grains
Phosphorus Deficiency on Sclerotinia Stem Rot of Septoria Leaf Blight of
Corn (leaf only) Soybean Wheat
Potassium Deficiency on Soybean Herbicide
Tomato Spotted Wilt
Corn (leaf only) Damage Symptoms
Rev. 9/29/2014 Page 25

Tools and equipment (35 points)
101 adson tissue forceps 125 laryngoscope 149 stethoscope
102 agar 126 Mason metasplint 150 stomach tube
127 Mayo hegar needle
103 Allis tissue forceps 151 surgical cap
holder
104 autoclave and tray 128 Mayo scissors 152 surgical drape
105 Backhaus towel
129 Mayo stand 153 surgical gloves
clamp
106 bandage scissors 130 metabolism cage 154 surgical gown
107 blood collection
tubes- purple-red- green 131 Metzenbaum scissors 155 surgical mask
tops
108 canine mouth gag 132 microscope 156 surgical table
133 mosquito forceps
109 capillary tube 157 suture material
(curved and straight)
110 cat cage 134 muzzle 158 suture scissor
111 cautery unit 135 nail trimmer 159 syringe
136 Olsen hegar needle
112 centrifuge 160 test tube rack
holder
161 thermometer,
113 centrifuge test tube 137 ophthalmoscope
digital
114 cold sterilization tray 138 otoscope 162 Thomas leg splint
115 crile forceps (curved
139 pipette 163 thumb forceps
and straight)
116 dental scaler 140 rabbit holder 164 tissue culture swab
165 ultrasonic dental
117 dog snare 141 refractometer
scaler
142 Rochester Carmalt 166 ultrasound unit
118 Elizabethan collar
forcep and transducer
119 endotracheal tube 143 rodent holder 167 vacutainer
120 fecal loop 144 rubber bulb syringe 168 wire scissors
145 scalpel handle and
121 hemacytometer 169 x-ray film
blades
122 incubator 146 seal ease 170 x-ray machine
123 inoculating loop 147 shoebox cage 171 x-ray viewer
124 Kelly forceps 148 Snook hook
Rev. 9/29/2014 Page 26

External parasites (5 points)
172 biting lice 175 deer tick 178 flea
176 demodectic mange
173 brown dog tick 179 sarcoptic mange
mite
174 cheyletiella (walking
177 ear mite 180 sucking lice
dandruff)
Internal parasites (5 points)

181 coccidia 184 hookworm 187 whipworm
182 giardia 185 roundworm
183 heartworm 186 tapeworm
Miscellaneous (5 points)
188 Personal Protective Equipment for Radiology
Lead apron/lead gloves/lead goggles/thyroid shield/dosimeter badge
189 Positional terminology
Medial/lateral/ventral/dorsal/cranial/caudal/palmar/plantar
190 Ringworm
Rev. 9/29/2014 Page 27

Animal Health Practicum Skills Scorecard #1
Name _ School ___________________________
A judge will score student on ONE of the following skills for a total of 20 points. All students will
be judged on the performance of the SAME skills.
Handling (dog or cat)

1. Lift animal _____
2. Restrain animal on side _____
3. Identify I.V. injection site _____
4. Restrain animal for I.V. blood sample _____
Handling (dog or cat)

1. Use animal snare _____
2. Muzzle animal _____
3. Place Elizabethan collar on animal _____
4. Identify blood sampling site _____
Handle Rodent (identify type of rodent)

1. Remove from and return to cage safely _____
2. Sex animal _____
3. Identify rodent _____
4. Point out blood sampling site _____
5. Place animal in restraint device _____
6. Select appropriate cage for this rodent _____
Handle Rabbit
1. Remove from and return to cage safely _____
2. Sex rabbit _____
3. Point out I.V. injection site _____
4. Point out blood sampling site _____
5. Place rabbit in restraining device _____
6. Carry rabbit safely _____
Total ______
Rev. 9/29/2014 Page 28

Name _ School ___________________________
Perform CPR (reference is animal care training program series)

1. Position animal appropriately _____
2. Hands and fingers positioned correctly _____
3. Breaths performed correctly _____
4. Correct number of breaths to compressions _____
5. Overall method _____
Prepare Surgical Pack (reference is animal care training program series)

1. Describe instrument preparation _____
2. Select proper covers _____
3. Fold drape properly _____
4. Tape and mark _____
5. Give autoclave information _____
Prepare Gown for Pack
1. Gown folded correctly _____
2. Place on drapes correctly _____
3. Hand towel and sterility indicator on top _____
Remove Scalpel Blade from Handle

1. Choose instruments to remove blade _____
2. Removed blade correctly _____
3. Disposed of hazardous wastes, including sharps correctly _____
Total _______
Proper Glove Removal by Non-sterile Assistant

1. Hands positioned correctly for glove removal _____
2. Glove removed without contamination of gown _____
3. Glove removed without contamination of surgeon _____
Total _______
Opening Sterile Items

1. Outside wrap opened or removed without contamination _____
2. Item placed properly without contamination _____
3. Assistants hands, arms, and torso positioned properly to prevent contamination _____
Total _______
Rev. 9/29/2014 Page 29

Name School ___________________________
Administer Otic Preparation

1. Describe ear anatomy _/5
2. Interpret preparation label /5
3. Preparation placed in ear correctly _/5
4. Massage in correct area /5
Administer Ophthalmic Preparation

1. Describe any specific considerations necessary for correct application
2. Interpret preparation label
3. Animal restrained correctly
4. Preparation applied correctly
Total ______
Prepare Medication Using Dosage Calculations

1. Solve the medical math problem
2. Select correct syringe or pill container
3. Draw up correct amount of liquid or count correct number of tabs
Total ______
Reconstitute Vaccine
1. Explain process
2. Reconstitute
3. Verify dosage accuracy
4. Proper disposal of needle
Total ______
Describe Use of (name tool or instrument)

1. Identify the tool or instrument
2. Describe when tool or instrument is used
3. Describe how tool or instrument is used
4. Describe any specific considerations necessary for best use
Total ______
Rev. 9/29/2014 Page 30

Name School ___________________________
A judge will score student on ONE of the following skills for a total of 15 points. All
students will be judged on the performance of the SAME skills.
Prepare Fecal
1. Collect sample
2. Add solution
3. Place slide/coverslip
Total: ______
Client Education for: medication administration

1. Explain label to client
2. Explain how to administer medication to pet
3. Provide an alternative form of medication administration
Total: ______
Client Education for: basic bandage care

1. Explain signs of bandage failure
2. Explain reason for recheck appointment
3. Provide example of need for bandage application
Total: ______
Client Education for: grief counseling

1. Identify the 6 stages of grief
2. Give an example of how you can assist a client through one of the grief stages
3. Explain effective listening
Total: ______
Client Education for: dental health

1. Identify tooth anatomy
2. Explain prophylaxis
3. Discuss common dental care products for home use
Total: ______
Rev. 9/29/2014 Page 31

Dog Breeds (2011 list)
Airedale Terrier Chinese Crested Papillon
Akita Chinese Shar Pei Pembroke Welsh Corgi
Alaskan Malamute Cocker Spaniel Pomeranian
Australian Shepherd Collie (all varieties) Poodle (all varieties)
Basset Hound Dachshund (all varieties) Portugese Water Dog
Beagle Doberman Pinscher Pug
Bernese Mountain Dog English Springer Spaniel Rhodesian Ridgeback
Bichon Frise French Bulldog Rottweiler
Bloodhound German Shepherd Scottish Terrier
Border Collie German Shorthaired Pointer Shetland Sheepdog
Boston Terrier Boxer Golden Retriever Shih Tzu
Brittany Great Dane Siberian Husky
Bulldog Havanese Soft Coated Wheaten

Terriers
Bullmastiff Labrador Retriever St. Bernard
Bull Terrier Leonberger Vizsla
Cairn Terrier Maltese Weimaraner
Cane Corso Mastiff West Highland
Cavalier King Charles Miniature Pinscher White Terrier
Spaniel
Chesapeake Bay Retriever Miniature Schnauzer Whippet
Chihuahua (all varieties) Newfoundland Yorkshire Terrier
Rev. 9/29/2014 Page 32

Birds (small varieties)
Cockatiel
Canary Lovebird
Lutino
Common Fischer
Grey
Red Factor Peach Faced
Pied
Gloster Masked
Pearl
Cordon Bleu Finch Green Singing Finch Nanday Conure
Cutthroat Finch Parakeet Quaker Parrot
Red-eared Waxbill Society Finch Strawberry Finch
Parrolets Zebra
Sun Conure English Normal
Common Fancy
Birds (large varieties)

African Goffins Cockatoo Sulphur Crested Cockatoo
Congo
Timneh
Blue and Gold Macaw Green Winged Macaw Umbrella Cockatoo
Blue Fronted Amazon Mollucan Cockatoo Yellow Naped Amazon
Double Yellow Headed Orange Winged Amazon
Amazon Scarlet Macaw
Rev. 9/29/2014 Page 33

Reptiles and Amphibians
(Students are only responsible for scientific names of poison dart frogs)
Japanese Fire-Bellied
African Clawed Frog Red Eared Slider
Newt (Cynops
(Xenopus laevis) (Trachemys elegans)
pyrrhogaster)
Argentine Horned Frog

Leopard Gecko Red-Eyed Tree Frog
(“Pac Man”) (Ceratophrys
(Eublepharis macularius) (Agalychnis calidryas)
ornata)
Leopard Tortoise Red Foot Tortoise

Ball Python (Python regius)
(Geochelone pardalis) (Geochelone carbonaria)
Bearded Dragon (Pogona Milk Snake (Lampropeltis Reticulated Python

vitticeps) sp.) (Python reticulates)
Blue Tongue Skink (Tiligua Oriental Fire-Bellied Toad

Rosy Boa (Lichanura sp.)
sp.) (Bombina orientalis)
Russian Tortoise
Brown Anole (Anolis Painted Turtle
(Horsfield's Tortoise)
sagrei) (Chrysemys picta)
(Agrionemys horsfieldii)
Burmese Python (Python Poison Dart Frogs Savannah Monitor

bivittatus) Dendrobates tinctorius (Varanus exanthematicus)
California King Snake Poison Dart Frogs Spiny Tailed Agama

(Lampropeltis californiae) Dendrobates auratus (Uromastyx aegypticus)
Common Boa Constrictor Poison Dart Frogs Sulcata Tortoise

(Boa constrictor) Dendrobates leucomelas (Geochelone sulcata)
Poison Dart Frogs Tokay Gecko (Gekko

Corn Snake (Elaphe guttata)
Dendrobates azureus gecko)
Crested Gecko Rainbow Boa (Epicrates Veiled Chameleon

(Rhacodactylus ciliatus) sp.) (Chamaeleo calyptratus)
White’s Tree Frog

Green Iguana (Common Water Dragon
(Dumpy Tree Frog)
Iguana) (Iguana iguana) (Physignathus sp.)
(Litoria caerulea)
Green Anole (American

Chameleon) (Anolis
carolinensis)
Rev. 9/29/2014 Page 34

Cats
Abyssinian Exotic Shorthair Ragdoll
American Shorthair Maine Coon Russian Blue
Birman Manx Cat Scottish Fold
Burmese Ocicat Siamese
Cornish Rex Persian Sphynx
Rodents and Miscellaneous Animals

Chinchilla Hamsters Ferret
Gerbil Sugar Gliders Dwarf Hamsters
Texel Hedgehog Mouse
Guinea Pigs
Abyssinian
American
Peruvian
Rat
White Crested
Teddy
Silkie
Rabbits
Californian Holland Lop Netherland Dwarf
Dutch Hotot New Zealand White
English Angora Mini Lop Rex
French Angora Mini Rex
Rev. 9/29/2014 Page 35

Bird Feeds
Large Hookbill mixed seed
Canary mixed seed Canary pellet
Small Hookbill
Large Hookbill pellet mixed seed Small Hookbill pellet
Cockatiel pellet Cockatiel mixed seed Millet Spray

Sunflower Seed Finch mixed seed Parakeet Mix mixed seed
Parakeet Mix pellet
Dog/Cat Products and Supplies

bristle brush flea spray quick release collar
buckle collar flea topical application rawhide bones
cat safety collar hair ball remedy scratching post
Catnip harness shampoo
Cologne latex toys slicker brush
Comb leather leash slip collar (choke)
Crate nail trimmer (all types) soft paws
dog halters nylon bones tooth paste
dematting tools nylon leash tooth brush (finger)
flea collar pin brush vinyl toys
flea shampoo plush toys
Rev. 9/29/2014 Page 36

Bird Products and Supplies
bird bath cuttle bone parrot cage
bird net finch cage parrot toy
bird spray or wash finch nest perches
breeding cage flight cage restraint gloves
cage paper mineral block seed cups
canary nest nest box
cockatiel cage nesting hair
Reptile/Amphibian Products and Supplies

basking light heating mat reptile bark
cage decoration hiding devices sand
ceramic heater high range thermometer under tank heater
full spectrum light hot rock vegetables/fruits
Gravel humidity gauges
Small Animal Products and Supplies

alfalfa cubes exercise wheel small animal diet
aspen bedding/shavings feed hopper springtails
care fresh bedding lab chow timothy hay
cedar shavings mealworms water bottle
chinchilla dust novelty cages water bottle holder
corn cob bedding pine shavings waxworms
Crickets play log (hiding)
Crock shoebox cage
Rev. 9/29/2014 Page 37

Animal Management Practicum Skills Scorecard #1
Pocket Pet Practicum

A judge will score students on select skills for a total of 25 points. All students will be judged on
the performance of the SAME skills.
1. Handling and sexing

A. Demonstrate proper restraint.
B. Explain how to properly sex.
2. Selecting cages and accessories

A. Describe the type of caging required.
B. Describe the appropriate accessories.
1. Nutrition and Health
A. Choose the correct feed and dietary supplements.
B. Evaluate and explain the cause(s) of this disease, parasite and/or disorder.
C. Explain the treatment for this disease, parasite and/or disorder.
TOTAL 25 PTS.
Rev. 9/29/2014 Page 38

Dog/Cat/Rabbit/Guinea Pig/Chinchilla/Ferret/Hedgehog/Sugar Glider Practicum
A judge will score students on select skills for a total of 25 points. All students will be judged on the
performance of the SAME skills.
1. Handling and Sexing

2. Selecting Cages and Accessories


TOTAL 25 PTS.
Rev. 9/29/2014 Page 39

Reptile and Amphibian Practicum
A judge will score students on select skills for a total of 25 points. All students will be judged on the
performance of the SAME skills



TOTAL 25 PTS.
Rev. 9/29/2014 Page 40

Bird Practicum
A judge will score the students on select skills for a total of 25 points. All students will be judged
on the performance of the SAME skills.



TOTAL 25 PTS.
Rev. 9/29/2014 Page 41

Freshwater/Brackish Water Fish
Gouramis
blue gourami aka three spot (Trichogaster trichopterus)
gold gourami (Trichogaster trichopterus)
opaline gourami (Trichogaster trichopterus sumatranus)
moonlight gourami (Trichogaster microlepis)
dwarf gourami (Colisa lalia)
pearl gourami (Trichogaster leeri)
kissing gourami (Helostoma temmincki)
Cichlids
discus (Symphysodon discus)
convict (Cichlasoma nigrofasciatum)
firemouth cichlid (Cichlasoma meeki)
jack dempsey (Cichlasoma octofasciatum)
jewelfish cichlid (Hemichromis guttatus)
oscar (Astronotus ocellatus)
severum (Heros severus)
angelfish (Pterophyllum scalare)
pacu (Colossoma brachypomum)
electric blue cichlid (Sciaenochromis fryeri)
electric yellow cichlid (Labidochromis caeruleus)
kribennsis (Pelvicachromis pulcher)
Cypriniformes (Barbs, Danios, Rasboras, Sharks, Loaches, Minnows)
cherry barb (Barbus titteya)
rosy barb (Barbus conchonius)
tiger barb (Barbus tetrazona)
tinfoil barb (Barbus schwanenfeldi)
zebra danio (Danio rerio)
longfinned zebra danio (Danio rerio)
GloFish® (Danio rerio)
giant danio (Danio aequipinnatus)
red aka harlequin raspbora (Trigonostigma heteromorpha)
scissortail rasbora (Rasbora trilineata)
bala shark aka tri-colored shark (Balantiocheilus melanopterus)
red tailed shark (Labeo bicolor)
black shark (Labeo chrysophekadion)
rainbow shark (Epalzeorhynchos frenatus)
clown loach (Botia macracanthus)
kuhli loach (Acanthophthalmus kuhlii)
dojo loach (Misgurnus anguillicaudatus)
white cloud mountain fish (Tanichthys albonube)
rosie reds (Pimephales promelas)
Goldfish and Koi
black moor (Carassius auratus)
bubble eye goldfish (Carassius auratus)
feeder goldfish (Carassius auratus)
comet goldfish (Carassius auratus)
fantail goldfish (Carassius auratus)
red cap oranda (Carassius auratus)
Koi (Cyprinus carpio haematopterus)
Rev. 9/29/2014 Page 42

Catfish
cory cat (Corydoras sp.)
glass catfish (Kryptopterus bicirrhis)
irridescent shark (Pangasius hypophthalmus)
plecostomus (Plecostomus sp.)
upside down catfish (Synodontis eupterus)
chinese algae eater (Gyrinocheilus aymonieri)
pictus cat (Pimelodus pictus)
striped raphael catfish (Platydoras costatus)
Livebearers
molly varieties (Poecilia velifera)
green swordtail (Xiphophorus helleri)
velvet swordtail (Xiphophorus helleri)
common feeder guppy (Poecilia reticulata)
fancytail guppy (Poecilia reticulata)
tuxedo platy (Xiphophorus maculatus)
wagtail platy (Xiphophorus maculatus)
mickey mouse platy (Xiphophorus maculatus)
sunburst platy (Xiphophorus maculatus)
Tetras
black tetra (Gymnocorymbus ternetzi)
black neon tetra (Hyphessobrycon herbertaxelrodi)
bleeding heart tetra (Hyphessobrycon erythrostigma)
serpae tetra (Hyphessobrycon callistus)
blind cave fish (Astyanax fasciatus mexicanus)
bloodfin tetra (Aphyocharax anisitsi)
glow light tetra (Hemigrammus erythrozonus)
rummy nose tetra (Hemigrammus rhodostomus)
headlight taillight tetra (Hemigrammus ocellifer)
marble hatchet fish (Gasteropelecus sternica)
silver hatchetfish (Gasteropelecus sternica)
neon tetra (Paracheirodon innesi)
cardinal tetra (Paracheirodon Axelrodi)
red belly piranha (Pygocentrus nattereri)
red eye tetra (Moenkhausia sanctaefilomenae)
silver dollar (Metynnis sp.)
Miscellaneous
butterfly fish (Pantodon buchholzi)
clown knife (Chitala chitala)
betta aka siamese fighting fish (Betta splendens)
black ghost knifefish (Apteronotus albifrons)
elephant nose (Gnathonemus petersii)
puffer (Tetaodon fluviatilis)
spotted african leaf fish (Ctenopoma acutirostre)
Freshwater Invertebrates
mystery snail (Pomacea sp. and Ampullaria sp.)
ghost shrimp (Palaemonetes paludosus)
pond snail (Stagnicola sp.)
ramshorn snail (Planorbis sp. and Helisoma sp.)
trumpet snail (Melanoides tuberculata)
cherry shrimp ( Neocaridina heteropoda)
crayfish (Procambarus sp. and, Cambarellus sp., etc)
Rev. 9/29/2014 Page 43

Marine Fish and Invertebrates
coral beauty angelfish (Centropyge bispinosus)
parrot fish - general shape (many genera: Scarus sp., Cetoscarus sp. , Sparisoma sp. , etc.)
lionfish (Pterois sp.)
clown tang / surgeon (Acanthurus lineatus)
powder blue tang / surgeon (Acanthurus leucosternon)
yellow tang / surgeon (Zebrasoma flavescens)
sailfin tang / surgeon (Zebrasoma veliferum)
beau gregory damsel (Stegastes leucostictus)
blue devil aka blue damsel (Chrysiptera cyanea)
three spot aka domino damsel (Dascyllus trimaculatus)
white-tail aka three-striped damsel (Dascyllus aruanus)
blue/green chromis (Chromis viridis)
common cleaner wrasse (Labroides dimidiatus)
scotts fairy wrasse (Cirrhilabrus scottorum)
flame fairy wrasse aka hawaiian flame wrasse (Cirrhilabrus jordani)
fire fish or fire goby aka fire dartfish (Nemateleotris magnifica)
yellowhead jawfish (Opistognathus aurifrons)
maroon clown (Premnas biaculeatus)
true percula clown (Amphiprion percula)
tomato clown (Amphiprion frenatus)
neon goby (Elacatinus oceanops)
yellow clown goby (Gobiodon okinawae)
watchman goby (Cryptocentrus cinctus)
lawnmower blenny (Salarias fasciatus)
banggai cardinal (Pterapogon kauderni)
pajama cardinal (Sphaeramia nematoptera)
puffer fish – general shape (Arothron sp., Canthigaster sp., Diodon sp.)
royal gramma basslet (Gramma loreto)
choclate chip star (Protoreastor nodosus)
brittle sea star (Ophiocoma sp.)
serpent star (Ophioderma sp.)
peppermint shrimp (Lysmata wurdemanni)
banded coral shrimp (Stenopus hispidus)
spiny lobster (Panulirus sp.)
thinstripe hermit crab (Clibanarius vittatus)
blue leg hermit crab (Clibanarius tricolor)
emerald crab (Mithraculus sculptus)
turbo snail (Turbo fluctuosa))
astaea snail (Tectus tecta)
nassarius snail (Nassarius vibex)
anemone many genera (Entacmaea sp., Heteractissp., Condylactis sp., etc)
mushroom coral (Actinodiscus sp., Rhodactis sp.)
finger leather coral (Sinularia sp.)
acropora staghorn coral (Acropora sp.)
zoanthids aka button polyps - many genera (Acrozoanthus sp., Zoanthus sp., Palythoa sp., etc.)
Rev. 9/29/2014 Page 44

Aquarium Equipment
activated carbon - loose or power filter with bio-wheel
diaphragm air pump
cartridge cartridge
air tubing - flexible dirt magnet (sponge) protein skimmer
air tubing - rigid filter Hydrometer
air valve automatic feeder siphon tube for power filter
airstone - all types filter floss siphon tubing
algae scraper/scubber-all types fluorescent bulb non-submersible heater
alkalinity test kit full hood submersible heater
ammonia test kit gang valve tank divider
automatic feeder (silicone) glass canopy thermometer - all types
betta barracks gravel vacuum/cleaner trickle filter (wet-dry)
bio-balls incandescent bulb overflow box
box filter live rock sump filter
breeding grass net Refugium
breeding net/traps nitrate test kit (all types) ultraviolet sterilizer
brine shrimp hatchery pH test kit (strips/solutions) undergravel filter
brine shrimp net planting stick water hardness test kit (strips)
chlorine test kit power head worm feeder
canister filter water pump zeolite - loose or cartridge
Aquarium Plants
amazon swordplant corkscrew vallisneria Hygrophilla
ambulia jungle vallisneria Ludwigia
anacharis aka elodia foxtail water sprite
banana plant hairgrass java fern
cabomba hornwort
Fish Diseases
ichthyopthirius dropsy hole in the head
cotton mouth velvet fin and tail rot
Fish Foods
blood worms krill granules
brine shrimp freeze-dried pellets
brine shrimp eggs flake tubifex
mysis shrimp glass worms frozen
Rev. 9/29/2014 Page 45

Aquarium Management Practicum Scorecard #1
Name______________________________
School ____________________________
Judges will score student on ONE of the following skills for a total of 20 points. All students
will be judged on the performance of the SAME skills.
Water Testing: Specific Gravity

1. Identify the correct equipment - hydrometer _____/5 (use swing arm hydrometer)
2. Use equipment correctly _____/5
3. Read specific gravity correctly _____/5
4. What is correct specific gravity for most marine tanks? _____/5
Water Testing: Read a PH Test (strips or color block)

1. Select correct equipment _____/2
2. Run test correctly _____/3
3. Read pH correctly _____/5
4. Is range acid/neutral/basic? _____/5
5. Is this correct pH for this tank? _____/5
Water Testing: Nitrate Test Marine Tank (strips or color block)

2. Ran test correctly _____/5
3. Used non-contaminating techniques of adding chemicals and shaking vials _____/3
4. Read the level correctly_____/4
5. Is this an acceptable level? _____/3
Water Testing: Ammonia (strips or color block)

2. Ran test correctly _____/5
3. Read the level correctly _____/5
4. Is this an acceptable level? _____/5
Total ________ /20
Rev. 9/29/2014 Page 46

Name____________________________________
School ___________________________________
Judge will score student on ONE of the following skills for a total of 20 points. All students
Equipment Use: Siphon Starting

2. Siphon started with correct/safe procedure _____/5
3. Used gravel cleaner correctly _____/5
4. Little to no water spilled _____/5
5.
Equipment Use: Start an Automatic Power Filter
2. Assemble equipment correctly _____/5
3. Use proper/safe procedure for starting the filter _____/5
4. Filter operates correctly _____/5
Equipment Use: Adjust a Heater

2. Use correct/safe procedure for installing heater _____/5
3. Explain how to adjust temperature _____/5
4. What is the ideal temperature? _____/5
Total _______ /20
Rev. 9/29/2014 Page 47

Name_____________________________
School ____________________________
Judge will score student on ONE of the following skills for total of 20 points. All students
Troubleshooting: Decorating
1. Does tank have an appropriate plant selection/arrangement? _____/5
2. Does tank have appropriate selection/use of substrate material? _____/5
3. Does tank provide adequate hiding for both bottom dwellers and others? _____/5
4. Does this tank have adequate and appropriate decorations? _____/5
Troubleshooting: Filtration
1. Is under gravel filter installed/operating correctly? _____/5
2. Ability to correct problem _____/5
3. Explain how the UG filter works _____/5
4. Are additional filters necessary? If so, what type? _____/5
Troubleshooting: Overall
1. What is wrong with this tank? _____/5
2. Ability to correct the problem(s) _____/5
3. Identify type of lighting and cover used in this tank _____/4
4. Identify type of filtration used in this tank _____/4
5. Recommend changes to equipment _____/2
Total _______ /20
Rev. 9/29/2014 Page 48

Name_____________________________
School ____________________________
Judge will score student on ONE of the following skills for a total of 15 points. All students
Sexing and Feeding Fish

1. Explain how to correctly identify sex of fish _____/5
2. Identify and select correct type of food _____/5
3. Feed appropriate amount/length of time _____/5
Catching and Bagging a Fish

2. Catch fish efficiently/easily _____/5
3. Correctly prepare and secure fish in bag (proper air/ water, tie, no leaks _____/5
Selecting Tank Mates

1. Determine temperament of fish (community/aggressive _____/4
2. Suggest other species that could live in same tank_____/5
3. Name tank furnishings and /or plants that would be good for this fish _____/3
4. Name tank furnishings and/or plants that would be bad for this fish _____/3
Evaluate Fish Health

1. Compare and contrast condition of fish in this tank _____5
2. Identify and explain any obvious signs of illness _____5
3. Suggest steps that would be beneficial to the fish in this scenario _____5
Total _______ /15
Rev. 9/29/2014 Page 49

Soils
Physical Properties
Soil Erosion
Soil Analysis
Environmental Impact of Soil Degradation
Water
Importance of Water Quality
Factors that Influence the Quality of Water
Measure to Ensure Water Quality
Management Practices Used to Ensure Water Quality
Ecosystems
Basic Ecological Concepts
Management of Eco-Systems
Grassland Eco-Systems
Forestry Eco-Systems
Aquatic Eco-Systems
Wetland Eco-Systems
Non-Native Species effect on Ecosystems
Waste Management
Preventing and Reducing Solid Waste
Disposing of Waste
Manure Management
Hazardous Waste
Environmental Concerns and Issues
Rev. 9/29/2014 Page 50

Water Analysis
Using measuring devices, each team will measure a sample of water for quality
analysis and contaminants.
Teams will analyze the results of the measurements in addition to given factors.
Teams will name possible causes of the particulate or other contaminant(s),
considering: Are they natural? Are they pollutants? What level is acceptable?
Teams will identify macro-invertebrates common to streams and calculate a stream
quality assessment.
Teams will describe the effects on the environment of any pollutants, list the sources
of the pollutants, and discuss ways the water quality can be improved.
Soil Analysis
Teams will determine the soil textural class of a given soil sample using a texture
triangle and determine the name for the marked soil map unit based on this texture.
Teams will determine the area of a marked watershed by soil type and land cover
type.
Teams will calculate the runoff curve number for the watershed based on given and
calculated information.
Teams will pace the slope distance, survey the slope stakes, and calculate percent
slope.
GPS Locations - Teams will utilize a global position system (GPS) unit to
complete the following:
Identify the longitude and latitude of a given point.
Enter waypoints and determine the location.
Find locations based on longitude and latitude coordinates.
Environmental Analysis
Living Organisms – teams will identify and list marked living organisms (both
native and non-native) found within the marked boundaries of the site. Species may
be artificially introduced as mounted or preserved specimens or indicated by sign.
Non-living components (shelter, nutrients) – teams will inventory resources such as
water, shelter, etc. upon which resident species depend for survival.
Ecological Succession – teams will identify the stages of succession of various
grasses, shrubs and trees and identify causes of changes in succession patterns.
Situation Analysis – teams will determine limiting factors of specified species based
on the components found at the site and determine whether a healthy balance exists
between the environment and the species that depend upon it.
Rev. 9/29/2014 Page 51

Environmental and Natural Resources
Team: ______________________________ Chapter No.: ______________________
ENVIRONMENTAL ANALYSIS SCORECARD
Your assignment is to analyze the given ecosystem with the following aspects in mind:
Total Score:
QUESTION POSSIBLE SCORE

POINTS
Identify and list the TEN marked organisms (both native and non-native)
that can be found within the marked boundaries of this site. 20
Identify and list TEN additional species (native and/or non-native) that can
20
be found within the site.
Identify and list the different habitat components found with the marked
20
site.
Identify which stage(s) of succession exists within the marked site:

pioneer, field, early successional, mid successional, late successional, or 10
climax community. In addition, list two supporting reasons why.
Identify the limiting factors for the given species as evidenced within the
marked boundaries of the site and recommend management practices 30
needed for these species to be successful.
100
__________________________ ___________________________ _____________

Judge’s Name Judge’s Signature Date
Rev. 9/29/2014 Page 52

Team: ______________________________ Chapter No.: ______________________
GPS LOCATIONS SCORECARD
Determine the following GPS coordinates and/or skills. Refer to special instructions at each site.
Note: Variance for differential corrections are noted on condition sheet.
LOCATI ANSWER POSSIBLE SCORE

ON NEEDED POINTS
1 POI refer to site 20
NT
2 refer to site 20
3 refer to site 20
4 longitude / latitude 10
5 waypoint name 20
6 distance 10
Total Points: 100
Teams must provide their own GPS units. GPS units must be capable of being
zeroed out by the officials. Officials recommend teams use an Etrex Legend or
similar unit and bring a minimum of two GPS units per team.
Teams will be asked to 1) find and confirm three sites based on longitude and latitude
readings, 2) determine the latitude and longitude of a given fourth point and name this
waypoint, and 3) determine the distance from the waypoint to an end point.
__________________________ ___________________________ _____________

Rev. 9/29/2014 Page 53

Team: ______________________________ Chapter No.: ______________________
SOIL ANALYSIS SCORECARD
Your job today is to calculate the runoff curve number for the marked watershed by
determining the area, soil type, and land cover type within the watershed. You must
also calculate the percent slope using the provided survey equipment.
Totals =
Soil Name Cover Description CN Acres Product of Possible Score
and CN x Acres Points
Hydrologi
c
Grou
p
Unknown: 10
40
CN (weighted) = total product = =  Use CN = (10 points)

total area
Score:
SLOPE CALCULATION
Answer Possible Score
Points
Elevation of Point #1 5
Elevation of Point #2 5
Change in Elevation 5
Distance from #1 to #2 (in feet) 15
Calculated Percent Slope 10
___________________________ ___________________________ _____________

Rev. 9/29/2014 Page 54

TEAM ACTIVITY SCORECARD
CATEGORY POSSIBLE SCORE

1 PowerPoint Presentation (50 points)
• Introduction 5
• Clearly identify the problem(s) 5
• Short term goals discussed 5
• Long term goals discussed 5
• Short term and long term goals are measurable 5
• Demonstrates knowledge and experience in subject area 5
• Possible solutions analyzed 5
• Recommendations discussed 5
• Clearly addresses the scenario 5
• Summary/Conclusion 5
2 Oral Presentation (75 Points)
• Participation of all team members 15
• Logical progression of material 15
• Delivery professional, organized and well thought out 15
• Presentation clear and effective 15
• Team attitude 15
3 Questions (75 Points)
• Each member of the team responds to at least one question 20
• Confidence shown 15
• Effectiveness and accuracy of each response 40
TOTAL 200
**Points may be deducted due to spelling and grammar at the judges’ discretion.
**Oral presentation will be stopped at eight minutes and questions will commence.
Teams will lose oral presentation points for information not covered at the end of the
eight minutes.
___________________________ __________________________ _____________

Rev. 9/29/2014 Page 55

Team: ______________________________ Chapter No.: ______________________
WATER ANALYSIS SCORECARD
Weighting Answer Possible
Test Results Q-Value Factor Total Points Score
Dissolved Oxygen _____ % saturation 0.17 10
Fecal Coliform _____colonies/100 ml 0.16
pH _____ units 0.11 10
B.O.D. _____ mg/l 0.11
Temperature 0.10
______C 10
Temp upstream____C
Total Phosphorus ______ mg PO4/l 0.10
Nitrates ______ mg NO3/l 0.10
Turbidity ______ ft or NTU 0.08
Total Solids ______ mg/l 0.07
Your job today is to analyze the given water sample. You will need to test the dissolved oxygen, pH
and the current temperature then finish filling out the Water Quality Index form. You will need to
identify the macro-invertebrates and fill out the form. Finally, you will analyze the results by
answering the questions on the reverse side of the form.
WATER QUALITY INDEX RANGES Total: ________________

90-100 Excellent (10 points for form)
70-89 Good
50-69 Medium Score: _________________
25-49 Bad
0-24 Very Bad
MACRO-INVERTEBRATE TALLY
GROUP 1 TAXA GROUP 2 TAXA GROUP 3 TAXA
Water Penny Larvae Damselfly Nymphs Blackfly Larvae
Mayfly Nymphs Dragonfly Nymphs Aquatic Worms
Stonefly Nymphs Cranefly Larvae Midge Larvae
Dobsonfly Larvae Beetle Larvae Pouch Snails
Caddisfly Larvae Crayfish Leeches
Riffle Beetle Adult Scuds
Other Snails Clams
Sowbugs
NUMBER OF TAXA NUMBER OF TAXA NUMBER OF TAXA
X INDEX VALUE 3 X INDEX VALUE 2 X INDEX VALUE 1
CUMULATIVE INDEX STREAM QUALITY ASSESSMENT
VALUE: Excellent (>22) _______ Good (17-22) _________
(20 pts. for form) Fair (11-16) ________ Poor (<11) _________
Score: ___________
Rev. 9/29/2014 Page 56

Name the possible sources of the contaminants. Are they natural? Are they pollutants?
What level is acceptable? (10 pts.)
Identify the limiting factors in the above water body (10 pts.):
Explain the effects of the above tested items on the environment (10 pts.)?
How can the above water quality be improved (10 pts.)?
**Teams will be disqualified from this portion of the CDE for unsafe practices and
procedures. Record score as “0” and note the infraction.
___________________________ ___________________________ _____________

Rev. 9/29/2014 Page 57

HELPFUL SUGGESTIONS FOR SETTING UP AN ENVIRONMENTAL
NATURAL RESOURCE EVENT:
Soil map, With watershed boundary and land cover types defined
Watershed size should be 10-20 acres, with no more than 6 possible combinations of
soil type and land cover. There should be at least 2 different textural classes.
Texture triangle chart
List of soil types, with their textural class and hydrologic group
There should be a soil type for each possible textural class and each possible hydrologic
group. Textural class doesn’t always correspond to hydrologic group, to keep it simple,
once the team comes up with a textural class for the soil sample, there should be only
one corresponding soil type on the list that isn’t already labeled on the map they are
given.
List of land cover types, with curve number shown by hydrologic group
Should have 4-5 cover types to choose from, hydrologic group and curve numbers are
given
Blank survey book page for survey notes and slope calculations
At the testing site:

Soils sample jar representing the soil type marked “?” on the map that the students are given
Rulers to measure the percentage of sand, silt, and clay layers within the sample jar
Surveying equipment consisting of: laser and receiver or optical level, grade rod, tripod
Optical levels would be best
Benchmark and slope measuring points, marked with lathe

Slope length should be about 200 feet. Steep slopes should be avoided because slope
calculations based on paced distance will be less accurate unless students use
trigonometry to calculate the actual horizontal distance.
Testing activity:
• Determine soil textual class of the soil sample given
• Determine the soil name for the map unit marked “?” based on the sample texture
• Determine the area of the watershed by soil type and land cover type
• Calculate runoff curve number for the watershed
• Pace the slope distance
• Survey the slope stakes and calculate percent slope
Rev. 9/29/2014 Page 58

Team: ___Anywhere High School___________________ Chapter No.: _0000__________________
WATER ANALYSIS SCORECARD
Your job today is to analyze the given water sample. You will need to test the dissolved oxygen,
pH and the current temperature then finish filling out the Water Quality Index form. You will need
to identify the macro-invertebrates and fill out the form. Finally, you will analyze the results by
answering the questions on the reverse side of the form.
Weighting Answer Possible

Test Results Q-Value Factor Total Points Score
Dissolved Oxygen _83 % saturation 92 0.17 15.64 10
Fecal Coliform 2500 colonies/100 ml 17 0.16 2.72
pH _7.5_ units 92 0.11 10.12 10
B.O.D. 3_ mg/l 70 0.11 7.7
Temperature 2_ C 90 0.10 9.0
Temp upstream 11 C 10
Total Phosphorus 1 mg PO4/l 40 0.10 4.0
Nitrates 3 mg NO3/l 90 0.10 9.0
Turbidity _29_ ft or NTU 53 0.08 4.24
Total Solids 350_ mg/l 53 0.07 3.71
WATER QUALITY INDEX RANGES Total: 66.13
90-100 Excellent (10 points for form)
70-89 Good
50-69 Medium Score: ______________
25-49 Bad
0-24 Very Bad
MACROINVERTEBRATE TALLY
GROUP 1 TAXA GROUP 2 TAXA
GROUP 3 TAXA
Water Penny Larvae Damselfly Nymphs Blackfly Larvae A
Mayfly Nymphs A Dragonfly Nymphs A Aquatic Worms B
Stonefly Nymphs Cranefly Larvae Midge Larvae
Dobsonfly Larvae Beetle Larvae Pouch Snails A
Caddisfly Larvae Crayfish B Leeches
Riffle Beetle Adult Scuds
Other Snails A Clams A
Sowbugs
NUMBER OF TAXA NUMBER OF TAXA NUMBER OF TAXA
X INDEX VALUE 3 6 X INDEX VALUE 2 6 X INDEX VALUE 1 3
CUMULATIVE INDEX STREAM QUALITY ASSESSMENT
VALUE: 15 Excellent (>22) _______ Good (17-22) _________
(20 pts. for form) Fair (11-16) __X______ Poor (<11) _________
Score: ___________
Rev. 9/29/2014 Page 59

Name the possible sources of the contaminants. Are they natural? Are they pollutants? What
level is acceptable? (10 pts.)
Sources of contaminants could include septic systems that are not working (fecal coliform) and
the improper application of fertilizers to area lawns (high phosphorous). These are both human-
caused pollutants. Fecal coliform levels should be less than 1000 colonies per 100 mL for
boating and fishing and less for swimming and drinking water. Phosphorous levels should remain
less than 1 ppm. The turbidity and total solids could be natural and come from eroding stream
banks.
Identify the limiting factors in the above water body (10 pts.):
High fecal coliform levels, and too much phosphorus in the water. Turbidity and total solids
are the next higher area of concern.
Explain the effects of the above tested items on the environment (10 pts.)?
Fecal coliforms come from the wastes of warm-blooded animals. There are probably septic
systems that are not functioning properly along the river. With wastes could come some diseases
that are passed through the intestinal systems. Too many phosphates lead to excess plant growth
which when they die lead to decreased levels of dissolved oxygen. The low numbers of
macroinvertebrates present indicate that levels of pollutants have been a problem for a while.
How can the above water quality be improved (10 pts.)?
Fix the leaky septic systems. Find out where the phosphates are coming from (possibly people
fertilizing their lawns) and decrease their amounts in the watershed. Increase buffer areas along
the banks of the river in order to decrease runoff of materials into the river. Plant trees along
the stream bank to stabilize the bank.
**Teams will be disqualified from this portion of the CDE for unsafe practices and procedures.
Record score
as “0” and note the infraction.
___________________________ ___________________________ _____________

Rev. 9/29/2014 Page 60

Succession is a change in plants and animals which occurs periodically in all communities.
An open space or meadow will eventually be overgrown by a forest which in turn will grow
to a climax forest. The length of time and kinds of plants involved in each successional
change depends on many factors. The successional progression can be changed at any stage
by many different factors and disturbances.
Succession Stages
A common natural disturbance which affects succession is fire started by lightning. A
common human disturbance which affects succession is farming. Whether plowing fields or
grazing livestock, farms provide an on-going disturbance, preventing forest succession.
Whether natural or human-made, removal of the disturbance allows succession to proceed. In
any ecosystem the diversity of plants and their spatial structures influence the diversity of
animals utilizing available habitat. The plants and animals in an ecosystem change with each
successional stage. Distinct stages of succession are:
1. Forbs stage--------- 0-5 years
Certain "pioneer" plants germinate quickly on exposed soil including mosses, lichens and
small herbaceous plants. Shrub and tree seedlings begin to establish in the soil. Insects and
small rodents feed on grasses, herbaceous plants and seeds. Songbirds feed on insects and
seeds. Predatory birds feed on small rodents.
2. Shrub stage---------6-25 years
Tree seedlings are established and larger shrubs shade out many of the herbaceous plants.
Shrubs and fallen trees provide abundant nesting cover for birds, rodents and small
mammals. The smaller animals attract larger predators, such as coyotes, weasels, and
bobcats. Deer feed on shrubs and saplings. Larger predators are also attracted, such as
cougars and bears.
Rev. 9/29/2014 Page 61

3. Young forest------- 26-50 years
The forest canopy begins to form with deciduous trees being the dominant species. The
diversity and quantity of shrubs and herbaceous plants decreases. Young evergreens grow
up among the shaded forest floor. A reduction of the kinds of food available to some
wildlife species [especially large mammals] reduces the number of wildlife species. New
species enter the area and take advantage of the resources.
4. Mature forest------- 51-150 years
A few large evergreen species dominate the ecosystem. Large deciduous trees die and fall
leaving openings in the forest canopy. Shrubs and herbaceous plants take advantage of the
sunlight and attract small birds and mammals, creating a diverse ecosystem.
5. Climax forest 150-300 years
Large evergreens, which are able to grow beneath themselves in their own shade, grow in
height and
diameter. Fewer big trees take up more area so there are fewer trees per acre. Dead trees,
called snags, provide nesting sites for woodpeckers and other animals. Particular kinds of
animals move in utilizing available resources. Fallen trees add to the diversity of habitats
and provide additional resources while adding soil nutrients. A climax forest could also be
made up of large deciduous trees such as maple or oak.
SOIL TYPE CHOICES

Map Unit Soil Name Hydrologic Group
Bs Brookston Silty Clay Loam B (drained) / D (undrained)
CeB Celina Silt Loam, 2-6% slopes C
F1B Fox Loam, 2-6% slopes B
Lg Lanier Sandy Loam A
Md Medway Silt Loam B
MnD3 Miamian Clay Loam, 12-18% slopes C
LAND COVER CHOICES
Land Cover Hydrologic Group Runoff Curve Number

Straight-row Crops, Good Residue A 64
B 75
C 82
D 85
Woods, Fair Condition A 36

B 60
C 73
D 79
Commercial/Business District A 89
B 92
C 94
Rev. 9/29/2014 Page 62

D 95
Pasture/Rangeland, Good A 39
B 61
C 74
D 80
Rev. 9/29/2014 Page 63

UNKNOWN SOIL TYPE
Soil Sample Analysis for Unknown Soil Type:

(based on calculating percentages of sand, silt, and clay from a given soil sample and then
using the textural triangle to calculate the textural class)
% Sand ____20_____
% Silt ____55_____
% Clay ____25_____
Textural Class: __Silt Loam___
Rev. 9/29/2014 Page 64

1. Halter Classes
A. Two classes of four horses each from the following breeds will be selected for the
purpose of placing:
Appaloosa Morgan Saddlebred
Arabian Paint Standardbred
Draft Quarter Thoroughbred
B. One halter class will include five objective questions.
2. Performance Class
A. One performance class of four horses from the following breeds will be placed:
Appaloosa Morgan Quarter
Arabian Paint
B. Performance classes will be judged as presented (unsoundless to be penalized
accordingly). Patterns will be provided to the teams prior to the start of the
event for all classes requiring patterns. Performance Classes may include:
1. Western Horsemanship
2. Hunt seat Equitation
3. Western Pleasure
4. Western Riding
5. Reining
6. English Pleasure (Saddle Seat)
7. Hunter Under Saddle (Hunt Seat)
8. Trail
9. Hunter Hack
Rev. 9/29/2014 Page 65

General Equipment and Tack
Ankle boots Hobbles Shedding blade
Artificial vagina Horse blanket Sliding boots
Banding gun Horse clippers (electric) Soft finish brush
Boot hooks Horse sheet Stall guard
Boot jack Insemination pipette Standing martingale
Bot egg knife Lariat Stethoscope
Breast collar Lead shank or rope Stiff body brush
Breeding hobble Leg wraps Sweat scraper
Cooler Lunge line Syringes
Cribbing strap Lunge whip Tail sets
Curry comb Mane comb Thermometer
Dressage whip Mouth speculum Throatlatch sweat
English breast strap Palpation sleeve Tooth float
English spurs Quarter boots Trailer tie
Feed tub Riding bat Twitch
Finishing brush Riding crop Water bucket
Full neck sweat Rubber groom mitt Western breast strap
Halter Running martingale Western Spurs
Hay net Shackles
Bits Bridles and Saddles

O ring snaffle Medium shank snaffle Cavesson
D ring snaffle Walking horse bit Figure 8 noseband
Bit guards Dr. Bristol bit Racing or cross country
reins
Egg but snaffle Gag bit Western girth
Full check snaffle Side pull bridle Flank girth
Half check snaffle Weymouth bridle Saddle or cantle bags
Billy Allen bit Western saddle Western reins
Bridoon snaffle Cut back English saddle Western stirrup
Correction bit Hunt seat saddle Western saddle pad
Curb or grazing bit Dressage saddle Western show halter
Pelham bit English reins Arab show halter
Kimberwicke bit English saddle pad Curb chain or strap
Hackmore or Bosal English stirrups Lip strap
Liverpool bit English girth Bridle cheek piece
Tom Thumb bit Flack girth
Class of Hay
Contestants will be required to place one (1) class of hay.
Rev. 9/29/2014 Page 66

Shoes and Farrier Equipment
Anvil Hoof nippers Shoe pull offs
Bar or Heart
Hoof Pick Shoe wedge pad
Bar Shoe
Clinch cutter Horse shoe nail Shoe with borium
Clinching Racing
Shoe with chalks
tongs aluminum shoe
Shoe with side
Easy boot Rasp
clip
Rocker toe Shoe with toe
Farrier apron
shoe clip
Scotch bottom
Fire tongs Shoe with trailer
shoe
Hoof knife Shoe pad
Driving Equipment
Blinders Driving hames Driving whip
Breast strap Driving harness Hames
Check rein Driving lines/reins Surcingle
Collar Crupper Driving whip
Forages, Weeds Grains and Minerals

Alfalfa Ground limestone Wheat Bran
Barley (steam rolled) Molasses White clover
Oats (whole or
Beet pulp Wild carrot
processed)
Bluegrass Orchard grass Wild cherry
Buckhorn plantain Perennial rye grass Wild mustard
Poisonous Plants:
Bracken fern
Burdock Red clover Japanese yews
Jimson weed
Pokeweed
Salt or trace mineralized
Chickory
salt
Corn (whole or
Soybean oil meal
processed)
Dandelion Sweet clover
Dicalcium phosphate Teasel
Fescue Thistle
Fox tail Timothy
Rev. 9/29/2014 Page 67

Internal and External Parasites
(A diagram or picture of the life cycle may be shown for the contestant to
identify)
Ascarids (roundworms) Pin worm Strongyles (blood worms)
Bot fly Ringworm
Lice Stomach worm
Rev. 9/29/2014 Page 68

Fresh Flowers
Acacia - Acacia dealbata Gerbera - Gerbera jamesonii
Yarrow - Achillea filipendulina Gladiolus - Gladiolus hybrids
Gladiolus (miniature) Gladiolus x
Monkshood - Aconitum napellus
colvillei
Agapanthus - Agapanthus africanus Gypsophilia - Gypsophila paniculata
Allium - Allium sp. Sunflower – Helianthus annuus
Ginger - Alpinia purpuata Heliconia - Heliconia sp.
Alstroemeria - Alstroemeria
Hydrangea - Hydrangea macrophylla
hybrids
Queen Anne’s Lace - Ammi majus Iris - Iris hybrids
Anemone - Anemone
Leptospermum - Leptospermum sp.
coronaria
Anthurium - Anthurium Pincushion Protea - Leucospermum
andraeanum cordifolium
Snapdragon - Antirrhinum majus Liatris - Liatris spicata
Monte Casino Aster - Aster
Lily - Asiatic - Lilium hybridum
ericoides
Lily - Oriental - Lilium
Astilbe - Astilbe hybrids
hybridum
Caspia - Limonium
Banksia - Banksia prionotes
latifolium
Bouvardia - Bouvardia sp. Statice – annual - Limonium sinuatum
China Aster - Callistephus
Stock - Matthiola incana
chinensis
Orchid - Cattleya - Cattleya sp. Bells of Ireland - Moluccella laevis
Cornflower - Centaurea cyanus Daffodil - Narcissus pseudonarcissus

Waxflower - Chamelaucium
Nerine Lily - Nerine hybrids
uncinatum
Larkspur - Consolida ambigua Oncidium Orchid - Oncidium hybrids
Lily of the Valley - Convallaria Star of Bethlehem - Ornithogalum

majalis thyrsoides
Orchid - Cymbidium - Cymbidium sp Orchid - Phalaenopsis - Phalaenopsis sp.
Delphinium - Delphinium elatum Pink Mink Protea - Protea neriiifolia

Orchid - Dendrobium - Dendrobium Ranunculus - Ranunculus
sp. asiaticus
Chrysanthemum- spray -
Rose - spray - Rosa hybrids
Dendranthemum x grandiflorum
Rev. 9/29/2014 Page 69

Chrysanthemum - standard – Rose - standard - Rosa
Dendranthema x grandiflorum hybrids
Carnation - Dianthus caryophyllus Rose Sweetheart - Rosa hybrids
nana
Carnation (miniature) - Dianthus Solidago - Solidago sp.
caryophyllus nana
Stephanotis - Stephanotis
Heather - Erica sp. floribunda
Lisianthus - Eustoma grandiflorum Bird-of-Paradise - Strelitzia reginae.
Forsythia - Forsythia x intermedia Lilac - Syringa vulgaris
Freesia - Freesia hybrids Tulip - Tulipa hybrids

Gardenia - Gardenia Calla Lily - Zantedeschia
augusta sp.
Fresh Foliages - Common

Silver Fir - Abies alba Salal - Gaultheria shallon
Noble Fir - Abies procera Galax - Galax aphylla
Sprenger Asparagus Fern - Asparagus
English Ivy - Hedera helix
densiflorus ‘Sprengeri’
Tree Fern - Asparagus
Holly - Ilex aquifolium
pyramidalis
Plumosus - Asparagus
Myrtle - Myrtus communis
setaceus
Boxwood - Buxus
Oregon Fern - Nephrolepis exaltata
sempervirens
Camellia - Camellia japonica White Pine - Pinus strobus
Cedar - Cedrus sp. Pittosporum – Pittosporum tobira
Leatherleaf, Baker fern - Rumohra
Emerald Palm - Chamaedorea sp.
adiantiformis
Croton - Codiaeum
Smilax – Ruscus aculeatus
variegatum
Scotch Broom - Cytisus
Huckleberry - Vaccinium ovatum
scoparius
Horsetail - Equisetum
Bear Grass - Xerophyllum tenax
hyemale
Eucalyptus - Eucalyptus sp.
Rev. 9/29/2014 Page 70

Foliage Plants
Nerve Plant – Fittonia
Century Plant – Agave sp.
verschaffeltii
Chinese Evergreen - Aglaonema Prayer Plant - Maranta leuconeura var.
species erthroneura
Norfolk Island Pine - Araucaria
Boston Fern - Nephrolepis exalta
heterophylla
Parlor Palm - Chamaedorea
Pony Tail Palm – Nolina tuberculata
species
Spider Plant - Chlorophytum Baby Rubber Plant - Peperomia
comosum obtusifolia
Heart-leaf Philodendron - Philodendron
Grape ivy - Cissus rhombifolia
scandens oxycardium
Croton - Codiaeum variegatum Aluminum Plant - Pilea cadierei
Jade Plant - Crassula argentea Snake Plant - Sansevieria trifasciata
Dumbcane - Dieffenbachia species Umbrella Tree – Schefflera actinophylla
Dracaena marginata - Dracaena
Dwarf Schefflera - Schefflera arboricola
cincta ‘Marginata’
Corn Plant – Dracaena Peace Lily – Spathiphyllum
Fragrans ‘Massangeana’ hybrids
Pothos - Epipremnum Arrowhead plant- Syngonium
aureum podophyllum
Weeping Fig - Ficus benjamina Wandering Jew - Tradescantia zebrina
Rubber Plant - Ficus

elastica
Bedding Plants
Ageratum Lobelia Snapdragon
Angelonia Marigold Streptocarpus
Bacopa New Guinea Impatiens Sweet Alyssum
Calibrachoa Non-stop Begonia Sweet Potato Vine
Celosia Osteospermum Torrenia
Coleus Pansy Verbena
Diascia Petunia Vinca
Dusty miller Petunia- Wave Vinca – Vine
Florist’s Impatiens Portulaca Wax Begonia
Fuchsia Salvia Zinnia
Geranium
Rev. 9/29/2014 Page 71

Vegetables/Herbs
Basil Oregano Thyme
Cabbage Pepper Tomato
Onion Leaf Lettuce
Flowering Potted Plants

Paper White Narcissus - Narcissus
Crocus - Crocus sp.
tazetta
Cineraria - Pericallis x
Cyclamen - Cyclamen persicum
hybrida
Florist’s Chrysanthemum - Dendranthema
Moth Orchid - Phalaenopsis sp.
X x grandiflorum
Poinsettia - Euphorbia
Hardy Primrose - Primula vulgaris
pulcherrima
Persian Violet - Exacum affine Florist’s Azalea - Rhododendron sp.
African Violet - Saintpaulia
Amaryllis - Hippeastrum vittatum
ionantha
Christmas Cactus - Schlumbergera
Hyacinth - Hyacinthus orientalis
x buckleyi
Hydrangea - Hydrangea Thanksgiving Cactus –
macrophylla Schlumbergera truncata
Kalanchoe - Kalanchoe
Gloxinia - Sinningia speciosa
blossfeldiana
Easter Lily - Lilium longiflorum
Tulip - Tulipa hybrids
Thunb.
Grape Hyacinth - Muscari sp.
Floral Arrangements and Corsages (5 items)

Cascading Bouquet Equilateral Triangle Right Triangle
Circular Mound Hand-Tied Bouquet Scalene Triangle
Colonial Bouquet Hogarth Topiary
Diagonal Horizontal Fan
Double End Corsage Isosceles Triangle Vertical
Rev. 9/29/2014 Page 72

Supplies and Equipment (30 items)
General Supplies Florist’s Tools Dried Floral Material
512 Plug Tray Boutonniere Pin Eucalyptus
Bulb Planter Casket Saddle German Statice
1203 Cell Pack Chenille Stem Lotus Pod
Fertilizer Injector Chicken Wire Raffia
Hozon Corsage Pin Sheet Moss
Flat Corsage Bag Spanish Moss
Coir Floral Foam Transparent Oak
Mechanical Seeder Floral Tape Ting-ting
Perlite Florist Knife Wheat
288 Plug Tray Florist Shears
Composted Pine Bark Hyacinth Stake
Controlled Release Fertilizer Paddle Wire
Soilless Media Ribbon Shears
Drip Tube Steel Pick
Sphagnum Peat Moss Water Tube
Sprayer Waterproof Tape
Thermostat Waxed String
Vermiculite Wire Easel
Water Breaker Wired Wooden Pick
1204 Cell Pack Wristlet
1801 Cell Pack Horticultural Foam Cube
Computer Temperature and
Humidity Sensor
Horticultural Foam Wedge
Floral Design Containers Greenhouse Containers Ribbon Sizes
Bud Vase Azalea Pot #3
Centerpiece Bowl Bulb Pan #9
Compote Hanging Basket #40
Ginger Vase Standard Pot Wires
Rose Bowl 4.5” Pot 18 gauge
6.5” Pot 24 gauge
12” Pot 28 gauge
Rev. 9/29/2014 Page 73

Insects, Disease, & Deficiencies (15 items)
Insects Diseases Deficiencies
Aphid Bacterial leaf Spot Iron Deficiency
Fungus Gnat Bacterial Stem Rot Nitrogen Deficiency
Greenhouse Whitefly Botrytis Blight Phosphorus
Mealybug Damping Off Deficiency
Scale Fungal Leaf Spot Potassium Deficiency
Shore Fly Fungal Stem Rot Magnesium
Silverleaf Whitefly Powdery Mildew Deficiency
Two-spotted Spider Pythium Root Rot
Mite
Western Flower
Thrips
Disorders
Leaf Oedema Ethylene Leaf Epinasty Leaf abscission
Rev. 9/29/2014 Page 74

PRACTICUM 1 – PLANTING ROOTED CUTTINGS
SCORECARD
Contestant Number _______________________

Contestant Name _________________________
School _________________________________
Selection of uniform cuttings /5
Filling pot with soil to proper depth /5
Proper placement of cuttings /5
Planting to proper depth /5
Labeling of pot /5
Watering of potted cutting /5
General appearance /3
TOTAL POINTS = / 33
Rev. 9/29/2014 Page 75

PRACTICUM 2 – Performing a Parts Per Million (PPM)
Fertilizer Calculation
PARTS-PER-MILLION (PPM) FORMULA SHEET AND PERTINENT
INFORMATION
1. Equation #1: oz/100 gallons = _________PPM Needed________
nutrient content X CF X 0.75
2. Equation #2: lbs to add = oz/100 gallons X dilution ratio # X # stock tank
gallons to stock tank 1600
3. Equation #3: PPM Present = oz/100 gallons X nutrient content X CF X 0.75
Correction Factors Information
The three numbers of on a fertilizer label always refers to the percentage of nitrogen,
phosphate and potash in this order. For example, a 20-10-20 fertilizer label means
that it contains 20 percent nitrogen, 10 percent phosphate and 20 percent potash by
weight per 100 pounds of fertilizer. However, fertilizer recommendations most always
deal with N, P and K. Thus, correction factors are used to convert phosphate to
phosphorous and to convert potash to potassium so that fertilizer solutions may be
easily prepared per cultural recommendations. To further illustrate the CF concept,
examples are given below for a 20-20-20 fertilizer.
N, the first number, has NO Correction Factor or CF
P2O5 or phosphate, the second number, has a CF of 0.44:
 P2O5 X 0.44 = P
K2O or potash, the third number, has a CF of 0.83:
 K2O X 0.83 = K
20-20-20 thus becomes 20- (20 X 0.44) - (20 X 0.83) = 20-8.8-16.6 for N-P-K
NOTE: The “nutrient content” in equations 1 & 3 refers to the number on the fertilizer
label of the element in question. I.E. for these equations, a 15-16-17 fertilizer
label means 15 for nitrogen, 16 for phosphate, and 17 for potash regarding
nutrient content numbers.
Rev. 9/29/2014 Page 76

PRACTICUM 3 – MAKING A CORSAGE SCORE CARD
Contestant Name _________________________
School _________________________________
Product is finished /5
Design shape and style /5
Harmony of materials /5
Bow /5
Mechanics /5
Packaging /5
Originality /3
TOTAL POINTS = / 33
Rev. 9/29/2014 Page 77

PRACTICUM 4 – MAKING A BUD VASE SCORECARD
Contestant Name _________________________
School _________________________________
Product is finished /5
Design shape and style /5
Harmony of materials __________/ 5
Bow /5
Mechanics /5
Proportion /5
Originality _________ / 3
TOTAL POINTS = / 33
Rev. 9/29/2014 Page 78

Aromas
Cinnamon Smoke Banana
Chocolate Cherry Coconut
Maple Butter Strawberry
Oregano Menthol Licorice (anise)
Basil Grape Pine
Lemon Garlic Onion
Lime Peppermint Raspberry
Orange Clove Molasses
Vanilla Nutmeg Molasses
Almond Ginger Wintergreen
Rev. 9/29/2014 Page 79

OHIO FFA FOOD SCIENCE AND TECHNOLOGY
CAREER DEVELOPMENT EVENT
Student Worksheet
TASTE TESTING AROMAS

Which one sample is different than the Sample Codes
other two?
1. 001 - Cinnamon
26.
2. 002 - Chocolate
27.
3. 003 - Maple
28.
4. 004 - Oregano
29.
5. 005 - Basil
30.
6. 006 - Lemon
FOOD SAFETY & SANITATION 7. 007 - Lime
PROBLEM IDENTIFICATION 8. 008 - Orange
Picture 9. 009 - Vanilla
51. 10. 010 - Almond
52. 11. 011 - Smoke
53. 12. 012 - Cherry
54. 013 - Butter
014 - Menthol
55.
015 - Grape
56. 016 - Garlic
57. 017 - Peppermint
58. 018 - Clove
59. 019 - Nutmeg
60. 020 - Ginger
021 - Banana
Category 022 - Coconut
001 – Improper personal hygiene 023 - Strawberry
002 – Safety hazard 024 – Licorice (anise)
003 – Improper food handling 025 - Pine
004 – Improper chemical use/storage 026 - Onion
005 – Improper pest management 027 - Raspberry
006 – No violation 028 - Molasses
029 - Wintergreen
Instructions for filling in scantron sheet. (Ohio Multipurpose Form B)

Written Test – Front side of sheet in WRITTEN EXAM section.
Food Safety ID – Back side of sheet in third row of boxes (51-60). You must fill in all “0”.
Aromas – Back side of sheet in first row of boxes (1-12). You must fill in all “0”.
Taste Testing – Back side of sheet in second row of boxes (26-30). You must fill in all “0”.
Rev. 9/29/2014 Page 80

EXAMPLES FOLLOW:
TO: Product Development Team
FROM: Marketing Research Team
SUBJECT: Snack Mix for Working Women
Snack foods remain the fastest growing supermarket category with 21% growth over the last
four years (Baking & Snack, March 2000). More Americans were snacking on granola bars,
trail mixes, and other snacks in 2002- up 20% from 2001 (Food Technology, July 2003).
Our marketing team has been researching current trends in the snack foods category, and we
think that our company can benefit from entering the market with a new product- a snack
mix.
Snack mixes are growing in popularity as more and more people seek variety and
convenience. As a pretzel company, we already have the reputation of being a “healthier”
snack than fried potato chips and corn chips. But pretzels can also get lost on the shelf
compared to the exciting flavors of these other types of snacks. Mixing our pretzels into a
snack mix can give us the best of both worlds.
We are interested in targeting the consumer with (1) the money to spend on this type of
product; (2) willingness to try products that they believe will benefit them; and (3) a love of
snacking. Our research indicates that women age 18-35 are a great match for this description.
Women are interested in good nutrition, but are usually unwilling to give up good taste.
Women are also more concerned with the benefits they can receive from a product rather than
the biggest and flashiest product. (Page 2 gives more information about the target audience.)
Your job is to develop a snack mix containing pretzels using the information provided in this
packet. You are responsible for making the formulation using the provided list of ingredient
possibilities on page 6. You will need to calculate the cost using the information provided on
page 5. You are also responsible for choosing the type of packaging and designing the label
and calculating the nutrition facts for the label. (You need to name our product.) You will also
need to write a summary that addresses the questions at the end of this packet.
Here is some key information you need to know:
 The distribution price will be set at $2.25 for 8 oz. product.
 The marketing department has set a ceiling of $1.60 for the ingredients and
packaging of the product- this is the maximum that you as a product developer
have to spend. You will need to calculate how much your choices of ingredients
and packaging will cost in the final product.
 Your final product must weigh 8 oz.
 The serving size has been established at 1 oz.
 Your product must contain 3 oz. of pretzels and you must use at least 2
different shapes of pretzels.
 You must use one of the flavors (recommended use is 0.5 oz.)
 In addition to the pretzels and flavor you may use up to 4 other items.
Rev. 9/29/2014 Page 81

EXAMPLE: Target Audience
Here are some facts about your target audience to help you design your product to best meet
their needs. Remember, your target audience is women age
18-35. It is difficult to imagine what another age group or gender likes. That’s why it is
important that companies use the market research information to help understand how to make
products more appealing to them. Some of this information might be useful for you as you
write your product summary.
 Women crave sweet foods 60% of the time and savory foods 40% of the time.
(Science & Technology, Vol 80, No 1).
 Nearly half (44%) of all eating occasions for women 18-34 are snacks, and nearly
25% of their total calories per day come from snacks. (Prepared Foods, June 2003)
 50% of all women are on a weight loss diet at any given time. One of the most
popular current diet trends is the low carbohydrate/ high protein diet.
(http://www.annecollins.com/eating-disorders/statistics.htm)
 72% of Americans snack at least once a day, 69% try to make healthy snack
choices, 30% consider fruit or vegetables their favorite snacks, 24% prefer chips or
crackers (The Food Industry Newsletter, April 10, 2000)
 Over 25% of adult women snack one or more times per week in their car and
44% snack one or more times per week at work. (The Food Industry Newsletter,
April 10, 2000)
 A growing number of women in the age group either live alone or are married
with no children, therefore single-serve portions can be desirable (Prepared
Foods, June 2003)
 A key characteristic in many of today’s most successful new products is that they
do a good job of satisfying more than one need or wish for today’s time-pressured
women. For example, portable, indulgent taste and low in calories all in the same
product. (Prepared Foods, June 2003).
Rev. 9/29/2014 Page 82

EXAMPLE: Little extras to consider when designing your
product…
Achieving a consistent seasoning application for any snack requires knowing many product
and process parameters. Coating type and quantity, as well as product shape and fragility, all
contribute to the finished product's quality. Generally, applying seasoning/oil-based slurries
to snacks requires a rotating tumble-drum system. The amount of product tumbling and
agitation is determined by the height, spacing and contour of flights. Typically, a seasoning
powder adheres to a snack via surface oil, either from the fryer or a spray
A number of bold flavored cheese snacks have entered the market over the past year fueling
the category's 4.4% growth in 2000. Frito-Lay's recently added several new flavors to its Rold
Gold pretzel line, including bite-sized honey mustard and Parmesan herb flavors. Another new
variety from Frito-Lay is Rold Gold Colossal Cheddar snack mix that includes pretzels. Dollar
sales of pretzels declined 2.2% in 2000 to $1.19 billion. Pretzel manufacturers could grow their
business by introducing new flavorful products and targeting emerging consumer groups.
Positive health news about snacks can have a positive impact on sales. A good example is
snack nuts. A number of studies, including one conducted at Harvard School of Public Health
and published November 14, 1998 in the British Medical Journal, have shown that
consumption of peanuts and other nuts is associated with a lower risk of coronary heart
disease. Other recent studies, including one conducted at Purdue University, have shown that
snacking on peanuts leads to more eating satisfaction and subjects automatically adjust their
diets to compensate for most of the additional calories. This news led to an 11.2% increase in
pounds of snack nuts sold between 1998 and 1999. During 2000, snack nut sales increased
4.2% to reach 503.9 million pounds.
Reading Label Lingo

In addition to requiring that packaged foods contain a Nutrition Facts label, the FDA also
regulates the use of phrases and terms used on the product packaging. Here's a list of common
phrases you may see on your food packaging - and what they actually mean.
 No fat or fat free: Contains less than 1/2 gram of fat per serving
 Lower or reduced fat: Contains at least 25 percent less per serving than the
reference food. (An example might be reduced fat cream cheese, which would
have at least 25 percent less fat than original cream cheese.)
 Low fat: Contains less than 3 grams of fat per serving
 Sugar free: Contains less than 1/2 gram of sugar per serving
 Low sodium: contains less than 140 mgs of sodium per serving
 High fiber: 5 g or more per serving (Foods making high-fiber claims must meet the
definition for low fat, or the level of total fat must appear next to the high-fiber
claim)
 Good source of fiber: 2.5 g to 4.9 g. per serving
http://www.foodproductdesign.com/archive/1997/0997DE.html
http://www.ecrm-epps.com/Expose/V5_2/snacking.html
Rev. 9/29/2014 Page 83

EXAMPLE: Please answer the following in your written product
summary…
 What words or images appear on your packaging to make it especially
desirable for women age 18-35?
 Explain why you chose each of your ingredients- or why you didn’t select some of
the ingredients. (i.e., because of your target audience, processing factors, etc.)
 What considerations did you give to the nutritional needs of your target
audience when choosing your ingredients?
 What is the most important physical characteristic of pretzels that allow them
to stay safe during their relatively long shelf life?
 What are the ingredients in pretzels?
 Explain or draw a process flow chart of the steps in your pretzel manufacture
and snack mix assembly. (Attach drawing to summary.)
 How will you add your flavor to your snack mix- in your pretzel dough or
added as a coating? Why did you make this choice?
 How will you fill your packages- will you mix all your ingredients together first
or add them to the bags at different times? What are advantages of the method
you chose?
 How will you ensure the quality of your product- in other words, what aspects of
your product will you need to test to be sure that your product is consistent?
 Which ingredient in your snack mix will cause the shelf life to decrease the most?
 What have you calculated as the ingredients/packaging portion of the final price?
What other costs besides ingredients/packaging influence the distribution price
that is set by the Marketing Team?
Rev. 9/29/2014 Page 84

ITEM UNIT COST
PRETZELS
Twists $0.06/oz
Sticks $0.06/oz
Nuggets $0.09/oz
Rings $0.09/oz
CRACKERS/PUFFS
Crackers $0.08/oz
Graham crackers $0.08/oz
Popcorn $0.12/oz
Corn puffs $0.10/oz
NUTS
Peanuts $0.25/oz
Honey Roasted Peanuts $0.30/oz
Cashews $0.35/oz
FRUIT/CHOCOLATE
Raisins $0.25/oz
Dried cranberries $0.35/oz
Candy-coated chocolate $0.20/oz
SEASONING
Honey $0.25/oz
Cinnamon Sugar $0.25/oz
Spicy BBQ $0.25/oz
Cheddar Cheese $0.25/oz
Ranch $0.25/oz
Honey Mustard $0.25/oz
PACKAGING
8 oz. foil pouch $0.05/package
8 oz. resealable foil pouch $0.10/package
(8) 1 oz. foil pouches in a $0.15/package
cardboard box
Rev. 9/29/2014 Page 85

Information Calories Total Saturated Cholesterol Sodium Total Dietary Sugars Protein
ITEM
for Fat Fat Carbohydrate Fiber
g g mg mg g g g g
PRETZELS
Twists 1 oz. 109 1 0 0 485 22 1 0 3
Sticks 1 oz. 109 1 0 0 485 22 1 0 3
Nuggets 1 oz. 114 2 0 0 485 21 1 0 3
Rings 1 oz. 109 1 0 0 485 22 1 0 3
CRACKERS/PUFFS
Crackers 1 oz. 124 4 0 0 182 20 0 0 2
Graham crackers 1 oz. 119 3 0 0 145 21 1 6 2
Popcorn 1 oz. 109 1 0 0 1 22 4 0 3
Corn puffs 1 oz. 109 1 0 0 200 23 4 5 2
NUTS
Peanuts 1 oz. 174 14 20 37 3 1 5
Honey roasted 1 oz. 173 13 2 0 95 8 2 4 6
peanuts
Cashews 1 oz. 169 13 30 59 1 1 4
FRUIT/CHOCOLATE
Raisins 1 oz. 92 0 0 0 10 22 2 16 1
Dried cranberries 1 oz. 104 1 0 0 1 25 2 20 0
Candy-coated 1 oz. 148 8 3 2 32 17 1 15 2
chocolate
SEASONINGS
Honey 0.5 oz. 56 0 0 0 52 13 0 6 1
Cinnamon Sugar 0.5 oz. 56 0 0 0 52 13 0 6 1
Spicy BBQ 0.5 oz. 56 0 0 0 156 13 0 6 1
Cheddar Cheese 0.5 oz. 96 8 3 0 121 5 0 2 1
Ranch 0.5 oz. 81 5 2 0 145 8 0 4 1
Honey Mustard 0.5 oz. 56 0 0 0 113 13 0 6 1
Rev. 9/29/2014 Page 86

Please use this table to help you calculate your information.
Use all of the nutritional information provided to place on the Nutrition Facts of your label.
Ingredient Amount Total Saturated Total Dietary

Fat Cholesterol Sodium Sugars Protein Price
Added Used Calories Fat Carbohydrate Fiber
oz. g g mg mg g g g g $
TOTAL 8 oz.
Per Serving 1 oz.
Rev. 9/29/2014 Page 87

Nutrition Facts
Rev. 9/29/2014 Page 88

PRODUCT DEVELOPMENT WRITTEN SUMMARY
Chapter: ___________
Product Name: ____________
__________________________________________________________________________
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Rev. 9/29/2014 Page 89

__________________________________________________________________________
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(Principal Display Panel) Chapter Number ________ Chapter Name ___________________
Rev. 9/29/2014 Page 90

(Information Panel) Chapter Number ________ Chapter Name ______________________
Nutrition Facts
Rev. 9/29/2014 Page 91

Answers to Questions Chapter Number ________ Chapter Name __________________
PLEASE NUMBER YOUR ANSWERS! (They do not have to be answered in order.)
___________________________________________________________________________
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Rev. 9/29/2014 Page 92

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Rev. 9/29/2014 Page 93

EXAMPLE:
October 3, 2005
Quality Assurance Manager

Moe and Larry Ice Cream Company
600 Brutus Avenue
Horseshoe, OH 94837
To Whom It May Concern:
I just wanted to let you know that I was eating your Chunky Chocolate Frog ice
cream the other day, and I must say it was the worst ice cream I have ever had. I used to
like that flavor, but it’s like you cheapened it up like a bad date. It is definitely not the
premium product I used to buy.
First off I noticed that the nutrition label was different from the last time I bought it.
There was less fat. Granted, people are looking for lower fat products, but if I wanted to eat
low fat I wouldn’t buy ice cream! Then, once I opened it up and started to scoop out the ice
cream, I noticed that there were less chocolate frogs, (I don’t even think they are chocolate
anymore, not that I could find one to eat) and the fudge swirl was almost non-existent.
When I ate the product I was even more disappointed, the ice cream texture was
horrible. Ice cream should be creamy and smooth, this was like I had an ice cream cone at
the beach and it fell off in the sand and I was eating it anyway. It was very gritty. I tried to
spit it out and see if there was actual sand in there, but that was just a messy endeavor. I got
it all over everything trying to find one of the stupid grains and hold on to it. Anyway, I
finally got one of the little grains in my hand, but it wasn’t sand, it was more like sugar.
I don’t know what you have done to your product, or even if the two problems are
related, but I am very disappointed in the product. When I pay
$4.50 for a pint of ice cream I want to enjoy every last bit of the ice cream. I let my dog eat
this one. It was the most expensive dog treat I ever bought. When you change back to the
food I have grown to love let me know. Until then, I will no longer be a customer of yours!
Sincerely disappointed,
Mary Potter
EX MOE & LARRY ICE CREAM LOVER!
25 Burrow Lane
Hogwart, MA 56901
Rev. 9/29/2014 Page 94

EXAMPLE:
CUSTOMER COMPLAINT LETTER – FOOD CONTAMINATION EXPLANATIONS
Each participant will be given a representative consumer complaint letter received by a food
processing company. After reading the letter, the participant must first determine if the letter
describes a food quality or food safety problem then indicate whether the nature of the
problem is primarily biological, chemical, or physical. The participant must then write a reply
letter to the customer explaining the one or more steps the company will take to follow-up on
the complaint.
Food Quality vs. Food Safety

Food Quality refers to the color, flavor, texture, and nutritional value of a food. When quality
is compromised a food may: loose/change color, have less flavor, change in texture, and/or
nutritional value may decline. Anything that causes a food to lose its appeal would be
considered a “Food Quality” concern.
Food Safety refers to the possibility that an illness or injury may be caused by consuming a
food. Anything in a food that would cause this would be considered a “Food Safety” concern.
Three Categories of Food Contamination

A contaminant is anything that can get into food that is not supposed to be there. Food
contaminants fall into one of the three following categories:
1. Biological - Biological contaminants include bacterial, fungal, viral, and

parasitic organisms and/or their toxins.
Spoilage Bacteria – Bacteria that cause changes to the taste, texture,
and/or odor of a food. They will not likely pose a risk of making
someone sick. Pathogenic Bacteria – Bacteria that lead to food-borne
illnesses. A few of the common bacteria in this class are: E. coli,
Listeria, Salmonella, Clostridium botulinum, and Staphylococcus
aureus.
2. Chemical - Naturally Occurring – Proteins associated with Allergens.

Major allergens, which account for 90% of all food allergic reactions, are
milk, egg, fish, crustacean shellfish, tree nuts, wheat, peanuts, and
soybeans.
Added – Pesticides, fertilizers, antibiotics, plant chemicals (cleaners,
lubricants, sanitizers, adhesives, inks), and food additives (when they
exceed legal levels)
3. Physical - Items that become part of the food from the natural environment or
contaminated during processing/packaging. Common types of physical
contaminants include metal, glass, plastic, wood, jewelry, insect parts, dirt,
stones, hair, seeds, etc. A physical contaminant is a food safety hazard
when is has the potential to cause injury to a consumer. Examples include
choking, cut mouth, broken tooth.
Rev. 9/29/2014 Page 95

Student Name __________________________ School ID # _____________________
CUSTOMER COMPLAINT LETTER

Directions:
You will be given a consumer complaint letter similar to those received by a food processing
company. Assume you are responsible for food safety and food quality at the company. You
have 15 minutes to study the letter and answer the questions below. Use your time wisely.
Questions 1 through 3 relate to the identification of the problem and count for 20 points.
Questions 4 and 5 relate to the solution of the problem and count for 30 points.
Question 1 (10 pts.) Check only one.
Does the complaint indicate:
A Food Safety problem ________________
A Food Quality problem ________________

Briefly explain why you chose your answer:
_____________________________________________________________________________
_______________________________________________________________
Question 2 (5 pts.) Check only one.

Is the problem primarily:
Biological _________________
Chemical _________________
Physical _________________
Briefly explain why you chose your answer:
_____________________________________________________________________________
_______________________________________________________________
Question 3 (5 pts.)
What is a possible cause of the problem described in the letter?

_____________________________________________________________________________
_____________________________________________________________________________
Rev. 9/29/2014 Page 96

Question 4 (5 pts.)
Briefly describe your plan of action to find a solution to the problem.
_____________________________________________________________________________
_____________________________________________________________
Question 5 (25 pts.)

Write a brief letter reply to the customer, explaining the one or more steps you plan to take to
follow-up on the complaint. Your primary focus should be to restore the customer’s trust in
your company and the quality of your products.
Dear M :
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Sincerely,
(Your name)
Quality Assurance Manager
Rev. 9/29/2014 Page 97

EXAMPLE:
FOOD SAFETY AND SANITATION PROBLEM IDENTIFICATION
Good Manufacturing Practices (GMP’s) are guidelines established by the FDA that are used to
assure the safety, wholesomeness, and high quality standards for all food products
manufactured, packaged, or stored in a facility.
For this activity, a partial listing of GMP’s has been divided into 5 key categories. The student
is asked to look at a picture, recognize a violation of one of the GMP’s stated below, and
identify which category the violation falls under. If there is not a violation shown in the
picture, the student will choose “no violation.” For a complete list of GMP’s go to
http://vm.cfsan.fda.gov/~lrd/cfr110.html.
GMP Violation Categories
1. Improper personal hygiene
2. Safety hazard
3. Improper food handling
4. Improper chemical storage
5. Improper pest management
6. No violation
Explanation of Categories
1. Improper Personal Hygiene
 All insecure jewelry (watches, earrings, necklaces, rings with stones) must not be
worn to avoid the possibility that the object can fall into food, equipment, or
containers.
 All employees should wear hair nets and beard covers (if applicable) to avoid
contamination of food, food contact surfaces, and food packaging materials.
 Employees should wear appropriate clothing (uniforms, lab coats), as provided by
the employer. Street clothes are not permitted.
 Workers with open cuts or wounds shall not handle foods or raw ingredients.
2. Safety Hazard
 Employees should follow all posted safety signs.
 Safety equipment (fire extinguishers, safety showers, etc.) should be in working
order, and the immediate area around the equipment should be clear and accessible.
 Horseplay is not permitted in the food plant.
 Processing and storage room floors should be sloped to assure drainage of water
during clean-up. Pooled water on floors can be hazardous to employees working in
the area.
 Equipment with sharp or moving parts should have appropriate protective covering.
3. Improper Food Handling
Rev. 9/29/2014 Page 98

 Employees that have direct contact with food should wear clean, impermeable
sanitary gloves to avoid contaminating food.
 Temperature must be properly controlled (at recommended temperatures) for both
processing and storage of food.
 F ood supplies shall not be stored directly on the floor. Pallets or racks may be used.
 Processed foods shall not contain any foreign materials such as glass, metal, wood,
or toxic substances.
 Uncooked foods and cooked foods shall be stored in separated areas with proper
identification.
4. Improper Chemical Use/Storage
 Chemicals, such as cleaning compounds, should be stored where there is not a risk
for contamination of food, food contact surfaces, or food packaging materials.
 Food and packaging materials should be put away or covered before
cleaning/sanitation begins.
 Chemical containers should be properly labeled with product name, composition,
and safety information.
 Employees handling cleaning chemicals should always wear personal protective
equipment, including gloves and eye protection.
5. Improper Pest Management
 Facilities, ingredients, packaging supplies, and processed foods shall be free of pests.
This includes insects, rodents, birds, and any other domestic or wild animal.
 Tall grass, weeds, and trash shall be cleared within several inches of the outside plant
walls. These may harbor insects or rodents.
 All outside doors and windows without screens must be kept closed. Holes in walls
or window screens and cracks or spaces under doors or windows are not permitted.
These precautions are necessary to limit the entry of insects or rodents.
 Promptly cleaned up any food or garbage spills as they could attract pests.
 Replace damaged or missing traps or bait stations.
Rev. 9/29/2014 Page 99

SINCE THE AROMA KITS ARE NOT AVAILABLE ANY LONGER, PLEASE USE
EMILY’S NOTES TO MAKE YOUR OWN. THIS CAN BE PART OF THE TRAINING
AND ASSEMBLING THE PRODUCTS.
Tasting can actually be just as helpful as smelling in many cases. You can always put the
real food in some hot water, like the Jell-O, Life Savers or Tootsie Rolls, and then just smell
it. If seeing the items or colors is a problem, try blindfolding the kids. That could be really
fun!
Here are some ideas:

 Baking section extracts and dried spices - almond extract, basil, ground cinnamon,
clove, garlic powder, ground ginger, ground nutmeg, onion powder, oregano,
peppermint extract, vanilla extract
 Lifesavers, Jolly Ranchers candies, Jell-O gelatin or pudding mixes- lemon, lime,
grape, orange, strawberry, raspberry, wintergreen, peppermint
 Black licorice for licorice
 Cough drops for menthol
 Maple syrup for maple
 Molasses for molasses
 Peanut butter for peanut butter
 Pinesol for pine
 Buttered popcorn for butter
 Tootsie rolls for chocolate (this tastes most like what the aromas will smell like)
Rev. 9/29/2014 Page 100

Trees
Ash Cucumber tree Pine, Scotch
Aspen Elm Pine, Virginia
Basswood Fraser Fir Pine, White
Beech, American Hackberry Poplar, Yellow
Birch Hemlock Sassafras
Black Gum Hickory Spruce, Norway
Buckeye Locust, Black Sweet Gum
Catalpa Maple, Soft Sycamore
Cedar Maple, Hard Tree of Heaven
Cherry Oak, Red Walnut, Black
Chestnut, American Oak, White
Cottonwood Pine, Red
Equipment
Abney level Fiberglass measuring tape Range finder
Altimeter Fire rake Relaskop
Axe, brush Fire swatter Safety hardhat
Axe, double bit Fire weather kit Safety glasses
Axe, single bit GPS receiver Staff compass
Backpack fire pump Hand lens/field microscope Survey instruments
Bark gauge Hand Pruners Tree Scale stick
Buck saw/bow saw Hip chain Soil sampler
Chainsaw Increment borer Soil test kit
Chainsaw chaps Log scale stick Steel tape
Chainsaw depth gauge Logging chains Stereoscope
Chainsaw file Lopping shears Tally book
Chemical sprayer Lumber scale stick/Log Rule Tally meter
Climbing rope Mattock Timber carrier
Clinometer Splitting maul Tree caliper
Data recorder Peavy/Cant hook Tree injector
Densiometer pH meter Tree marking gun
Diameter tape Planimeter Tree planting hoe/bar
Dot grid Plastic flagging Tree trimming belt and
saddle
Drip torch Pole saw Trimmer/brush cutter
Ear protectors Pruning saw Wedge prism
Evergreen shearing knife Pulski-forester axe Wheel caliper
Felling wedge Rail tool
Rev. 9/29/2014 Page 101

Chainsaw Parts List (Refer to parts list from Stihl)
Adjusting wheel of quick- Crankshaft Piston
tensioner
Air filter Decompression valve Rear hand guard
Bumper spike Front hand guard Rear handle
Carburetor Front handle (handlebar) Shroud
Carburetor adjusting screws Fuel filler cap Spark plug
Chain brake Fuel pump Spark plug boot
Chain catcher Guide bar Starter grip
Chain scabbard Handle of wingnut Throttle trigger
Chain sprocket Master control lever Throttle trigger

interlock
Chain sprocket cover Muffler Twist lock
Chain tensioner (front) Oil filler cap
Chain tensioner (side) Oilomatic saw chain
Rev. 9/29/2014 Page 102

Tree and Forest Problems
Air pollution Frost cracking Nematode
Aphid Frost damage Powder post beetle
Asian longhorn beetle Girdling roots Rot, butt or heart
Autumn Olive Grapevine, wild Rust
Bagworms Gypsy moth Spruce budworm
Canker Hail damage Spider mite
Chemical damage Honeysuckle Sawfly
Chestnut Blight Ice storm damage Sunscald
Cicada Landscape equipment damage Scale
Damping off Leaf miner Tornado damage
Douglas fir tussock moth Leaf spot Tree of Heaven
Dutch elm’s disease Lightning damage Tent caterpillar
Emerald ash borer Livestock damage Wetwood or slime flux
Fall webworm Mechanical damage (other than Wildlife damage

landscape equipment)
Fire damage Multiflora Rose Windthrow
Flathead beetle Needle cast
Rev. 9/29/2014 Page 103

Team Number ______________ Student Name ____________________________________
Timber Cruising
DBH Class
SIZE CLASS
9" - 11" 10”
11" - 13" 12”
13" - 15" 14”
15" - 17" 16”
17" - 19" 18”
19" - 21" 20”
21" - 23" 22”
23" - 25" 24”
25" - 27" 26”
27" - 29" 28”
29" - 31" 30”
31" - 33" 32”
33" - 35" 34”
35" - 37" 36”
37" - 39" 38”
39" - 41" 40”
41" - 43" 42”
43" - 45" 44”
45" - 51" 46”
51" - 61" 48”
61" - 63" 50”
If the mean diameter is an exact odd number, round up to the higher even DBH class.
EXAMPLE: 13" (exact) would round up to 14" (even).
ID (1 pt. ea.)
DBH (2 pt. ea.)
Ht. (#16 Ft. Logs) (2 pt. ea.)
Bd. Ft. (2 pt. ea.)
$ Value (2 pt. ea.)
Total Bd. Ft. (5 pt. total)
Total $ Value (5 pt. total)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Total volume in board feet per stand: __________ (5 points)

Total $ value of board feet per stand: __________ (5 points)
Rev. 9/29/2014 Page 104

TREE SCALE (International ¼ Inch)
Number Of 16 Ft. Logs

½ 1 1½ 2 2½ 3 3½ 4
DBH (in.) Contents In Board Feet
12 30 60 80 100 120
14 40 80 110 140 160 180
16 60 100 150 180 210 250 280 310
18 70 140 190 240 280 320 360 400
20 90 170 240 300 350 400 450 500
22 110 210 290 360 430 490 560 610
24 130 250 350 430 510 590 660 740
26 160 300 410 510 600 700 790 880
28 190 350 480 600 700 810 920 1020
30 220 410 550 690 810 930 1060 1180
32 260 470 640 790 940 1080 1220 1360
34 290 530 730 900 1060 1220 1380 1540
36 330 600 820 1010 1200 1380 1560 1740
38 370 670 910 1130 1340 1540 1740 1940
40 420 740 1010 1250 1480 1700 1920 2160
42 460 820 1100 1360 1610 1870 2120 2360
Sawlog Scorecard
Tree Id DBH #16 Ft Logs Total Board Total Value

(1 point each) (2 points each) (2 points each) Ft. (2 points (2 points each)
each)
Total volume in board feet per stand (5 points)

Total value per stand $ (5 points)
Rev. 9/29/2014 Page 105

Tree Id- (place # answer in first column of each timber cruising tree marked ID)
11- Ash 18- Catalpa 25- Fraser Fir 32- Oak, Red 39- Sassafras
12- Aspen 19- Cedar 26- Hackberry 33- Oak, White 40- Spruce, Norway
13- Basswood 20- Cherry 27- Hemlock 34- Pine, Red 41- Sweet Gum
14- Beech, Amer. 21- Chestnut, Amer. 28- Hickory 35- Pine, Scotch 42- Sycamore
15- Birch 22- Cottonwood 29- Locust, Black 36- Pine, Virginia 43- Tree of Heaven
16- Black Gum 23- Cucumber Tree 30- Maple, Soft 37- Pine, White 44- Walnut, Black
17- Buckeye 24- Elm 31- Maple, Hard 38- Poplar, Yellow
Rev. 9/29/2014 Page 106

LIVESTOCK CDE
Female Selection Class BEEF/SWINE/SHEEP/GOATS
Contestant Name ________________________ Contestant No ______________
Circle the numbers of the four animals you want to keep:

1 2 3 4 5 6 7 8
Contestants will list the numbers of the 4 animals they select for replacements. CDE officials
will assign a point value to each one of the individual animals, giving the most points to the
most desirable animal and the least points to the least desirable animal. If the contestant selects
the best four animals, full credit will be given. On the scan sheet under Keep/cull mark the 4
animals you want to keep and under “KEEP” and under the second column you will mark the 4
animals you want to cull under “Cull”. Do not mark more than 4 in each column.
Rev. 9/29/2014 Page 107

Grain Merchandising CDE
INTERVIEW SCORECARD
1. Applicant’s knowledge of fundamental grain marketing and 75 __________

merchandising: principles, concepts, and procedures
 Supply and Demand

 Delayed Price
 Hedging
 Forward Contracting
 Board of Trades
 Puts and Options
2. Applicant’s knowledge of current market prices, transportation 50 ___________

options, pricing, exporting, world situations, etc.
3. Applicant’s ability to explain the role of government programs 50 ____________

as an option in grain merchandising and the ways in which
these options may be used to increase profits.
4. Applicant’s ability to articulate responses, their appearance, 25 ____________

and poise.
TOTAL POINTS POSSIBLE (INTERVIEW) 200

TOTAL POINTS POSSIBLE (TEST) 100
TOTAL SCORE POSSILBE 300 ______________
Rev. 9/29/2014 Page 108

Cat Breeds
Abyssinian Exotic Shorthair Siamese
American Shorthair Main Coon Cat Sphynx
Birman Persian
Cornish Rex Ragdoll
Dog Breeds
Airedale Terrier Chinese Crested Papillon
Akita Chinese Shar Pei Pembroke Welsh Corgi
Alaskan Malamute Cocker Spaniel Pomeranian
Australian Shepherd Collie (all varieties) Poodle (all varieties)
Dachshund (all
Basset Hound Portugese Water Dog
varieties)
Beagle Doberman Pinscher Pug
English Springer
Bernese Mountain Dog Rhodesian Ridgeback
Spaniel
Bichon Frise French Bulldog Rottweiler
Bloodhound German Shepherd Scottish Terrier
German Shorthaired
Border Collie Shetland Sheepdog
Pointer
Boston Terrier Golden Retriever Shih Tzu
Boxer Great Dane Siberian Husky
Soft Coated Wheaten
Brittany Havanese
Terriers
Bulldog Labrador Retriever St. Bernard
Bullmastiff Leonbergers Vizsla
Bull Terrier Leonbergers Weimaraner
West Highland White
Cairn Terrier Leonbergers Maltese
Terrier
Cane Corso Mastiff Whippet
Cavalier King Charles
Miniature Pinscher Yorkshire Terrier
Spaniel
Chesapeake Bay Retriever Miniature Schnauzer
Chihuahua Newfoundland
Rev. 9/29/2014 Page 109

Parasites
Fleas Lice Maggots
Tapeworm segments Ticks Ear mites
Products
Shampoos, conditioners Clipper coolant and Ear powder and ear
(various types, use/ disinfectant cleaning agents
applications, how to mix)
Blade wash Cologne Detangling agents
Clipper oil and grease Cauterizing agent Flea sprays
Rev. 9/29/2014 Page 110

Grooming Division I
Practicum Scorecard #1
Judge 1 ______________________________
Contestant Name ______________________ School _________________________
Total Score ___________________________/40 Contestant
Instructions:
Select skills (x) from the following list to total 40 points. All students will be judged on the
performance of the same skills.
Animal Handling Skills:

( ) 1. Apply_ _ ______/5 (name piece of equipment)
( ) 2. Apply /5 (name piece of equipment)
( ) 3. Apply /5 (name piece of equipment)
( ) 4. Restrain dog /5 (describe position)
( ) 5. Restrain dog_ _ /5 (describe position)
( ) 6. Lift dog
Basic Grooming Skills:

( ) 1. Trim nails _/5
( ) 2. Pluck hair from ear /5
( ) 3. Clean ear /5
( ) 4. Identify canine coat type /5
(name of breed or specific anatomical area)
( ) 5. Describe grooming how to bath a dog/cat _/5
( ) 6. Describe how to dry a dog/cat /5
Total (not to exceed 40)
Rev. 9/29/2014 Page 111

Grooming Division I
Practicum Scorecard #2
Judge 2 _____________________________
Contestant Name ______________________ School _________________________
Total Score ___________________________/35 Contestant
Instructions:
Select skills (x) from the following list to total 35 points. All students will be judged on the
performance of the same skills.
Equipment and Supply Use:

** Tools tested should be other than nail trimmers and hemostats as these were tested
under judge 1, Section B
( ) 1. Demonstrate/describe how to use ______ /5
(Name tool, supply, or product)
( ) 2. Demonstrate/describe how to use _/5
( ) 3. Demonstrate/describe how to use _/5
( ) 4. What safety factors need to be considered when using /5
( ) 5. How would you mix shampoo at the following ratio: _/5
(ex: 4:1)
( ) 6. Clean and lubricate clipper blade /5
Miscellaneous Skills:
( ) 1. This mixed breed dog could be groomed as _ /5
(What purebred?)
( ) 2. Name this body part _ /5
( ) 3. Where is (Name body part) _ /5
( ) 4. Describe the meaning of this grooming _ ____ /5
(vocabulary word)
( ) 5. Make a bow _/5
( ) 6. Describe how to make a grooming appointment /5
Total (not to exceed 35)
Rev. 9/29/2014 Page 112

STATE DOG GROOMING II
SKILL EVENT SCORE SHEET #2
NAME_____________________________________ SCHOOL_______________________________
Maximum Points Points Net Score
Off
Pre -Judging
__Ears not Clean
__Nails not
Trimmed
__Dirty coat
__Fleas or Ticks
__Not brushed/
Combed
Thoroughly
__Eyes/nose not
10
Clean
__Not dried
Properly
__Ears not
Plucked
__Pads not done
__Genitals not
done
Interview 20
Overall Topknot
Appearance Tail 10
Legs
Body
Use of Technique 20
Scissors Quality
Clippers Quality
Technique 20
Execution
Of Pattern
Retriever Clip Blades

20
Total Points 100
Rev. 9/29/2014 Page 113

Ag Science: Horticulture
Buckeye Landscaping
3220 Co. Rd. 15
Delaware, Ohio 44441
1-800-999-1213
Job Title: Internship position in landscaping

Job Description: Internship position as a landscaper, working a minimum of 20 hrs per week.
Position will involve preparation of beds, installation and fertilization of plantings, and mulching
of commercial and residential landscapes. Dependent on applicant’s experience, basic landscape
design may be incorporated into the job responsibilities.
Salary: Hourly wage of $7.00 and no benefits offered.
Special Skills Required: Applicant must be hard-working, honest and willing to learn, be
able to lift a minimum of 50 pounds and must have a basic knowledge of the tools used in
landscaping.
Education Needed: Applicant must be enrolled in high school or hold a high school GPD.
Contact Person: Jim Brown, Executive Director of Personnel
Ag Science: Food Science

Roots Poultry
2222 West St. Rt. 128
Frankfort, Ohio 44433
(661) 453-0808
Job Title: Retail meat sales

Job Description: Applicants would be responsible for running a retail meat counter with specialty
cuts of poultry products. Applicant will be expected to stock shelves, organize inventory, answer
customer questions about nutrition and quality, and handle money and a cash register. Part-time
employment is 20-30 hours per week.
Special Skills Required: Applicants should have excellent communication skills and be able to
handle money. Applicants should be honest and hard-working and will need to be willing to learn
some basic nutrition facts related to poultry and other meat products.
Contact Person: Larry Damschroeder, Owner
Rev. 9/29/2014 Page 114

Real Research Inc.
150 Prokaryote Parkway
Columbus OH 43210 (614) 678-1234
Job Title: Lab Assistant Intern. Internship position in a food safety lab.
Job Description: Applicant will perform research laboratory tasks and experiments under the
supervision of other laboratory staff; make and record detailed observations, analyze data and
interpret results, maintain laboratory equipment, and perform inventory. Applicant will be
responsible to conduct testing of food products to assure safety, maintain clean/organized
laboratory environment, log incoming and tested samples, prepare and dispose of test samples,
calculate required test results, enter data into computer spreadsheet/database, organize data and
issue result reports.
Salary: 90 day probationary period – non-paid, volunteer only. Contingent on a successful
evaluation, candidates qualify for $8.00 hourly wage.
Special skills required: Applicants should be hard-working and willing to learn. They should be
interested in pursuing a science related career. Candidates should have a basic understanding of
aseptic technique and lab safety, computers, math skills and written communication. Training will
be provided for laboratory technique, safety, document management and computer use. Applicant
must be able to pass a background check and a drug screen.
Education: Applicants must be enrolled in high school and plan to attend college.
Contact: Mike Rowe, Ph.D.
TSC Tractor Supply Co.

2222 West St. Rt. 23
Toledo, Ohio 44434
(419) 555-0000
Job Title: Sales Associate
Job Description: Employee would be expected to stock inventory items in the pet supply and feed
supply areas of the retail store. Employee may also be required to clean portions of the store and
help with inventory. Employee will be trained to operate the cash register system and handle
customer questions and complaints. Part-time employment is 20-30 hours per week.
Special Skills Required: Applicants should have excellent communication skills and be able to
handle money. Applicants should be honest and hard-working and will need to be willing to learn
some basic knowledge related to pet supplies and animal nutrition. Applicants should be able to lift
a minimum of 50 pounds.
Contact Person: Jane Sieger, Store Manager
Rev. 9/29/2014 Page 115

Ag Science Production
Country Corner Greens
22 West St Rt 236
Tiffin, Ohio 44434
1-800-555-9090
Job Title: Internship in a greenhouse production facility

Job Description: Employee would be expected to work in a greenhouse operation. Major
responsibilities would include watering, seeding, fertilizing, mixing soils and pruning cuttings. The
300-acre greenhouse operation has research plots with tomatoes and new herb varieties. A portion
of the internship would require the employee to work with university researchers in these areas.
Part-time employment is 20-30 hours per week.
Salary: Hourly wage of $7.00 and no benefits offered. Special Skills Required: Applicants should
be honest and hard-working and will need to be willing to learn some basic knowledge related to
greenhouse operations. Employees should be able to work in hot and muggy conditions and be able
to lift a minimum of 50 pounds. Education Needed: Applicant must be enrolled in high school or
hold a high school GPD.
Contact Person: Jerry Stults, Greenhouse Operations Manager
Ag. Science: Production

Oak Ridge Farms
8745 Co. Rd. 4
Delta, OH 43567
(419) 822-4589
Job Title: Farm Worker

Job Description: Employee will assist in daily feeding and bedding of 50+ market hogs and a 20
head cow/calf operation. Duties will also include basic maintenance of farm equipment &
machinery in addition to assisting with supply inventory and hauling during spring planting and
fall harvest. Responsibility of a 5-acre garden will also be delegated to new employee.
Special Skills Required: Intern must enjoy working outdoors and be flexible as daily work
schedule may fluctuate as seasons change. Employee must like to work with machines and
should be skilled in both hand and power tools. Employee must exhibit care and patience
when working around animals.
Education Needed: Applicant must be enrolled in high school or hold a high school GPD. Past
experience with animals is beneficial.
Contact Person: Robert Crumwell, Owner
Rev. 9/29/2014 Page 116

Ag. Science: Natural Resources
Toledo Area Metroparks
5100 W. Central Ave.
Toledo, OH 43561
(419) 535-7895
Job Title: Metro Park Intern

Job Description: Employee will shadow a variety of specialists to learn different programs being
conducted throughout the metro park system. Initial programs requiring hands-on involvement
and specific training include: wood duck house making and placement, prairie seed collection,
trail marking and hiking programs.
Special Skills Required: Intern must enjoy working outdoors and be flexible as daily work
schedule will fluctuate frequently. Good communication skills in writing and public speaking
are a must. Intern must also be able to direct others.
Electives taken in Agricultural
Education, Environmental Science or AP Biology are advantageous.
Contact Person: Marilyn Johnson,
Ag Science: Companion Animal

Pets R Us
793 E. Twp Rd. 405
Sinclair, Ohio 44556
(444) 567-9090
Job Title: Assistant pet groomer

Job Description: Employee will bathe dogs and cats in preparation for grooming. A portion of
the responsibilities would require the employee to assist in the grooming process by holding the
animal, removing hair and clippings, and working the nails and teeth. 20-30 per week with
weekends required.
Special Skills Required: Applicant must be honest, hard-working, and not have a fear of
animals. Applicant must be able to lift at least 50 pounds.
Contact Person: Butch Cravens, Store Owner
Rev. 9/29/2014 Page 117

Ag Science: Engineering
McCabe Outdoor Power
10008 Yawberg Rd.
Grand Rapids, OH 43566
(419) 832-2465
Job Title: Small Engine Repair Assistant
Job Description: Employee will assist in the maintenance and basic repair of lawn mowers and
other small engine operated equipment. Work may include oil changes, various fluids refilling, tire
rotation, muffler repair, sparkplug changing and carburetor adjustment.
Special Skills Required: Employee must like to work with machines and should be skilled in both
hand and power tools. Patience is necessary to find the source of possible engine problems.
Employee should be able to work without direct supervision once a given skill has been
demonstrated adequately. Employee should be physically fit as much reaching, bending, lifting,
carrying, crawling and occasional climbing will be a part of daily routine. Good interpretive
reading skills are also necessary to obtain information from repair manuals.
Education Needed: Applicant must be enrolled in high school or hold a high school GPD. Courses
in auto shop, metalworking or welding will be useful.
Contact Person: Kurt Thompson, Owner
Ag Business: Educational Leadership

Arlington High School
336 S. Main Street
Arlington, OH 45814
(419) 365-5121
Job Title: After School Tutor Position
Job Description: Part time position as an after school tutor, working a minimum of 15 hours per
week, Monday through Friday. Position will involve tutoring students in courses they are
struggling in depending on the strengths of the individual applying. Position also requires at
least a 3.25 cumulative GPA of the applicant.
Salary: Hourly wage based on minimum wage and no benefits offered
Special Skills Required: Applicant must work well with students. The applicant must also be
patient, understanding, and cooperative with the needs of the students they are tutoring. Applicant
must have a wide knowledge base over various subject matters.
Education Needed: Applicant must be enrolled in high school.
Contact Person: Mrs. Teri Kubbs, High School Principal
Rev. 9/29/2014 Page 118

Animal Shelter Volunteer
Sandusky County Humane Society
2000 Country Side drive
Fremont, Ohio 43420
419-555-3333
Job title: Animal Shelter Volunteer

Job Description:
Volunteer will assist with cleaning kennels, feeding and walking pets, and inputting of
license information.
Special Skills:
Volunteer should have a genuine interest in working with small animals and should feel
comfortable with cleaning kennels and walking pets. Volunteers can work on a very flexible
schedule and do not need to have any special certification.
Education:
No educational background is required for this position.
Contact: Mr. John Thoss
Rev. 9/29/2014 Page 119

Resume Check-Off Sheet
Name __________________________________________________________
Chapter_________________________________________________________
Job Applied For _________________________________________________
If found
X
Format:
Appropriate typed font (no less than 10 pt)
Easily read
Logical order
Captures interest
Limited to one page
Used correct paper (8.5x11 white or bonded paper)
Grammar
Spelling
Punctuation
Content:
Personal contact data conveyed
Position sought or employment objective
Identified education or relevant coursework
Identified relevant experience and skills
Identified special experiences, activities, honors
References (can be included on separate sheet)
General Appearance:
Overall impression
Readability and flow
TOTAL NOT CHECKED X 1 POINT = -
Total Points Off
Total Points
Overall Comments:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Rev. 9/29/2014 Page 120

Résumé
The résumé is a one-page summary tool that illustrates who you are, what you can do, and where
you want to go. It is an advertisement to sell your services and time to a potential employer.
While your format and style may vary, your résumé must include the following categories:
Name and Contact Information
Objective - Indicate your overall career objective.
Education - List in reverse chronological order all the schools (secondary or university)
you have attended. Include the full name with city and state and the years you attended.
You may also indicate pertinent programs and courses you were enrolled, as well as any
honors, diplomas or certifications received.
Work Experience - List in reverse chronological order all work experience, especially
work directly related to your career objective. Consider volunteer work in addition to
paying jobs. Include place of employment, dates, job title, description of duties and
achievements.
Activities - List in reverse chronological order school or community organizations you

are active in. Include name of group, dates, leadership positions, description of
responsibilities and achievements.
Capabilities/Awards - List technical, teamwork, leadership, personal management and

employability skills that can be used in the job you are seeking. Include any special
honors or recognitions not already mentioned or relative to one of the other resume
categories.
References - Prepare as a separate, second page. Provide at least three references. Include
name, job title, company name, address and phone number.
Guidelines
1. Write it yourself. Look at several examples but make sure the final product sounds like
you.
2. Proofread! Make every word count and make it error free. Ask someone else to help
you look it over.
3. Make it look good. Choose conservative looking fonts. Avoid cramming too much
information. A résumé that is too “busy” is hard to read. Provide contrast with your
name and category titles. Use a good quality printer on good quality paper.
4. Be specific. Give facts and numbers. Avoid vague and slang or informal language.
5. Keep it lively. Use action verbs and short sentences. Avoid negative statements.
Emphasize accomplishments and results.
Rev. 9/29/2014 Page 121

Cover Letter Check Off Sheet
Name __________________________________________________________
Chapter_________________________________________________________
Job Applied For _________________________________________________
If Found
Composition X
Format:
Typed
Appropriate spacing
Appropriate font (no less than 10 pt.)
Single spaced
Used correct paper (8.5x11 white or bonded paper)
Limited to 1 page
Block justified (all lines begin at left margin)
Correct grammar
Correct punctuation
Correct spelling
Content:
Addressed to content person on job description
Identified position applied for
Interest in position
Where learned of position
Summary of qualifications
Inquiry for interview
Contact information provided
Includes signed signature
Meshed w/resume and references
TOTAL NOT CHECKED X 1 POINT = -
Total Points Off
Total Points
Overall Comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Rev. 9/29/2014 Page 122
Cover Letter
This letter is called a cover letter because it is sent on top of your resume to a prospective
employer. The cover letter has two basic purposes:
1. To entice the recipient to read the attached resume and;
2. To ask the prospective employer for an interview. Make sure your cover letter is
short and to the point. Your cover letter and resume together should make the
employer want to invite you for an interview.
Your Address
City, State Zip Code
Date of Writing
Their Name
Job Title (Personnel Director)
Company name
Their Address
Dear Mr. Doe:
First paragraph – Tell why you are writing. Name the position you are applying for and tell
how you learned of the opening. Try to arouse interest on the part of the reader.
Second paragraph – State why you are interested in working for this employer and specify your
interests in this type of work. Briefly point out your qualifications for the posted position, but
don’t boast. This paragraph and the next should create interest in you on the part of the
employer.
Third paragraph – Refer the reader to your enclosed resume, which gives a summary of your
qualifications. You may also give the date you are available for employment, if applicable.
Fourth paragraph – Pave the way for an interview by asking for an appointment by giving your
phone number or offering some similar suggestion to elicit an immediate and favorable response.
Ask for action and close with a courteous comment or thank you.
Sincerely,
Your signature
Your Name (typewritten) Encl.:
resume and references
Rev. 9/29/2014 Page 123

EMPLOYMENT APPLICATION Date:
Personal Information
Name (Last) (First) (Middle) DO NOT WRITE IN THIS SECTION
Home Address City State Zip
Home Telephone Business Telephone May we contact you at work? ___ Yes ___ No
Position Applying For:

Days and Day Mon Tues Wed Thurs Fri Sat Sun
hours
available to From
Date Available: Are you interested in (check all that apply)
work:
Full-time Part-time Temporary Summer
To
Are you willing to relocate? Yes No Are you willing to travel? Yes No
Are you 18 or older? Yes No What percent %
How did you hear of this opening?
Ever convicted of a crime? ____No ____ Yes Have you ever been involved in a shortage or
Explain: misunderstanding with respect to funds, merchandise, or
inventory, etc.? No Yes Explain:
Education
Type of Degree/Area of No. of
Name and Location of School
School Study GPA Years Graduated
Attended
High School Yes No
College Yes No
Graduate
Yes No
School
Business or
Yes No
Trade School
Other Yes No
List any professional license or registration you hold:

____________________________________________________________________________________________________
Special Skills
Computer software knowledge:
Other:
Rev. 9/29/2014 Page 124

Military History
Military Branch of Service: Technical Specialization: Rank When Leaving:
Employment History
POSITION HELD LIST MAJOR SALARY REASON FOR
DATES NAME AND ADDRESS OF EMPLOYER
AND DUTIES OR LEAVING
SUPERVISOR WAGES
From: Name Your Job Title Starting
mo. / yr.
To:
Address City State
mo. / yr. Supervisor Final

Phone

mo. / yr.
To:
Address City State

Phone

mo. / yr.
To:
Address City State

Phone
References
Phone No. of Years
Name Occupation/Title Address Number Known
1.
2.
3.
Goals
Please write your short and long term goals.
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
Rev. 9/29/2014 Page 125

Applicant's Statement
I understand that, with my authorization, an investigation may be made whereby information obtained regarding my character, previous employment,
general reputation, educational background, credit record and/or criminal history. I hereby certify that all answers in this application are true and to
the best of my knowledge and belief, it being understood that any material false statements or omissions of facts in this application will be sufficient
cause for discharge. I will abide by and conform to all policies, rules and procedures of the company.
Applicant's Signature _____________________________________ Date __________________
Rev. 9/29/2014 Page 126

Follow Up Letter
This letter should be considered as part of your job campaign to reemphasize to the prospective
employer your interest in a specific job and to thank them for the interview. Even if not
interested anymore, a letter should be written stating that fact. The follow up letter should be
written based on what was said in the interview and what you want the interviewer to
remember about you. Remember to get the name and address of the interviewer so you can
properly address the follow up letter.
Your Address
Date of Writing
Their Name
Job Title (Personnel Director)
Company name
Their Address
Dear Mr. Doe:
First paragraph – Thank the interviewer for the interview. Be sure to state the date of the
interview and the job interviewed for. Reiterate your interest in the job and in the company.
(Make use of the information obtained in the interview about the job and what it would entail.)
Second paragraph – Include any additional details you wish to add to your application and
interview, such as clarifying data or statements and asking other questions you may have. Now is
the time to mention something you may have forgotten in the interview.
Third paragraph – Close with a suggestion for further action. Give a phone number where
you can be reached. Thank the interviewer again for their time.
Sincerely,
Your signature
Your Name (typewritten)
Rev. 9/29/2014 Page 127

Job Interview: Follow-Up Letter Scorecard
Name _______________________________________________
Chapter ______________________________________________
Composition Possible Points Score Specific Comments

Correct format and appearance (see rules) 5
Punctuation 5
Grammar 5
Spelling 5
Addressed to employer from the personal
5
interview
Composition Sub Total 25
Content of letter includes:

Statement of gratitude for the interview 25
Highlight of qualifications 25
Highlight of the interview 25
Future action statement 25
Contact information provided 25
Content Sub Total 125
Grand Total 150
Overall Comments:
Rev. 9/29/2014 Page 128

Job Interview: Employment Application Scorecard
Name _______________________________________________
Chapter ______________________________________________
Possible Points Score Specific Comments

Legible and neat 20
Punctuation 10
Grammar 10
Spelling 10
Completed accordingly (all sections complete
20
or marked NA for not applicable)
Signed by applicant 10
Information is consistent with résumé 20

Grand Total 100
Overall Comments:
Rev. 9/29/2014 Page 129

Job Interview: Personal Interview Scorecard
Name ______________________________________
Chapter ____________________________________

Appearance and Courtesy 50
Greetings and Introduction 50

Speech
Grammar 50
Vocabulary
Volume
Enunciation
Attitude and Personality 50
Poise
Temperament
Sincerity
Ability to convince or impress interviewer
Persuasiveness 50
Self-confidence
Knowledge and presentation of abilities 50
Educational experiences
Occupational experiences
Special activities
Reliability 50
Frankness
Consistency
Accuracy
Poise 50
Tact
Discretion
Questions asked of the interviewer
Career Objective
Degree to which the contestant had explained 50
a career objective
Conclusion of the interview 50
Grand Total 500

Overall Comments:
Rev. 9/29/2014 Page 130

Job Interview: Telephone Interview Scorecard
Name Chapter _______________________________

Introduction 22
Initiative 22
Communicated effectively 26
Exhibited ambition and efficiency 30
Diplomatic and courteous 26
Gathered appropriate information 24

Contact name
Address
Date
Time
Grand Total 150
Overall Comments:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Rev. 9/29/2014 Page 131

EXAMPLES
Meat Formulation Problem Solving and Written Test Examples
What is the maximum amount of fat that ground beef can
contain?
A.....30% C......40% B......10% D......20% Answer: A
What is the least desirable method of thawing frozen

meat?
A. Defrosting at room
temperature
B. Defrosting in
refrigerator
C. Defrosting in a
microwave
D. Cooking from frozen
state
Answer: A
Students will be given a situational problem involving the least cost formulation of a batch
of particular meat products (hamburger, wiener, bologna, etc.) This problem will be worth
50 points and consist of procedural questions and the actual determination of the least cost
price.
Ground Beef Formulation Problem

Assume that you manage a meat plant that manufactures ground beef for a chain of retail
stores. Your goal is to produce a fresh, wholesome product which complies with all meat
inspection regulations and which will have three days’ shelf life in the meat case. The fat
content must comply with the specifications of the stores. The cost of the product should be
as low as possible. All problems will be worked to three decimal places and rounded to two
places.
Ground Beef Regulations (USDA)

GROUND BEEF: The terms “Ground Beef” and “Chopped Beef” are synonymous.
Products so labeled must be made with fresh and/or frozen beef with or without
seasoning, and without the addition of fat as such, and shall contain no more than 30%
fat. It may contain added water, binders or extenders. It may contain beef cheek meat
not to exceed 25%. Heart and tongue are not acceptable ingredients.
Rev. 9/29/2014 Page 132

If the name is qualified by the name of a particular cut, such as “Ground Beef Round” or
“Beef Chuck, Ground” the product must consist entirely of meat from the particular cut or
part.
Industry Guidelines on Ground Beef Manufacture

1. To get the most desirable color and maximum shelf life, all boneless meats used
to manufacture ground beef shall be fresh not frozen, well chilled (temperature
no
higher than 35o F), and shall arrive at the plant within 96 hours of animal slaughter.
2. A least-cost determination shall be performed on acceptable meat ingredients to
select those meats that produce the lowest cost product that meets all ground beef
guidelines.
3. To simplify the grinding and blending operation, only two meat ingredients will
be used for each batch.
4. Rounding of decimals - .5-.9 will be rounded up; .1-.4 will be rounded down.
EXAMPLE: Utilize the Pearson Square to formulate a batch of ground beef to the
desired fat content.
Meats:
 Boneless cow meat (10% fat - $.99/lb.)
 75% lean beef trimmings (25% fat -$.79/lb.)
 Desired Final Fat Content: 20%
 Batch Size: 1,000 lbs.
Determine:
1. The amounts of the two types of meat that must be blended together to give
the desired fat content.
2. The meat cost of the finished product.*
*NOTE: You will only be determining meat costs. In an actual situation overhead
cost must also be added to the cost of the ground beef to account for
labor, equipment, transportation, etc. In this exercise the student need not
be concerned with these overhead costs.
Rev. 9/29/2014 Page 133

Pearson Square
(A) (D)
Fat Content Difference Between
of Meat 1 B and C
(C)
Desired Fat Content
of Finished Batch
(B) (E)
of Meat 2 A and C
Sum of (D) and (E)
Proportion of ingredient (A) = (D)/(Sum)
Proportion of ingredient (B) = (E)/(Sum)
For Previous Information:

(A) (D)
of Meat 1 B and C
(A) 10% (D) 5
20%
(B) 25% (E) 10

15 (Sum)
Proportions:
(1) Boneless cow = 5/15 = 0.33
( xξ 1000 lbs. = 330 lbs.)
(2) 75% Beef trim = 10/15 = 0.67
( x 1000 lbs. = 670 lbs.)
Verify Final Fat Content

330 lbs. x ξ 0.10 (fat) = 33 lbs.
670 lbs. x ξ 0.25 (fat) = 167 lbs.
= 200 lbs. fat/
1,000 lbs. batch
(20% fat)
Cost per Pound
Boneless cow meat 0.33 x $.99/lb. = .33
75% trim 0.67 x ξ $.79/lb. = .53
$.86 lb.
Rev. 9/29/2014 Page 134

SAMPLE PROBLEM
You must follow all government regulations and company policies listed in the training materials.
Determine which available ingredients to use (and at what levels) to make the lowest priced ground
beef acceptable.
SPECIFICATIONS:
Desired fat content of finished product is 18% Batch
Size = 5000 lbs.
Manufacturing Date = February 10
No product over 5 days old may be used. No
variety meats may be used.
No product over 35° F may be used.
Boneless Meat
Ingredients Available
Slaughter Fat
Date Temp. Content Price
Bull meat February 6 33oF 8% $1.05

Boneless Chuck February 7 35oF 14% $1.00
75% lean trim February 4 32oF 25% $0.75
50% lean trim February 6 31oF 50% $0.55
Beef chuck February 7 37oF 12% $0.70
Beef hearts February 6 32oF 15% $0.35
Solution:
Do all potential ingredients meet government regulations and company specifications?
Acceptable Not Acceptable

Bull meat 75% lean trim (too
old) Boneless chuck Beef chuck (too
warm)
50% lean trim Beef hearts (not allowed)
Therefore, to produce desired fat content, product could be made from either of the following two
combinations:
(1) Bull meat and 50% lean trim
(2) Boneless chuck and 50% lean trim
Rev. 9/29/2014 Page 135

Which combination results in the lowest meat cost?
(1) Bull meat 32

8% fat
18% fat
(final)
50% trim 10
50% fat 42
Proportions:
Bull meat = 32/42 = 0.76 (3,800 lbs.)
50% trim = 10/42 = 0.24 (1,200 lbs.)
5,000 lbs.
Cost:
Bull meat – 0.76 x ξ $1.05 = $ .798
50% trim - 0.24 x ξ $ .55 = $ .132
0.93 or $ .93/lb.
(2) Boneless chuck 32

14% fat
18% fat
(final)
50% trim 4
_____ 50% fat
36
Proportions:
Boneless chuck = 32/36 = 0.89 (4,450 lbs.)
50% trim = 4/36 = 0.11 (550 lbs.)
5,000 lbs.
Cost:
Boneless chuck – 0.89 x ξ $1.00 = $ .89
50% trim - 0.11 x ξ $ .55 = $ .06
0.95 or $ .95/lb.
Rev. 9/29/2014 Page 136

Final Solution:
Meats to be used –
Bull meat 3,800 lbs.
50% trim 1,200 lbs.
Meat Costs: $ 0.93 per pound
Scoring:
The answer to the formulation problem will count ten points. There will be an
additional eight questions, worth five points each. To facilitate computer
scoring of this exercise, the participants will be given a list of ten or
more meat/price combinations, and be required to select the correct one,
based upon the above calculation. Answers to the eight additional questions
will be selected from four choices.
Example: Check the correct solution:

1. Bull and chuck meat (0.89)
2. Boneless chuck and 75% lean trim (0.91)
3. Bull meat and 50% lean trim (0.93)
4. Boneless chuck and 50% less trim (0.90)
6. Beef hearts and 75% lean trim (0.68)
8.Beef chuck meat and bull meat (1.04)
9. 75% lean trim and 50% lean trim (0.67)
10. 50% lean trim and bull meat (0.87)
Example questions: All problems will be worked to three decimal places and
rounded to two places. If the third decimal is 5 or more, the number will be
rounded up.
1. Which ingredients do not meet company temperature constraints?
Answer: Beef chuck
2. Which ingredients do not meet company freshness requirements?
Answer: 75% lean trim
3. Which ingredients do not meet government regulation\Answer: Beef hearts
Rev. 9/29/2014 Page 137

Retail Cuts Code Sheet with Cookery
Retail Cooking Cooking
Species Primal Cut Method Species Primal Retail Method
B B 89 M Beef Brisket Corned Cut Moist
B B 15 M Beef Brisket Flat Half, Bnls Moist
B B 10 M Beef Brisket Whole, Bnls Moist
B C 26 M Beef Chuck 7-bone Pot-Roast Moist
B C 03 M Beef Chuck Arm Pot-Roast Moist
B C 04 M Beef Chuck Arm Pot-Roast, Bnls Moist
B C 06 M Beef Chuck Blade Roast Moist
B C 13 D/M Beef Chuck Eye Roast, Bnls Dry/Moist
B C 45 D Beef Chuck Eye Steak, Bnls Dry
B C 20 M Beef Chuck Mock Tender Roast Moist
B C 48 M Beef Chuck Mock Tender Steak Moist
B C 21 D Beef Chuck Petite Tender Dry
B C 29 D/M Beef Chuck Shoulder Pot Roast (Bnls) Dry/Moist
B C 58 D Beef Chuck Top Blade Steak (Flat Iron) Dry
B D 47 D/M Beef Flank Flank Steak Dry/Moist
B F 49 D Beef Loin Porterhouse Steak Dry
B F 55 D Beef Loin T-bone Steak Dry
B F 34 D Beef Loin Tenderloin Roast Dry
B F 56 D Beef Loin Tenderloin Steak Dry
B F 59 D Beef Loin Top Loin Steak Dry
B F 60 D Beef Loin Top Loin Steak, Bnls Dry
B F 64 D Beef Loin Top Sirloin Cap Steak, Bnls Dry
Top Sirloin Steak, Bnls Cap
B F 63 D Beef Loin Off Dry
B F 62 D Beef Loin Top Sirloin Steak, Bnls Dry
B F 40 D Beef Loin Tri Tip Roast Dry
B G 28 M Beef Plate Short Ribs Moist
B G 54 D/M Beef Plate Skirt Steak, Bnls D/M
B H 22 D Beef Rib Rib Roast Dry
B H 13 D Beef Rib Ribeye Roast, Bnls Dry
B H 45 D Beef Rib Ribeye Steak, Bnls Dry
B H 50 D Beef Rib Ribeye Steak, Lip-On Dry
B I 08 D/M Beef Round Bottom Round Roast Dry/Moist
B I 09 D/M Beef Round Bottom Round Rump Roast Dry/Moist
B I 43 M Beef Round Bottom Round Steak Moist
B I 14 D/M Beef Round Eye Round Roast Dry/Moist
B I 46 D/M Beef Round Eye Round Steak Dry/Moist
B I 51 M Beef Round Round Steak Moist
B I 52 M Beef Round Round Steak, Bnls Moist
B I 36 D/M Beef Round Tip Roast - Cap Off Dry/Moist
B I 57 D Beef Round Tip Steak - Cap Off Dry
B I 39 D Beef Round Top Round Roast Dry
B I 61 D Beef Round Top Round Steak Dry
B N 82 M Beef Various Beef for Stew Moist
Rev. 9/29/2014 Page 138
Species Primal Cut Method Species Primal Retail Cut Method
B N 83 D/M Beef Various Cubed Steak Dry/Moist
B N 84 D Beef Various Ground Beef Dry
P E 44 D/M Pork Ham/Leg Pork Fresh Ham Center Dry/Moist

Slice Fresh Ham Rump
Pork
P E 25 D/M Pork Ham/Leg Portion Dry/Moist
Pork Fresh Ham Shank
P E 27 D/M Pork Ham/Leg Portion Dry/Moist
P E 91 D Pork Ham/Leg Smoked Ham, Bnls Dry
P E 90 D Pork Ham/Leg Smoked Ham, Center Slice Dry
P E 96 D Pork Ham/Leg Smoked Ham, Rump Portion Dry
P E 97 D Pork Ham/Leg Smoked Ham, Shank Dry
P E 35 D Pork Ham/Leg Portion
Tip Roast, Bnls Dry
P E 38 D Pork Ham/Leg Top Roast, Bnls Dry
P F 05 D/M Pork Loin Back Ribs Dry/Moist
P F 66 D/M Pork Loin Blade Chops Dry/Moist
P F 67 D/M Pork Loin Blade Chops, Bnls Dry/Moist
P F 06 D/M Pork Loin Blade Roast Dry/Moist
P F 68 D Pork Loin Butterflied Chops Bnls Dry
P F 11 D Pork Loin Center Loin Roast Dry
P F 12 D Pork Loin Center Rib Roast Dry
P F 69 D/M Pork Loin Country Style Ribs Dry/Moist
P F 70 D Pork Loin Loin Chops Dry
P F 71 D Pork Loin Rib Chops Dry
P F 73 D Pork Loin Sirloin Chops Dry
P F 53 D Pork Loin Sirloin Cutlets Dry
P F 30 D Pork Loin Sirloin Roast Dry
P F 93 D Pork Loin Smoked Pork Loin Chop Dry
P F 95 D Pork Loin Smoked Pork Loin Rib Dry
P F 34 D Pork Loin Chop
Tenderloin, Whole Dry
P F 74 D Pork Loin Top Loin Chops Dry
P F 75 D Pork Loin Top Loin Chops, Bnls Dry
P F 37 D Pork Loin Top Loin Roast, Bnls Dry
P J 02 D/M Pork Shoulder Arm Picnic, Whole Dry/Moist
P J 03 D/M Pork Shoulder Arm Roast Dry/Moist
P J 41 D/M Pork Shoulder Arm Steak Dry/Moist
P J 07 D/M Pork Shoulder Blade Boston Roast Dry/Moist
P J 42 D/M Pork Shoulder Blade Steak Dry/Moist
P J 94 D/M Pork Shoulder Smoked Picnic, Whole Dry/Moist
P K 98 D Pork Side Slab Bacon Dry
P K 99 D Pork Side Sliced Bacon Dry
P K 17 M Pork Side/Belly Fresh Side Moist
P L 32 D/M Pork Spareribs Pork Spareribs Dry/Moist
P N 85 D Pork Various Ground Pork Dry
P N 86 M Pork Various Hock Moist
Rev. 9/29/2014 Page 139

Species Primal Cut Method Species Primal Retail Cut Method
P N 83 D/M Pork Various Pork Cubed Steak Dry/Moist
P N 87 //////
D Pork Various Pork Sausage Links Dry
P N 87 D Pork Various Sausage Dry
P N 92 M Pork Various Smoked Pork Hock Moist
L A 24 D/M Lamb Breast Ribs (Denver Style) Dry/Moist

L E 01 D Lamb Leg American Style Roast Dry
L E 44 D Lamb Leg Center Slice Dry
L E 16 D Lamb Leg Frenched Style Roast Dry
L E 18 D Lamb Leg Leg Roast, Bnls Dry
L E 73 D Lamb Leg Sirloin Chops Dry
L E 31 D Lamb Leg Sirloin Half Dry
L F 70 D Lamb Loin Loin Chops Dry
L F 19 D Lamb Loin Loin Roast Dry
L H 71 D Lamb Rib Rib Chops Dry
L H 72 D Lamb Rib Rib Chops Frenched Dry
L H 22 D Lamb Rib Rib Roast Dry
L H 23 D Lamb Rib Rib Roast, Frenched Dry
L J 65 D/M Lamb Shoulder Arm Chops Dry/Moist
L J 66 D/M Lamb Shoulder Blade Chops Dry/Moist
L J 33 D/M Lamb Shoulder Square Cut Dry/Moist
L N 88 M Lamb Various Shank Moist
B M 76 D/M Beef Variety Heart Dry/Moist

L M 76 D/M Lamb Variety Heart Dry/Moist
P M 76 D/M Pork Variety Heart Dry/Moist
B M 77 D/M Beef Variety Kidney Dry/Moist
L M 77 D/M Lamb Variety Kidney Dry/Moist
P M 77 D/M Pork Variety Kidney Dry/Moist
B M 78 D/M Beef Variety Liver Dry/Moist
L M 78 D/M Lamb Variety Liver Dry/Moist
P M 78 D/M Pork Variety Liver Dry/Moist
B M 79 M Beef Variety Oxtail Moist
B M 80 D/M Beef Variety Tongue Dry/Moist
L M 80 D/M Lamb Variety Tongue Dry/Moist
P M 80 D/M Pork Variety Tongue Dry/Moist
B M 81 M Beef Variety Tripe Moist
Rev. 9/29/2014 Page 140

Name ID Number Chapter State
Select: Species (1 pt) B-Beef, P-Pork, L-Lamb: Primal Cut (2 pts); and Retail Name (4 pts from the listings below and fill
in the column blanks beside the cut number. The score column is for tabulation only. Total 280 pts
PRIMAL CUTS – 2 Points Cut # Species Primal Retail Score
1. Breast 10. Rib 1.
2. Brisket 11. Round 2.
3. Chuck 12. Shank 3.
4. Flank 13. Shoulder
5. Ham/Leg 14. Side “Belly”
4.
6. Jowl 15. Spareribs 5.
7. Leg 16. Variety Meats 6.
8. Loin 17. Various Meats 7.
9. Plate 8.
RETAIL NAMES – 3 Points 9.
ROASTS/POT ROASTS 10.
1. American Style 24. Large End 11.
2. Arm Picnic 25. Loin 12.
3. Arm Roast 26. Mock Tender 13.
4. Arm Pot Roast (Bnls) 27. Point Half (Bnls) 14.
5. Back Ribs 28. Rib 15.
6. Blade 29. Riblets 16.
7. Blade Boston 30. Rump Portion 17.
8. Bottom Round (Bnls) 31. Seven (7) Bone
9. Bottom Round Rump (Bnls) 32. Shank Portion
18.
10. Breast 33. Short Ribs 19.
11. Brisket, Whole (Bnls) 34. Shoulder (Bnls) 20.
12. Center Loin 35. Sirloin 21.
13. Center Rib 36. Sirloin Half 22.
14. Chuck Eye Roast 37. Small End 23.
15. Country Style Ribs 38. Spareribs 24.
16. Cross Cuts 39. Square Cut (Whole) 25.
17. Cross Cuts (Bnls) 40. Tenderloin (Whole) 26.
18. Eye 41. Tip 27.
19. Eye Round 42. Tip, Cap Off
20. Flat Half (Bnls) 43. Top Loin (Bnls)
28.
21. Frenched Style 44. Top Loin Double (Bnls) 29.
22. Fresh Side 45. Top Round 30.
23. Heel of Round 31.
STEAKS 32.
46. Arm 61. Sirloin (Bnls) 33.
47. Arm (Bnls) 62. Sirloin Cutlets 34.
48.Blade 63. Skirt (Bnls) 35.
49. Bottom Round 64. Small End 36.
50. Center Slice 65. Small End (Bnls) 37.
51. Eye 66. T-Bone 38.
52. Eye Round 67. Tenderloin 39.
53. Flank 68. Tip
54. Mock Tender 69. Tip, Cap Off
40.
55. Neck Slice 70. Top Blade (Bnls)
56. Porterhouse 71. Top Loin
57. Round 72. Top Loin (Bnls)
58. Round (Bnls) 73. Top Round
59. Seven (7) Bone 74. Top Sirloin (Bnls)
60. Sirloin
Rev. 9/29/2014 Page 141

CHOPS
75. Arm 80. Rib
76. Blade 81. Rib (Frenched)
77. Blade (Bnls) 82. Sirloin
78. Butterfly (Bnls) 83. Top Loin
79. Double 84. Top Loin (Bnls)
VARIETY MEATS
85. Heart 89. Sweetbread
86. Kidney 90. Tongue
87. Liver 91. Tripe
88. Oxtail
VARIOUS MEATS
92. Beef for Stew 96. Hocks
93. Cube Steak 97. Sausage
94. Ground Beef 98. Sausage Links
95. Ground Pork
SMOKED/CURED MEATS
99. Back Ribs 107. Loin Chop
100. Brisket, Corned 108. Picnic (Whole)
101. Canadian Bacon 109. Rib Chop
102. Center Slice 110. Rump Portion
103. Ham (Bnls) 111. Shank Portion
104. Ham (Whole) 112. Slab Bacon
105. Hocks 113. Sliced Bacon
106. Jowl 114. Spareribs
Rev. 9/29/2014 Page 142

Palette cleansers (e.g. apples or soda crackers) will be allowed for refreshing. Scoring
Guide – Refer to the current scorecard being used at the national level. Scores may
range from 1 to 10. On a quality basis:
10 excellent (no defect)
8 to 9 good
5 to 7 fair
2 to 4 poor
1 unacceptable/un-salable
Example: Milk Flavor
SCORES*
DEFECTS Slight Definite Pronounced
Acid 3 2 1
Bitter 5 3 1
Feed 9 8 5
Flat/Watery 9 8 7
Foreign 5 3 1
Garlic/Onion 5 3 1
Malty 5 3 1
Oxidized 6 4 1
Rancid 4 2 1
Salty 8 6 4
* Suggested scores are given for three intensities of flavor. All numbers within the
range may be used. Intermediate numbers may also be used; for example, a bitter
sample of milk may score 4.
California Mastitis Test (20 minutes) - 64 points

A. The California Mastitis Test will be scored using even numbers from 0 to 8
inclusive. See below for the Scoring Guide for the California Mastitis Test.
B. Eight samples of milk will be evaluated for abnormality, using the California Mastitis
Test method.
CMT Test Score Appearance Participant Score
Negative Mixture liquid, no precipitate 0
T Slight precipitate tends to disappear 2
with paddle movement
1 Distinct precipitate but does not gel 4
2 Distinct gel formation 6
3 Strong gel formation, which tends to 8
adhere to paddle. Forms distinct central peak
Rev. 9/29/2014 Page 143

CHEESE CHARACTERISTICS MATRIX:
A description of major varieties of cheeses popular among American consumers.
Variety Moisture Fat (%) Gas Holes Pasta Brine/surf Ripened Origin
(%) (Minim (Expected) Filata3ace by
(Maximu um)2 Salted
m)1
Bleu 46 50 no no yes mold England
Brick 44 50 no no no bacteria US
Brie 52.5 20 no no no bacteria & France
mold
Cheddar 39 50 no no no bacteria England
Edam 45 40 no no yes bacteria Netherlands
Cream 55 33 no no no unripened US
Monterey, 44 50 no no no bacteria US
Mozzarella
Jack 60 45 no yes yes bacteria Italy
Neufchatel 65 20 no no no unripened France
Parmesan 32 32 no no yes bacteria Italy
Processed
American 40 50 no no no bacteria US
Provolone 45 45 no yes yes bacteria Italy
Swiss 41 43 ye no yes bacteria Switzerland
s
1
Some cheeses have a range in moisture permitted, but these are the highest permitted
amounts.
2
Some cheese standards use percentage by weight of total solids (e.g., Cheddar) while others
use percentage by weight of the cheese (e.g., Cream).
3
Curd is stretched in hot water to align the protein molecules and provide stretch to the
curd.
Rev. 9/29/2014 Page 144

Mammals
001. Badger 014. Mole, starnose 027. Skunk, striped
002. Bat, big brown 015. Mouse, house 028. Squirrel, Eastern fox
003. Bat, hoary 016. Mouse, meadow jumping 029. Squirrel, Eastern gray
004. Bear, black 017. Mouse, white-footed 030. Squirrel, red
005. Beaver 018. Muskrat 031. Squirrel, Southern flying
006. Bobcat 019. Myotis, little brown 032. Squirrel, thirteen-lined
ground
007. Chipmunk, Eastern 020. Opossum, Virginia 033. Vole, meadow
008. Coyote 021. Otter, river 034. Weasel, least
009. Deer, whitetail 022. Rabbit, Eastern cottontail 035. Weasel, longtail
010. Fox, gray 023. Raccoon 036. Woodchuck
011. Fox, red 024. Rat, Norway 037. Woodrat, Eastern
012. Mink 025. Shrew, least
013. Mole, Eastern 026. Shrew, short-tailed
Birds
001. Blackbird, Red- 017. Junco, Dark-eyed 033. Starling, European
winged
002. Bluebird, Eastern 018. Kestrel, American 034. Swallow, Barn
003. Cardinal, Northern 019. Killdeer 035. Swallow, Tree
004. Catbird, Gray 020. Kingbird, Eastern 036. Titmouse, Tufted
005. Chickadee, Black- 021. Meadowlark, Eastern 037. Vulture, Turkey
capped
006. Cowbird, Brown- 022. Nuthatch, White-breasted 038. Warbler, Black and White
Headed
007. Crow, American 023. Osprey 039. Warbler, Hooded
008. Eagle, Bald 024. Owl, Barn 040. Waxwing, Cedar
009. Flicker, Common 025. Owl, Barred 041. Whip-poor-will
010. Goldfinch, American 026. Owl, Great-horned 042. Woodpecker, Downy
011. Grackle, Common 027. Owl, Screech 043. Woodpecker, Pileated
012. Hawk, Red-tailed 028. Owl, Short-eared 044. Woodpecker, Red-bellied
013. Hawk, Cooper’s 029. Robin, American 045. Wren, House
014. Heron, Great Blue 030. Sparrow, Field 046. Yellowthroat, Common
015. Hummingbird 031. Sparrow, House
016. Jay, Blue 032. Sparrow, Song
Rev. 9/29/2014 Page 145

Non-woody Plants
001. Arrowhead, broad- 018. Fern, bracken 035. May apple
leaved
002. Aster, New 019. Fern, Christmas 036. Meadow-rue, tall
England
003. Bellwort, Large- 020. Fern, maidenhair 037. Milkweed, common
flowered
004. Bergamot, wild 021. Garlic Mustard 038. Mullein, common
005. Blazing-star 022. Geranium, wild 039. Phlox, blue
006. Bloodroot 023. Ginger, wild 040. Queen Anne’s Lace
007. Burdock, common 024. Goat’s-beard, yellow 041. Ragwort, golden
008. Butterfly-weed 025. Goldenrod, Canada 042. Skunk cabbage
009. Cardinal-flower 026. Heal-all 043. Solomon’s-seal
010. Chicory 027. Hepatica, round-lobed 044. Spring-beauty
011. Clover, red 028. Ironweed 045. Teasel
012. Columbine, wild 029. Jack-in-the-Pulpit 046. Touch-me-not, spotted
013. Cress, purple 030. Joe Pyeweed 047. Trillium, large-flowered
014. Day-lily 031. Lobelia, great 048. Trout-lily
015. Dutchmen’s- 032. Loosestrife, purple 049. Violet, common blue
breeches
016. Evening-primrose, 033. Lupine, wild 050. Wingstem
common
017. False Solomon’s 034. Marsh-marigold
Seal, starry
Herptiles
001. Bullfrog 014. Rattlesnake, timber 027. Snake, Lake Erie water
002. Copperhead, 015. Salamander, 028. Snake, northern water
northern Jefferson’s
003. Frog, eastern wood 016. Salamander, red 029. Softshell, eastern spiny
004. Frog, green 017. Salamander, red- 030. Spring peeper
backed
005. Frog, northern 018. Salamander, small- 031. Toad, American
leopard mouthed
006. Frog, pickerel 019. Salamander, spotted 032. Toad, fowler’s
007. Frog, western 020. Skink, five-lined 033. Tree frog, gray
chorus
008. Hellbender 021. Snake, black rat 034. Turtle, Blanding’s
009. Lizard, northern 022. Snake, brown 035. Turtle, common
fence snapping
010. Massasauga, 023. Snake, common garter 036. Turtle, eastern box
eastern
011. Mud puppy 024. Snake, eastern milk 037. Turtle, midland painted
012. Newt, eastern 025. Snake, eastern 038. Turtle, spotted
hognose
013. Racer, blue 026. Snake, fox
Rev. 9/29/2014 Page 146

Equipment
001. Aerial net 017. Flow/current meter 033. Sling psychrometer
002. Anemometer 018. Hand compass 034. Snake hook
(wind meter)
003. Axe, single or 019. Hand lens 035. Soil analysis sieve
double bit
004. Backpack fire 020. Hand level 036. Soil sampler
pump
005. Binoculars 021. Live animal traps 037. Soil test kit
006. Bottom-sampling 022. Minnow trap 038. Sound level meter
dredge
007. Carbon monoxide 023. pH meter/kit 039. Spotting scope
tester
008. Conibear trap 024. Plankton Net 040. Steel spring trap
009. Dessicator 025. Plant press 041. Survey chains &/or
tapes
010. Dissolved oxygen 026. Post-hole digger 042. Survey pins
meter
011. Dot Grid 027. Range pole/rod 043. Tally meter
012. Drafting 028. Secchi disk 044. Transit
instruments
013. Drip torch 029. Seine 045. Water sampler
014. Egg incubator 030. Sharpening stone 046. Water test kit
015. Fire rake 031. Shell reloading
equipment
016. Fire swatter 032. Shovel/spade
Problem Plants and Animals

Autumn Olive Emerald Ash Borer Mile-a-Minute Plant
Bindweed Eurasian Water Milfoil Purple Loosestrife
Bittersweet - Asian Garlic Mustard Raccoon
Blue Heron Gypsy Moth Reed Canary Grass
Buckthorn - Honeysuckle - Amur,
Reed Grass (Phragmites)
Common and Glossy Morrow and Tatarian
Canada Geese Japanese Beetle Striped Skunk
Teasel - Common and
Canada Thistle Japanese Knotweed
Cut-leaved
Cattail - Narrow Multicolored Asian Lady
Tree of Heaven
leaved and Hybrid Beetle
Eastern Mole Multiflora Rose Whitetail Deer
Rev. 9/29/2014 Page 147

Plant Identification
Deciduous Trees, Shrubs and Annuals
Forty (40) specimens from the following lists will be presented on Power Point for
contestants to identify by common/scientific name. Each will be worth 2 points each.
All will have a sentence about that specimen and multiple choice answers.
Deciduous Trees
Paperbark Maple Acer griseum
Japanese Maple Acer palmatum
Norway Maple Acer platanoides
Red Maple Acer rubrum
Sugar Maple Acer saccharum
Buckeye/Horsechestnut Aesculus spp.
Serviceberry Amelanchier spp.
River Birch Betula nigra
European Hornbeam Carpinus betulus
Redbud Cercis canadensis
Flowering Dogwood Cornus florida
Kousa Dogwood Cornus kousa
Washington Hawthorn Crataegus phaenopyrum
European Beech Fagus sylvatica
Ash Fraxinus spp.
Ginkgo Ginko biloba
Thornless Honeylocust Gleditsia triacanthos inermis´
American Sweetgum Liquidambar styraciflua
Star Magnolia Magnolia stellata
Sweetbay Magnolia Magnolia virginiana
Saucer Magnolia Magnolia x soulangiana
Flowering Crabapple Malus hybrids
Sourgum Nyssa sylvatica
London Planetree Platanus x acerifolia
Thundercloud Flowering Plum Prunus cerasifera ‘Thundercloud’
Flowering Pear Pyrus calleryana cvs.
Pin Oak Quercus palustris
Red Oak Quercus rubra
Littleleaf Linden Tilia cordata cvs.
Wisteria Wisteria floribunda
Rev. 9/29/2014 Page 148

Deciduous Shrubs
Brilliant Red Chokeberry Aronia arbutifolia ‘Brilliantissima’
Japanese Barberry Berberis thunbergii
Butterfly Bush Buddleia davidii hybrids
Flowering Quince Chaenomeles spp.
Redtwig Dogwood Cornus alba ‘Siberica’
Cranberry Cotoneaster Cotoneaster apiculata
Dwarf Winged Euonymus Euonymus alata 'Compacta’
Forsythia Forsythia x intermedia
Oakleaf Hydrangea Hydrangea quercifolia
Winterberry Holly Ilex verticillata
Privet Ligustrum spp.
Northern Bayberry Myrica pennsylnanica
Potentilla Potentilla fruticosa hyb.
Purpleleaf Sand Cherry Prunus cistena
Deciduous Azalea Rhododendrum hybrids
Little Princess Spirea Spiraea japonica ‘Little Princess’
Snowmound Spirea Spiraea nipponica ‘Snowmound’
Goldflame Spirea Spiraea x bumaldi ‘Goldflame’
Dwarf Korean Lilac Syringa meyei
Common Lilac Syringa vulgaris
Koreanspice (Fragrant) Viburnum Viburnum carlesii
Compact European Cranberrybush Viburnum opulus ‘Compacta’
Doublefile Viburnum Viburnum plicatum var. tomentosum
Weigela Weigela florida
Annuals
Ageratum Impatiens
Begonia Marigold
Coleus Pansy
Dusty Miller Petunia
Geranium Salvia
Rev. 9/29/2014 Page 149

Plant Identification
Evergreen Trees, Shrubs, Groundcovers and Perennials
Forty (40) specimens from the following lists will be presented on Power Point
for contestants to identify by common/scientific name. Each will be worth 2
points each. All will have a sentence about that specimen and multiple choice
answers.
Needled Evergreens
Concolor Fir Abies concolor
Weeping Nootka False Cypress Chamaecyparis nootkatensis ‘Pendula’
Dwarf Hinoki False Cypress Chamaecyparis obtusa ‘Nana’
Gold Thread False Cypress Chamaesyparis pisifera ‘Filifera Aurea
Nana’
Shrub Juniper Juniperus chinensis cvs.
Spreading Juniper Juniperus horizontalis cvs.
Upright Juniper Juniperus scopulorum cvs.
Norway Spruce Picea abies
Dwarf Alberta Spruce Picea glauca conica
Serbian Spruce Picea omorika
Colorado Spruce Picea pungens
Mugho Pine Pinus mugo
Austrian Pine Pinus nigra
Eastern White Pine Pinus strobus
Yew Taxus x media
Eastern Arborvitae Thuja occidentalis
Canadian Hemlock Tsuga canadensis
Broad-Leaved Evergreens
Boxwood Buxus sempervirens
Wintercreeper Euonymus Euonymus fortunei cvs.
Meserve Holly Ilex x meserveae cvs.
Green Lustre Japanese Holly Ilex crenata ‘Green Lustre’
Inkberry llex glabra
Japanese Andromeda (Pieris) Pieris japonica
Firethorn Pyracantha coccinea cvs.
Rhodondendron Rhodondendron species
Azalea Rhodondendron hybrids
Yucca (Adam’s Needle) Yucca filamentosa
Rev. 9/29/2014 Page 150

Ground Covers
Ajuga (Carpet Bugle) Ajuga reptans
Purple leaf Wintercreeper Euonymus fortunei 'coloratus'
English Ivy Hedera helix
Pachysandra (Spurge) Pachysandra
Periwinkle (Myrtle) Vinca minor
Perennials
Artemisia Coreopsis Lady’s Mantle
Astilbe Cranesbill Geranium Lavendar
Black Eyed Susan Crocus Ornamental Grass
Bleeding Heart Daffodil Perennial Fern
Chrysanthemum Daylily Pulmonaria
Clematis Dianthus Sedum
Columbine Hosta Shasta Daisy
Coneflower Hyacinth Tulip
Coralbells Iris Veronica
Other Identification
Forty (40) specimens from the following lists will be presented on Power Point for
contestants to identify. All will have a sentence about that specimen and multiple choice
answers.
Weeds
Annual bluegrass Ground ivy Poison Ivy
Black medic Groundsel Purslane
Chickweed Knotweed Quackgrass
Crabgrass Nimblewill Ragweed
Curly dock Nut sedge Spurge
Dandelion Oxalis (Yellow Thistle
Woodsorrel)
Field bindweed Plantain, buckthorn White Clover
Foxtail Plaintain, common
Rev. 9/29/2014 Page 151

Insects & Insect-Like Pests
Aphids Grub Mealy bug
Spruce gall aphid Gypsy Moth Spider mite
Bagworm Japanese beetle Pine shoot moth
Black vine weevil Lace bug Pine tube moth
Borer Ladybug Oak pocketvein gall
Chinchbug Leaf miner Sawfly
Emerald Ash Borer Leafhopper injury Scale
Fall webworm Maple bladder gall Slugs
Diseases & Disorders

Anthracnose Dollar spot Rust
Black spot Fire blight Scab
Botrytis blight Girdling Striped smut
Brown patch Helminthosporium Verticillium
Canker Herbicide injury
Chlorosis Powdery mildew
Turf
Bent Grass Kentucky Blue Grass Tall Fescue (coarse)
Fine Fescue Perennial Rye Grass
Supplies and Equipment

aerator mattock soaker hose
auger, earth nursery spade sod cutter
ball cart peat moss sod lifter
bark mulch perlite soil probe
bow saw pick axe solenoid valve
fertilizer injector pitch fork sphagnum moss
fertilizer spreader pole pruner sprayer (hand or power)
garden fork power rake tree caliper
garden rake pruning saw tree wrap
gypsum reel mower trowel
hand pruning shears respirator turf edger
hedge shears rotary mower verti-cut mower
impulse sprinkling head shovel, round tip weed barrier
leaf rake shovel, scoop power rake
loppers skid steer loader
Rev. 9/29/2014 Page 152

Irrigation Identification & Function Score Sheet
Team Name: ________________________________________________
Team Member: ______________________________________________
Scoring Criteria Possible Points Points Earned

Irrigation Parts Identification
Black Flow Prevention Device 3 ___________
Remote Control Value 3 ___________
Quick Coupler 3 ___________
Laterals 3 ___________
Mainline 3 ___________
Drip System Components 3 ___________
Valve Box 3 ___________
Impact head/Gear-driven Rotor Head 3 ___________
Irrigation Parts Functions
Black Flow Prevention Device 6 ___________

Remote Control Value 6 ___________
Quick Coupler 6 ___________
Laterals 6 ___________
Mainline 6 ___________
Drip System Components 6 ___________
Valve Box 6 ___________
Impact head/Gear-driven Rotor Head 6 ___________
Written Examination
Score 28 ___________
Total Individual Points 100 ___________
Note: Communication skills are considered in the above scoring.
Rev. 9/29/2014 Page 153

Problem Solving Exercise: Residential Landscape Material Estimating
Odd Numbered Years – The teams will complete a take-off on a landscape maintenance
problem.
Even Numbered Years – The teams will complete a take-off on a landscape installation
problem.
Description: Two team members will estimate the material needed to successfully bid a
residential landscape project. The estimate requires an accurate material take-off from the plan
and application of appropriate costs. The material take-off focus will be on elements
commonly seen in basic residential maintenance projects. Cost of fertilizer, mulch, mowing,
irrigation, pesticide application and pruning.
The material take-off focuses on three key elements commonly seen in basic residential
installation projects.
1 – Hardscape: driveways, patios, walls, walkways
2 – Softscape: soil preparation, plant installation
3 – Turf: seed, sod
The student will be provided a drawing set that includes a scaled final design accompanied by
detail drawings illustrating all material needed. The student will use calculations to determine
the amount of material needed to build each individual element. The final solution will show the
individual quantity calculated with the associated cost.
Judging Criteria
Time: 1 hour
Points: 100
Solutions will be scored against a predetermined solution. Time will only be used as a tiebreaker.
Students are required to bring the following materials to the event:

• Architects’ scale
• Calculator
• 2 sharpened pencils with erasers
• Scratch paper
Sponsor will supply the following materials for the event:

• 60 copies of the landscape plan. The plan will be drawn using an architect’s scale.
• 60 copies of description booklet outlining bid parameters
• Direct cost manual
• Stopwatches
• Final solution ready for scoring the students’ solutions
• Sufficient number of judges and event monitors
• Any other items deemed necessary for this event
Rev. 9/29/2014 Page 154

Residential Landscape Material Estimating
School Name ________________________________
Team Members: 1. 2. ___________________________
The intent of this landscape estimation problem is complete a full material take-off in the
following three categories.
Scoring – 100 points per team member. Each competing team will have two groups of two
individuals estimate the material take-off for the given landscape plan. Points will be awarded as
listed below. Note: The judge will establish the correct response for each area. Points will be
awarded within a range + and – of the correct answer. Fewer points will be earned the greater the
+ or – from the correct range response.
Area 1: Plants (30 points possible) Points earned ________

Be sure to include the exact number of plants and soil preparation as noted on drawing. We
assume all trees are staked using PLANET guidelines.
Area 1 Answer: $__________
Area 2: Hardscape (30 points possible) Points earned ________

Square footage take-off of all surface pavements excluding driveway. Tonnage calculations
of all walls.
Area 2 Answer: $__________
Area 3: Lawn (30 points possible) Points earned ________

Soil preparation as noted on drawing and sodded. Entire front lawn to face of house.
Area 3: Answer $__________
Grand Total (5 points possible) Points earned ________

Grand Total Answer $_______
Materials cost list and all scrap paper submitted

(5 points possible) Points earned _________
Total points earned /100
Rev. 9/29/2014 Page 155

Surveying Instrument and Measurements
Description: A two-person team (maximum of one team per school) will be required to set up a
surveyor’s instrument and determine the benchmark elevation and determine various pre-
determined locations in a landscape setting. Teams may also be asked to interpret a landscape
drawing and to determine the amount of cut and fill required to attain the desired slope.
Time: 1 hour
Judging Criteria
Points: 100 possible points per team member. 200 possible points toward the team score. Each
team member will receive half of the team points for their individual scores.
Points will be assigned based on the following criteria:
1. Appropriate set up of the instrument and determining the benchmark. (30%)
2. Correctness in determining elevations (35%)
3. Ability to calculate cut and fill requirements (35%)
Specific score sheets will be developed once the scoring concept is

finalized. Time will only be used as a tiebreaker.
Students are required to bring the following materials to the event: Two sharpened pencils
with erasers, clipboards and scratch paper. Each team must bring their own transit, tripod, and
measuring rod.
Rev. 9/29/2014 Page 156

Surveying Instrument
You have been asked to demonstrate your abilities to use a survey instrument. An
area has been set out to represent the front stoop and 3 other points in the
landscape. Demonstrate how to handle and set up the equipment. Next record the
benchmark elevation and the other three elevations. You will then need to calculate
the amount of cut or fill needed between the benchmark and a point specified.
Study reference: Instrument, Grading and Drainage in the Landscape Training Manual for
Installation Technicians (Chapter 3)
Procedure and Worksheet

1. Set up tripod at the locations specified by the judge.
2. Identify the instrument being used and explain the difference between a builder’s level,
laser and transit to the judge.
3. Properly remove the instrument that you have selected from the case, place on the tripod and
level the instrument.
4. One member of the team should hold the rod at the various locations while the other team
member runs the instrument and records the readings.
5. Take and record the following readings:
Point A (benchmark) _______________
Point B _______________
Point C _______________
Point D _______________
6. Calculate the elevation difference between point A & B __________.
7. Calculate the elevation difference between point A & C .
8. Calculate the elevation difference between point A & D .
9. Calculate the elevation difference between point B & C .
10. Calculate the percent slope between point A & D .
11. How much fill or cut would be needed between point A and Point D to create a
4% slope?
Rev. 9/29/2014 Page 157

Surveying Instrument Score Sheet
Team Name: ______________________________
Team Members: 1. 2. ______________________________
Scoring Criteria Possible Points Points

Earned
Instrument Set Up & Knowledge
Instrument Set Up 10 _____
Knowledge of builder’s level, transit, laser 10 _____
Determining the benchmark (Point A) 10 _____
Elevation Readings & Calculations

Point B 5 _____
Point C 5 _____
Point D 5 _____
Calculate the elevations difference between point A & B 5 _____
Calculate the elevations difference between point A & C 5 _____
Calculate the elevations difference between point A & D 5 _____
Calculate the elevations difference between point B & C 5 _____
Cut & Fill Problems

Calculate the percent slope between point A & D 10 _____
How much fill or cut would be needed between point A & D
to create a 4% slope? 10 _____
Explain what the marks on a grade stake 5 _____
Explain the difference between an architect’s and engineer’s
story pole 5 _____
Properly tear down and store equipment 5 _____
Total Team Points 100 _____
Time needed to complete this task: _________

(Time is only used as a tie breaker)
Rev. 9/29/2014 Page 158

Landscape and Nursery Career Development Event
Problem Solving Event # 1 – ZTR Mower Operation
You have been asked by your supervisor to demonstrate
your understanding and proficient operation of a ZTR
mower. Please complete a pre-operation inspection and
operate the mower through a designed course. The course
will simulate job conditions that could include inspection of
the work area, identification of potential hazards, and
operation of the mower in close proximity to sidewalks,
curbs, flower beds and other objects.
Study Reference: Equipment Safety and Maintenance in the Landscape Training Manual for
Installation Technicians (Chapter 9) and PLANET’s ZRT Riding Mower Resource Guide and
DVD.
Procedure:
1. Complete a pre operation check of the mower.
2. Demonstrate changing mower heights.
3. Start Engine at half throttle to allow the machine to warm up.
4. Drive the mower through the obstacle course 2 times as instructed by the judge.
5. Demonstrate the ability of stripe a lawn.
6. Park the mower safely in area as directed by the judge.
Students must bring the following items to the event:

safety glasses, ear protection, hard hat, gloves, hard sole shoes and any other items deemed
necessary for completion of this task.
Rev. 9/29/2014 Page 159

ZTR Mower Score Sheet
Team Name: ___________________________________
Team Members: 1. 2. _

Pre-Start Procedures
Oil Level and Hydraulic System oil level check 4 ______
Tire Pressure 4 ______
Fuel check 4 ______
Air Cleaner 4 ______
Grease Fittings 4 ______
Lubrication 4 ______
Belts, Pulleys, Guards 4 ______
Adjusting mower height 8 ______
Material: ear protection, hard-sole shoes,
safety glasses, gloves 10 ______
Safe Operation of Equipment

Seat belt used 2 ______
Safe Operating Procedures 18 ______
Observing people & hazards around operation
Appropriate operating speed
Operating through an obstacle course 18 ______
Two times outside area – 6
Proper mowing pattern – 7
Mow trees on left side of mower -5
Engaging and Disengaging PTO 8 ______
Let mower warm up
Shutting down the mower and set parking brake 8 ______
Turn off belts first – 4
Safety brake - 4
Safety Violations
Deduct 3 points for each observed safety violation and/or safety cone/or curb hit x3= -______
Gross violation: A judge may stop a contestant from competing (ex. No seat belt use)
based upon safety violations. In such cases, the contestant will earn zero points in the
Safe Operation of Equipment section. -_______

Total Individual Points 100
Add the total individual points for each team member to obtain the team score. ______
Time needed to complete the operational aspect of this task: ____ (Time is only used as a tie breaker)
Judges’ Comments: ___________________________________________________________________
Judges’ Initials: ________
Rev. 9/29/2014 Page 160

Problem Solving Event # 2 – Mid-Size Mower Operation
You have been asked by your supervisor to demonstrate your

understanding and proficient operation of a Mid-Size mower.
Please complete a pre-operation inspection and operate the
mower through a designed course. The course will simulate job
conditions that could include inspection of the work area,
identification & correction of potential hazards, and operation
of the mower in close proximity to sidewalks, curbs, flower
beds and other objects.
Installation Technicians (Chapter 9) and PLANET’s Mid-Size Mower Resource Guide and
DVD.
Procedure:
1. Complete a pre operation check of the mower.
2. Demonstrate changing mower heights.
3. Start Engine and allow the machine to warm up.
4. Drive the mower through the obstacle course 2 times as instructed by the judge.
5. Demonstrate the ability to stripe a lawn.
6. Park the mower safely in area as directed by the judge.
Students must bring the following items to the event: safety glasses, ear protection, hard
hat, gloves, hard sole shoes and any other items deemed necessary for completion of this task.
Rev. 9/29/2014 Page 161

Mid-Size Mower Score Sheet
Team Name: _______________________________
Team Members: 1. 2. _
Oil level and hydraulic system oil level check 4 ______
Adjusting mower height 8 ______
Fuel check 4 ______
Air cleaner 4 ______
Grease fittings 4 ______
Mower guard down 4 ______
Belts, Pulleys, Guards 4 ______
Pick up litter 4 ______
Material: ear protection, hard-sole shoes,
safety glasses, gloves 10 ______
Operating through an obstacle course 21 ______
Two times around outside area - 7
Proper mowing pattern – 8
Mow trees on left size of mower - 6
Shutting down the mower and storage 8 ______
Turn off PTO first – 4
Set brake - 4
Safety Violations
Deduct 3 points for each observed safety violation and/or safety cone/or curb hit. x 3 = -______
Gross violation: A judge may stop a contestant from competing based upon safety violations. In such cases,
the contestant will earn zero points in the Safe Operation of Equipment section. -______
Add the total individual points for each team member to obtain the team score. _______
Time needed to complete the operational aspect of this task: ________ (Time is only used as a tie
breaker.)
Judges’ Comments:
____________________________________________________________________
Judges’ Initials: _______
Rev. 9/29/2014 Page 162

Landscape & Nursery Career Development Event
Problem Solving Exercise # 3 – Tree Planting
You are working on a job for a municipality and must follow job
specifications carefully. This municipality has had a problem of too
many trees dying due to improper planting. The city forester will first
test your skills while leaving the tree in the pot. The specifications
for this municipality might be different from what you are used to,
but you need to demonstrate that you can follow these instructions.
You will need to give verbal explanations for root bound conditions
and watering. Stake and guy the tree when you are finished planting
paying attention to the direction of the prevailing wind.
Study Reference: Plants and Planting in the Landscape Training Manual for Installation
Technicians (Chapter 6)
Procedure:
1. Review the drawing of the tree planting detail
2. Plant the tree according to the detail drawing
3. Explain to the judge the proper method of relieving root bound condition
4. Backfill as per detail, use proper backfill compacting practices.
5. Explain proper watering method for new plantings
6. Staking
a. Review drawing
b. Stake tree according to detail, describe proper stake placement
c. Align tree stake in consideration of wind direction
d. Use proper safety equipment when staking a tree (hard hat, safety glasses,
gloves
7. Much to specification
8. After judge has observed, remove stakes, wires, ties and plant from hole and
re-grade area.
Students are required to bring to the event: hard hats, safety glasses, gloves, two
shovels, one rake, knife or cutting device to cut, sledge hammer and any other tools
deemed necessary for completion of this task.
Rev. 9/29/2014 Page 163

Tree Planting Score Sheet
Team Name : _________________________________
Team Members: 1. 2. ________________________________
Scoring Criteria Possible Points Points Earned #1 Points Earned #1
Hole dimension according to detail 20 ______ ______

Width – 10
Depth – 10
Planted according to detail 25 ______ ______

Root pruning – 5
Handled correctly – 5
Soil berm – 5
Tamped properly – 5
Mulched properly – 5
Explained watering method for new tree 15 ______ ______
Install stakes and wire 20 ______ ______

Stakes at correct depth – 5
Stakes straight and plumb – 5
Stakes placed per prevailing wind
Straps installed at correct height – 5
Safety 20 ______ ______

Proper lifting techniques – 10
Gloves, hard hat, safety glasses – 10
Safety Violations
Deduct 5 points for each observed safety violation x3 = - - ______
Add the total individual points for each team member to obtain the team score. __________
Rev. 9/29/2014 Page 164

Problem Solving Event # 4 – Sod Installation
You have been asked by a customer to install sod in a square

raised box. Establish the proper grade first. Remember to allow
for the thickness of the sod. Calculate the amount of fertilizer
needed based on the size of the box and then spread the
fertilizer. Install the sod following the procedure listed below.
Instruct the customer (judge) on how to water the new sod.
Please allow enough time to dismantle the station at the end of
the time period.
Study reference: Turf Installation in the Landscape Training Manual for Installation (chapter 8)
Procedure
1. Establish correct finished grade so the sod is level with the top of the frame.
2. Rake lightly to level irregularities.
3. Roll with a water filled roller.
4. Broadcast fertilizer at a rate of 43.560 lbs / acre.
5. Lay the first row of sod parallel to a side of the frame. Continue along
perimeter of the frame. Lay remaining rows parallel to the first side and
stagger each row.
6. Butt seams tightly and trim as necessary (sprinkler head, valve box, and edges)
7. Roll with a water filled roller.
8. Explain proper watering procedure for newly installed sod.
9. Upon judges’ approval, roll up full pieces of sod and return to pallet
10. Judge will determine the amount of soil to be removed.
Students are required to bring to the event: safety glasses, gloves, two shovels,
two rakes, knife or cutting device to sod, and any other tools deemed necessary for
completion of this task.
Rev. 9/29/2014 Page 165

Sod Installation Score Sheet
Team Name: _____________________________
Team Members: 1. 2. ____________________________

Graded area according to problem description 10 ______
Rolled area (pre-sod) according to problem
description 8 ______
Rolled sod after installation 8 ______
Calculated & weighed proper amount of fertilizer 10 ______
Applied fertilizer evenly 10 ______
Sod strips adjacent to edges full width 8 ______
Stagger rolls of sod 8 ______
Knit seams tightly 10 ______
Made cuts accurately 8 ______
Explained watering of new sod 10 ______
Demonstrated proper lifting techniques 10 ______
Safety Violations
Deduct 3 points for each observed safety violation. x3= -________
Tools used properly
Safety glasses, gloves, dusk mask
Gross violation: A judge may stop a contestant from competing based upon safety violations. In
such cases, the contestant will earn zero points. -________
Time needed to complete the operational aspect of this task: _______ (Time is only used as a tie
breaker.)
Judges’ Comments:
_____________________________________________________________
Rev. 9/29/2014 Page 166

Landscape & Nursery Career Development Event
Problem Solving Exercise # 5 – Grading & Drainage
You have been provided a wooden frame that is partially filled with
sand. Add or remove sand as necessary to create contours to match the
details. Take note of the front of the box. You will be provided a
working copy of the plan and all of your measurements can be written
down on the working copy. A long straight edge is provided for you.
You will need to provide your own architects / engineers’ scale and tape
measure. Please remember that this is also a drainage assessment. All
areas of the box must drain to the catch basin you have installed.
Study Reference: Instrument, Grading and Drainage in the Landscape Training Manual for
Installation Technicians.
Procedure:
1. Using sand in the 8ft X 8ft box, grade the sand into a mound that closely
resembles the scale drawing.
2. Finish grade to a smooth and even appearance at elevations specified on

drawing.
3. Place catch basin correctly at proper elevation.
4. Finished project must drain all areas to catch basin.

Students are required to bring to the event: safety glasses, gloves, two shovels, two
rakes, and any other tools deemed necessary for completion of this task.
Rev. 9/29/2014 Page 167

Grading & Drainage Score Sheet
Team Name: ______________________________

Team Members: 1. 2. ________________________________

Resemblance to scale drawing of sand mound 20 ______
Swale at proper elevation – 10
Swale at proper location – 10
Elevation points (3 different elevation points will be 30 ______

Checked by judge) – 10 each
Location and elevation of catch basin 20 ______

Location – 10
Elevation – 10
Is finished product graded smooth? 10 ______
Will the finished product drain? 20 ______
Safety Violations
Deduct 5 points for each observed minor safety violation. x5= -______
Deduct 10 points for each observed major safety violation x 10 = -______
Rev. 9/29/2014 Page 168

Problem Solving Event # 6 – Paver Installation
Your team needs to complete a small paving stone project. The

dimensions are 4’ by 5’. Your team has already prepared the
aggregate base and now your team needs to install and grade the
sand base and lay the pavers in the pattern specified by the
judge. Continue with the edging, sand base, installation and
compaction. Allow time to disassemble the test materials at the
end of the period. Paving material may be brick, interlocking
blocks, stone pieces or other modular material suitable for a
residential patio.
Study Reference: Hardscapes in the Landscape Training Manual for Installation

Technicians
(Chapter 4).
Procedure:
Preparationwork.(questionsbasedontheplan) You are to excavate for a paver walkway
1. How deep will you be removing the soil?
2. How much wider should the base be than the walk?
3. How do you properly compact 6” of base material with a plate compactor?
1. Base: grade base level and smooth

2. Place edging material. Place edging material over chalk line or along one side
and spike directly into place on the base material.
3. Bedding Sand. Place sand and screed smooth. The bedding sand needs to be
completely smooth before paver installation.
4. Set paver stones. Install pavers in the pattern specified by the judge.
5. Place remaining edging.
6. Compaction and finishing. Sweep sand into joints and then compact. Repeat
sweeping and compacting to complete project.
Students are required to bring the following materials to the event: Handsaw,
hammer, mallet, level, one broom, one rake, two shovels, and other tools deemed
necessary to construct a patio. Two sharpened pencils with erasers and scratch
paper.
Rev. 9/29/2014 Page 169

Paver Installation Score Sheet
Team Name: ______________________________
Team Members: 1. 2. _________________________________

Structural Soundness
Correct number of spikes installed and secured
tightly to grade 10 ______
Edging cut to fit accurately at corners 10 ______
Base compaction (based on questions asked) 30 ______
Neatness and Aesthetics

Even slope and directions with no bumps
or hollows 30 ______
Slope – 15
Bumps/hollows smoothen - 15
Tight fit throughout 20 ______
Clean Up 20 ______
Adherence to plans and specifications

Degree angles are 90 degree 20 ______
Correct dimensions 20 ______
Sand sweep 10 ______
Compaction 10 ______
Safety in use of tools and equipment

Tools used properly 10 ______
Tools storage and work environment safe 10 ______
Safety Violations
Deduct 5 points for each observed safety problems x5 = -______
Explanation of Procedures used 10 Bonus Points

(Base, pattern, procedures, sweeping. To be determined at judges meeting.)
Total Team Points 200
Divide above total points earned by 2 to obtain each Individual’s score. ________
Time needed to complete this task: ________ (Time is only used as a tie breaker.)
Judges’ Comments:
__________________________________________________________________
Judges’ Initials: ______
Rev. 9/29/2014 Page 170

Problem Solving Event #7 – Skid Steer Operation
You have been asked by your supervisor to demonstrate your
understanding and proficient operation of a skid steer loader. Please
complete a pre-operation inspection and operate the loader through a
designed course. The course will simulate job conditions that could
include moving loose material and loading a truck, lifting palleted
material, and / or operating in close proximity to solid objects.
Measurements may be taken to determine how much material was
retained through the course. You will also be required to
demonstrate changing the front attachments.
Installation Technicians (Chapter 9)
Procedure:
1. Complete a pre operation check of the loader.

2. Start Engine, run at fast idle allowing machine to warm up.
3. Drive the loader through the obstacle course 3 times as instructed by the judge.
4. Demonstrate changing front implements.
5. Operate implements as instructed by the judge (raise, lower, turn,)
6. Park the loader safely in area as directed by the judge.
Students are required to bring the following materials to the event: Hard hat, safety
glasses, gloves, ear protection and rag. Students are required to wear long pants, short or
long-sleeved shirts, and hard sole shoes or boots.
Rev. 9/29/2014 Page 171

Skid Steer Loader Score Sheet
Team Name: _______________________________
Team Members: 1. __________________________ 2. ______________________________

Oil Level and Hydraulic System oil level check 4 ______
Fuel check 4 ______
Air Filter check 4 ______
Grease Fittings 4 ______
Material: rag, hard hat, ear protection, hard-sole
shoes, safety glasses, gloves 30 ______
*Deduction of 10 points per item not used - up to a maximum of -30 points

Seat belt used 5 ______
Loading the bucket 8 ______
Transporting product 8 ______
Dumping the bucket 8 ______
Attaching front implements 8 ______
Product retention 5 ______
Safety Violations
Deduct 3 points for each observed safety violation and/or safety cone hit. x 3 = -_______
Gross violation: A judge may stop a contestant from competing based upon safety violations. In
such cases, the contestant will earn zero points in the Safe Operation of Equipment section. -______

Add the total individual points for each team member to obtain the team score. ________
Time needed to complete the operational aspect of this task: _______ (Time is only used as a tie
breaker.)
Judges’ Comments:
____________________________________________________________________
Judges’ Initials: _________
Rev. 9/29/2014 Page 172

Problem Solving Event # 8 – Plant Layout
Your planting area provided is 15’ X 20’. An architect scale and a

measuring tape will be the only tools you need. Take note of the side
plants will be viewed. The judge will provide you with a copy of the
plan. Your task is to set the plants out according to the plan. You may
make all your measurements first and write them on the plan provided
to you by the judge. You may use flags to mark the plant locations
first. Poly line or rope will be used to mark out the edge of the annual
bed. Proper plant handling is also important. Allow time to dismantle
at the end of the period.
Study reference: Plants and Planting in the Landscape Training Manual for Installation
Technicians
(Chapter 6)
Procedure:
1. Using an architect scale, spot the plants and annual bed according to the plan
the judge provides you.
2. Face plants to the front of the project as indicated by the viewpoint on the plan.
3. Place 4” annual plants 4” from the straight bed edges. Space remaining plants
evenly to conform with plan.
4. Return plants to location as indicated by judge.
Students are required to bring the following materials to the event: Two measuring tapes,
engineer’s scale, architect’s scale, two long handle shovels, one hard rake, and one mallet.
Rev. 9/29/2014 Page 173

Plant Layout Score Sheet
Team Name: _____________________________________
Team Members: 1. 2. ____________________________

Placement of Plant Material 60 ______
*Deduct 5 points/plant not placed within 6 inches +/- of correct placement to a maximum of 60 points
Facing of Plant Material 60 ______
*Deduct 3 points/plant not faced properly to a maximum of 60 points
Handling of Plant Material 30 ______
*Deduct 10 points/plant not handled properly to a maximum of 30 points
Safe/Proper Lifting of Plants 30 ______
*Deduct 15 points/incident when safely/properly lifted is not followed to a maximum of 30 points
Correct view point 20 ______
Total Team Points 200

Divide above total points earned by 2 to obtain each individual’s score. ______
Time needed to complete this task: __________ (Time is only used as a tie breaker.)
Judges’ Comments:
____________________________________________________________________
Judges’ Initials: ______
Rev. 9/29/2014 Page 174

Nursery and Landscape Career Development Event
Skills Event # 9 – Basic Program Controller
You have arrived at a client’s home (judge) and discovered
that the homeowner has changed the watering program on the
controller. You must re-program the Pro-C controller,
including the correct date and time using the instructions
provided by your company. You must also demonstrate and
explain to the judge how to manually activate one zone.
Study references: PLANET’s Landscape Training Manual for Installation Technicians,

(Chapter 10) or PLANET’s Landscape Training Manual for Irrigation Technicians,
(Chapter 5) or PLANET’s Landscape Training Manual for Maintenance Technicians,
(Chapter 10)
Procedure:
1. Initial programming
a. Set to current day
b. Set to current time
c. Clear other programs
2. Irrigation programming
Program A
a. Station (zone) 1 is a planting bed in the shade
Watering run time shall be 10 minutes.
b. Station (zone) 2 is a planting bed in the sun.
c. Station (zone) 3 is a turf area with pop-up heads
d. One cycle with a start time of 5:30 AM
e. All zones will be watered every Tuesday, Thursday, and Saturday.
Program B – Off
Program C - Off
3. Manual operation
a. Demonstrate and explain to the judge how to manually activate Station (zone) 2
Time: 20 minutes for completion for this skills event.
Rev. 9/29/2014 Page 175

Skills Event # 9 – Basic Program Controller Score Sheet
Team Member: ______________________________________________
Team Member: ______________________________________________
1. Initial programming
a. Set to current day 4 ______
b. Set to current time 4 ______
c. Clear other programs 2 ______
2. Irrigation programming
a. Station (zone) 1 watering run time: 10 minutes. 4 ______
b. Station (zone) 2 watering run time: 25 minutes. 4 ______
c. Station (zone) 3 watering run time: 20 minutes. 4 ______
d. Cycle start: 5:30 AM 4 ______

e. All zones will be watered on designated days 4 ______
3. Manual operation
Able to manually activate Station (zone) 2 10 ______

4. Communication with judge 10 ______
Time needed to complete the operational aspect of this task: ______ (Time is only used as a
tie breaker.)
Judges’ Comments:
_______________________________________________________________
Rev. 9/29/2014 Page 176

Nursery and Landscape Career Development Event
Skills Event # 10 – Lateral Repair and Head Installation
You have arrived at a client’s property and are told an

underground irrigation pipe has ruptured. The client has dug up
the site and the ruptured lateral is visible and needs to be
repaired. You will need to cut and glue the PVC pipe and then
install an irrigation head. You will need to follow the
specifications as provided. You shall explain to the judge the
parts of the irrigation system and their functions along with the
procedure for repairing the broken lateral and installation of the
irrigation head. A sample plan is attached.
Study references: PLANET’s Landscape Training Manual for Installation Technicians,

(Chapter 10) or PLANET’s Landscape Training Manual for Irrigation Technicians,
(Chapter 5) or PLANET’s Landscape Training Manual for Maintenance Technicians,
(Chapter 10)
Procedure:
Properly repair lateral break
1. Cut out the damaged section of pipe
2. Remove any burrs or rough edges
3. Clean surfaces with a rag and wipe dry
4. Apply primer and cement
5. Insert the pipe into the coupling
Properly install irrigation head

1. Install spiral barbs into pipe
2. Install flex pipe
3. Use proper threading on fitting
4. Tighten properly
5. Follow specifications provided
Time: 20 minutes for completion for this skills event.
Rev. 9/29/2014 Page 177

Skills Event # 10 – Lateral Repair and Head Installation Score
Sheet
Team members: ________________________ ______________________________
Properly repair lateral break
1. Damaged section of pipe removed 3 ______

2. Remove any burrs or rough edges 3 ______
3. Clean surfaces properly 3 ______
4. Apply primer and cement 3 ______
5. Insert the pipe into the coupling 3 ______
Properly install irrigation head
1. Install spiral barbs 3 ______
2. Install flex pipe 3 ______

3. Use proper threading 3 ______
4. Tighten properly 3 ______
Use of safety gear and safe practices
1. Eye protection used 5 ______

2. Gloves used while cutting pipe and gluing 5 ______
3. Cutting implements misused or stored improperly 2 ______
Communications with judge
1. Identification and use of irrigation components 3 ______

2. Ability to communicate process of repair 4 ______
3. Ability to communicate procedure to be followed 4 ______

Time needed to complete the operational aspect of this task: _______
(Time is only used as a tie breaker.)
Judges’ Comments: _________________________________________________________
Judges’ Initials: _________
Rev. 9/29/2014 Page 178

Tools and Special Equipment
Battery Tester Gasket and Carbon Scraper Stack Pulley Removal Tool
Carburetor/Crankcase Housing Holder Starter Clutch Remover
Pressure Gauge Ignition Tester Starter Rewind Tool
C-Clamp Pliers Inline Spark Tester Tachometer
Internal-External Snap Ring
Compression Tester Three-Jaw Gear Puller
Pliers
Condenser Tool Key Puller Throttle Wire Bend Tool
Crankshaft Wrench Piston Groove Cleaner Torque Wrench
Cylinder Hone Piston Ring Expander Valve Grinder
Cylinder Ridge Reamer Plug Gap Gauge Valve Lapper
Feeler Gauge Pocket Screw Driver Valve Lapping Compound
Flywheel Holder Ratchet Starter Remover Valve Refacer
Flywheel Knocker Ring Compressor Valve Seat Cutter
Flywheel Puller Snap Ring Pliers Valve Seating Tool
Spindle Bearing Removal
Flywheel Wrench Valve Spring Compressor
Tool
1. Contestants may be asked perform the following skills:

A. Complete work orders
B. Check for spark
C. Check for proper valve seating
D. Install piston rings
E. Install pistons
F. Time crank and cams
G. Set mechanical governors
H. Check heads for warpage
I. Set armature and air gaps
J. Clean air cleaner
K. Adjust and set carburetor linkages
L. Use parts manuals or internet websites to make recommendations for ordering
parts or recommending specifications and tolerances
M. Check cylinder compression (leak down test)
N. Explain engine specifications
O. Test electrical starter/generator/alternators
Rev. 9/29/2014 Page 179

Outdoor Power Equipment Troubleshooting Scorecard
Team: Student Name: ______________________________

Student Number: _____________________________
Instructions: Points are awarded to teams for the following categories and tasks completed. Maximum
points per item are listed, but fewer points may be awarded.
Safety (5 points) Points Scored

1. Safety glasses (1 pt.) _____
2. Safety procedures (1 pt.) _____
3. Safe equipment operation (1 pt.) _____
4. Communication with judge (1 pt.) _____
5. Cleanliness (1 pt.) _____
Total Safety Points _______
Use of Tools/Equipment (5 points)
1. Proper use of tools (1 pt.) _____
2. Proper use of the service manual/related material (2 pts.) _____
3. Proper use of diagnostic equipment (2 pts.) _____
Total Tools/Equipment Points _______
Diagnostics (10 points)
1. Diagnostic procedure (2 pts.) _____
2. Location of problems (3 pts.) _____
3. Proper repair of problems (3 pts.) _____
4. Explanation of faults to the scorer (2 pts.) _____
Total Diagnostics Points _______
Subtotal Points ________

Instructions: This section may deduct points for unsafe or unapproved diagnostic or repair methods.
This includes unsafe oil or fuel handling techniques. Point deductions may be up to the maximum
listed for each.
Unsafe or Unapproved Methods (10 points)
1. Fluid systems (4 pts.) _____
2. Electrical/Electronic systems (4 pts.) _____
3. Cleanliness (e.g. using manual with dirty hands) (2 pts.) _____
Total Points Deducted for Unsafe or Unapproved Methods {- _}
Bonus Points:
One point for each unused full minute (under 10 minutes) per station. Outdoor power equipment must operate
per judge’s satisfaction before time points are allowed.
Time Started Time Finished Unused Minutes
Total Bonus Points ________
Judge: ________________________________
Judge: ________________________________ Total Station Points
Rev. 9/29/2014 Page 180

Card Example for Assigned Abilities and Main Motions
To be placed at all seats before each team demonstration. This card should be placed upside
down and turned up only after the team is seated.
Contest Card Format
Assigned Abilities
Privileged
1. To adjourn (unqualified)
2. To call for the orders of the day
Subsidiary
1. To amend a motion
2. To call for the previous question
Incidental
1. To appeal from the decision of the chair
2. To withdraw a motion
Main Motions — To Be Used as Needed

1. I move that our chapter buy five bred gilts for use in our school lab so that we can make pigs
available to members for fair projects.
2. I move that our chapter attend the Farm Machinery Show in Louisville, Kentucky.
3. I move that our chapter sponsor a Thanksgiving dinner for all FFA and FFA Alumni
members.
4. I move that our chapter set up an incentive program to encourage FFA members to become
more actively involved.
Rev. 9/29/2014 Page 181

Ohio FFA Advanced Parliamentary Procedure CDE Official Minutes
Date FFA Chapter Name Place
Chairperson ____________________ Secretary ____________________
Rev. 9/29/2014 Page 182

Seating Arrangements for Novice Parliamentary Procedure CDE
(This cannot be changed or rearranged.)
When possible, the host will have tables set in an arch design to better enable discussion.
"THE WALL IS BEHIND THE TEAM" (LEFT TO RIGHT)
Vice Pres.-Member -Treasurer - Reporter-President-Secretary-Student Advisor-

Sentinel
"THE JUDGES ARE OUT HERE --IN FRONT"
(One complete line left to right, if you print this off and it is more than one line, remember it is
one complete line, please adjust
Rev. 9/29/2014 Page 183

Card Example for Assigned Abilities and Main Motions
To be placed at all seats before each team demonstration. This card should be placed upside
down and turned up only after the team is seated.
Contest Card Format
Assigned Abilities
Privileged
1. To adjourn (unqualified)
2. To call for the orders of the day
Subsidiary
1. To amend a motion
2. To call for the previous question
Incidental
1. To appeal from the decision of the chair
2. To withdraw a motion
Main Motions — To Be Used as Needed

1. I move that our chapter buy five bred gilts for use in our school lab so that we can make
pigs available to members for fair projects.
2. I move that our chapter attend the Farm Machinery Show in Louisville, Kentucky.
3. I move that our chapter sponsor a Thanksgiving dinner for all FFA and FFA Alumni
members.
4. I move that our chapter set up an incentive program to encourage FFA members to become
more actively involved.
Rev. 9/29/2014 Page 184

Ohio FFA Novice Parliamentary Procedure CDE Official Minutes
Date FFA Chapter Name Place
Chairperson _______________________ Secretary __________________________
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Seating Arrangements for Novice Parliamentary Procedure CDE
(This cannot be changed or rearranged.)
When possible, the host will have tables set in an arch design to better enable discussion.
"THE WALL IS BEHIND THE TEAM" (LEFT TO RIGHT)
Vice Pres.-Member -Treasurer - Reporter-President-Secretary-Student Advisor-

Sentinel
"THE JUDGES ARE OUT HERE --IN FRONT"
(One complete line left to right, if you print this off and it is more than one line, remember it is
one complete line, please adjust)
Rev. 9/29/2014 Page 186

Motions to use for the Novice Parliamentary Procedure Event
Priveleged Motions
Unqualified adjourn
Recess
Question of privilege
Subsidiary Motions
Lay on table
Postpone
Refer to Committee
Amend
Call previous question
Incidental Motion/Unclassified
Rise to point of order
Division of house
Take from table
Withdraw a motion
Rise to a parliamentary inquiry
Rev. 9/29/2014 Page 187

Examples of Scoring Format Summary
Placing Classes
Class 1, 2 and 3 are placing classes. Each class has a value of 50 points per participant. The
event superintendent obtains the “official placing” of the class and the “basis of grading”
from the judge. The “basis of grading” is the numerical difference or “cut” between each of
the three pairs—top, middle and bottom—in the placing class. The three “cuts” are totaled;
the total cannot exceed 15 points. From the judge’s information and
the directions printed on the Hormel Computing Slide, the correct scores are obtained for all
(24) possible placings (refer to references section for the source of the computing slide). The
computer scoring system uses the Hormel Scoring format when calculating a participant’s
score for each placing class.
Grading Classes
Each class has a value of 50 points per participant.
1. Class 4 – Scoring for Parts and Carcass Grading
Official Grade
A B C NG
5 3 1 0
A
B 3 5 3 0
C 1 3 5 0
NG 0 0 0 5
As shown above, -is scored based on the USDA quality grades A, B, C and the category
NG.
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Scoring for Interior Egg Quality Grading
Official Grade
AA A B Loss
5 3 1 0
AA
A 3 5 3 0
B 1 3 5 0
Loss 0 0 0 5
As shown above, -is scored based on the USDA quality grades AA, A, B and Loss.
Scoring for Exterior Egg Quality Grading
Official Grade
AA/A B NG
AA/A 3 2 0
B 2 3 0
NG 0 0 3
As shown above, -is scored based on the USDA quality grades AA/A, B and NG
(nongradable).
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Exterior Egg Quality Score Card
Egg Number Class 8

Exterior Quality Grades
AA/A B NG
10
11
12
13
14
15
Written Factors Classes…

are written factors for Class 8 and has a value of 50 points per participant. Classes 10 and
11 are written factors for further processed poultry meat products and have a value of 50
points per class for each participant.
Below, each item is evaluated for twelve different quality factors. For Class 10, each item
is evaluated for seven different quality factors. For Class 11, each item is evaluated for
eight different quality factors. Each item may be determined to have “no defect” or to
have one or more defects.
No score will be less than zero.
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Egg Exterior Quality Written Factors
Defect Class 9 Egg Number
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Checked
Dented Checked
Leaker
Slight/Moderate Stain
Prominent Stain
Adhering Dirt/Foreign
Material
Decidedly Misshapen
Large Calcium Deposits
Body Check
Pronounced Ridges
Pronounced Thin Spots
No Defect
Boneless Further Processed Poultry Meat Products
Defec Class 10 Product Number

t
1 2 3 4 5 6 7 8 9 10
Coating Void
Inconsistent Color
Inconsistent Shape/Size
Broken/Incomplete
Cluster/Marriages
Foreign Material
No Defect
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Bone-In Further Processed Poultry Meat Products
Defect Class 11 Product Number
1 2 3 4 5 6 7 8 9 10
Coating Void
Inconsistent Color
Inconsistent Size
Broken/Broken Bone
Miscut
Mixed Products
Foreign Material
No Defect
Identification Class…
is an identification class consisting of ten poultry carcass parts. The class has a value of
50 points per participant
Written Examination Class…

is an examination consisting of 30 multiple-choice items. The class has a value of 150 points
per participant. . 25 questions worth 4 points each, 5 math problems worth 10 points each
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Sample Scorecard for Identification of Parts
Directions: Darken the poultry carcass part that you consider correct for each of the ten items.
Part No. 1 2 3 4 5 6 7 8 9 10
Half o o o o o o o o o o
Front Half o o o o o o o o o o
Rear Half o o o o o o o o o o
Whole breast with ribs o o o o o o o o o o
Bnls., skinless whole breast with rib meat o o o o o o o o o o
Whole breast o o o o o o o o o o
Bnls., skinless whole breast o o o o o o o o o o
Split breast with ribs o o o o o o o o o o

Bnls., skinless split breast with rib meat o o o o o o o o o o
Split breast o o o o o o o o o o
Bnls., skinless split breast o o o o o o o o o o
Breast quarter o o o o o o o o o o
Breast quarter without wing o o o o o o o o o o
Tenderloin o o o o o o o o o o
Wishbone o o o o o o o o o o
Leg quarter o o o o o o o o o o
Leg o o o o o o o o o o
Thigh w/ back portion o o o o o o o o o o
Thigh o o o o o o o o o o
Bnls., skinless thigh o o o o o o o o o o
Drumstick o o o o o o o o o o
Bnls., skinless drum o o o o o o o o o o
Wing o o o o o o o o o o
Drumette o o o o o o o o o o
Wing portion o o o o o o o o o o
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Liver o o o o o o o o o o
Gizzard o o o o o o o o o o
Heart o o o o o o o o o o
Neck o o o o o o o o o o
Paws o o o o o o o o o o
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Poultry Evaluation CDE
Sample Scorecard for Oral Reasons: Broiler or Egg-Type Hens and R-T-C Turkey
Carcasses
* To be used as a scoring guide by the official judges. Possible Participant's
Points Score
1. IMPORTANCE OF POINTS COVERED
a. Did the participant actually tell why one bird/carcass was
selected/placed over another, or did the participant only
vaguely describe the birds/carcasses? 5
b. Did the participant stress the crucial differences, or did
he/she make stereotypic (“canned”) comparisons of various
factors? 8
c. Did the participant tell all there was to tell of importance, or
were there other significant reasons that should have been given
for the selection/placing? 5
TOTAL POINTS 18
2. APPEARANCE AND DELIVERY
a. Did the participant stand still on two feet and face the judge? 2
b. Did the participant speak clearly, distinctly and loud enough to be 2
heard?
c. Did the participant have an appropriate opening and closing
statement? 2
d. Did the participant speak smoothly without long pauses? 2
e. Was the participant confident? Was the participant 4
convincing?
TOTAL POINTS 12
3. PROPER USE OF TERMS
a. Did the participant use relevant terminology properly? 4

b. Did the participant understand the terms used? 3
c. Was the participant able to define the terms used? (Participant 3
TOTAL POINTS 10
4. ACCURACY OF STATEMENTS
a. Did the participant describe the birds/carcasses based on their actual
visual appearance? 5
b. Did the participant present accurate statements? 5
TOTAL POINTS 10
GRAND TOTAL OF POINTS 50
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Speech Topics
Agriscience and Technology:
1. Biotechnology: what is it, really?
2. Biotechnology and its history.
3. What to do about 9 billion people by 2050?
4. What place does personal technology have in agriculture?
5. Educating a public that is far removed from agriculture.
6. What part does research play in the agriculture classroom?
7. Balancing the needs for basic training and advanced skills in the agriculture
classroom.
8. Agriculture Research: Who pays and who benefits?
9. Biotechnology in animal reproduction.
10. Locating new ways to generate farm dollars.
11. How can the threat of bio-contamination affect agriculture, the environment and natural
resources?
12. Is the term “family farm” about to become a thing of the past?
13. Alternative uses of agriculture commodities.
14. The effects of biotechnology on the future of the agriculture industry.
15. What three technologies will benefit agriculture the most in the next 25 years?
16. How can technology improve conservation as it relates to agriculture?
17. Genetically Modified Organisms (GMOs) and their effect on natural resources and the
agricultural industry.
18. Can U.S. agriculture feed a hungry world and also provide renewable fuel?
19. The ethics of genetic engineering in agriculture.
20. How has global positioning system (GPS) technology benefitted American agriculture?
21. Ohio Livestock Standards and the effect on production agriculture.
22. Can pesticides be replaced by alternative biological forms of pest control?
23. The use of hydroponics to produce food.
24. Using biotechnology to improve life.
25. How has reproductive technology transformed animal agriculture?
Agrimarketing and International Agriculture:

1. Marketing challenges in a dynamic world.
2. U.S. Food Marketing: A specialized system.
3. Marketing products to foreign customers.
4. The role of U.S. farmers in feeding the world.
5. Should we feed the poor countries or teach the poor countries to feed themselves?
6. Helping other countries to create international markets.
7. How important are agricultural commodity check off dollars?
8. Creating new demand for agricultural commodities.
9. Creating niche markets for locally produced food.
10. The future of non-food uses for American agricultural commodities.
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11. The international ethics of agricultural biotechnology.
12. The impact of marketing strategies in locking in profit for the American farmer.
13. The impact of the global economy on American agriculture.
14. The effect of the international concern with GMOs on research and technology of the future.
15. Maintaining consumer confidence in American agricultural commodities.
16. Maintaining fair international trade policies for agricultural commodities.
17. How do world economics and political issues affect the United Sates Agriculture Industry?
18. What new markets are available for agriculture products?
19. How has globalization affected American agriculture?
20. What changes have there been in agri-marketing lately and what do you think the
future will bring?
21. What sort of international agreement needs to be reached in order to insure that U.S.
agriculture remains competitive?
22. Have farmers and ranchers effectively utilized social media to educate and influence
the public?
23. What strategies can be implemented to expand the interaction between producers and
consumers?
24. The current world economic crisis and its impact on American agriculture.
25. Research shows that consumers care about who produces their food but are
misinformed about the farmers who actually produce it. How do we better market the
role of the American farmer and rancher?
Food and Fiber Systems:

1. Natural versus organic food labeling, how do we educate consumers about the
differences?
2. Are the benefits of organic food worth the costs?
3. Are we hurting our honeybees?
4. Why are consumers concerned about chemicals in the food chain?
5. Is local grown food better?
6. What can be done to encourage young farmers and ranchers to return home even if it
means living in a rural area that does not provide the same amenities as a
metropolitan community?
7. Certain sectors of agriculture are labor intensive and rely heavily on immigrant
workers. What is a fair and balanced immigration policy?
8. How can we convince the public that the animal agriculture industry balances
production efficiencies with the public’s expectations of animal care?
9. Creating niche markets for locally produced food?
10. Today, agriculturalists are asked to be more productive and at the same time, more
sustainable. Is that possible?
11. Heritage breeds versus hybrids, what is worth saving?
12. The promise of precision farming…
13. Solving the hunger crisis in the United States through agriculture production.
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14. Raw milk: to drink or not to drink?
15. Alternatives to beef, pork and/or chicken.
16. Finding niche markets in the food and fiber industry.
17. Ethical issues facing American agriculture.
18. Creating non-food uses for agricultural products.
19. Preserving Farmlands: Are land trusts the answer?
20. Consumer influence or perception on how food is produced?
21. Should agriculture production continue to be subsidized by the government? Why or
why not?
22. The impact of GMOs on food production and consumer confidence.
23. Will dietary concerns change agricultural production techniques?
24. Maintaining consumer confidence in American agricultural commodities.
25. Reducing the cost of raising our food.
Urban Agriculture:
1. How do we teach people in urban settings to grow some of their own food?
2. Legislative issues addressing legal concerns about raising food in an urban setting?
3. How to educate a public that is far removed from agriculture?
4. What is the potential future of hydroponics in urban agriculture?
5. Rooftop gardening.
6. Composting as an important part of urban agriculture?
7. Can livestock be a part of the urban landscape?
8. Raised bed gardening and container gardening.
9. Can urban agriculture lead to the revitalization of city centers or areas of urban
blight?
10. Permaculture as part of landscaping.
11. Rain gardens in preventing storm runoff.
12. Why use rain barrels?
13. Community Supported Agriculture (CSA) / purchasing Farm Shares
14. Raising bees in the city?
15. Opportunities for producing food in an urban dwelling.
16. Zoning concerns with urban agriculture.
17. Urban agriculture: How can it impact big cities?
18. Innovative cities and what they are doing about urban agriculture.
19. With decreasing land available, is there a future for urban agriculture?
20. Describe the concept of a community garden and examine the impact it would have
on urban citizens including the opportunities it would provide.
21. What are the possibilities in urban agriculture?
22. What is it and what do consumers expect from a farmer’s market?
23. Promoting urban agriculture as a feasible possibility.
24. Agricultural literacy: A crisis in urban America.
25. The locavores impact on urban agriculture…
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The Environment:
1. Are the current and proposed Renewable Energy Policies beneficial to all segments of
American agriculture? Why or why not?
2. Effects of urban expansion on agriculture, the environment, and natural resources…
3. Alternative energy sources and their impact on the environment.
4. Effects of extreme weather patterns on the environment and natural resources.
5. How can the threat of bio contamination affect agriculture, the environment, and
natural resources?
6. Disposal of non-recyclable items such as batteries, cell phones, oils, computers, etc.
and their impacts on the environment.
7. Impact of plant and animal invasives on the environment and economy.
8. Chemical applications and its impact on the environment and natural resources.
9. Will proposed climate change legislation hurt or help U.S. agriculture?
10. Are so called “factory farms” a real threat to global warming?
11. Impact of toxic algae blooms on the environment and what can be done?
12. Water conservation and rain water catchment.
13. Improving sustainability in agriculture?
14. Recycling benefits and disadvantages.
15. Reducing the carbon footprint of agriculture.
16. Wildlife or wild animal populations out of control and their impacts on the
environment.
17. Reintroduction of native species to environments.
18. Creating a common agenda for farmers and environmentalists.
19. Agriculture’s response to PETA, Greenpeace and other activist organizations.
20. Protecting our groundwater and surface water supplies.
21. Predators or protected species?
22. The impact of climate change on plant and animal species distribution.
23. The impact of reproductive technologies on saving endangered species.
24. Threats to biodiversity in Ohio.
25. What is the future of biofuels and will it have a major impact on our dependency on
foreign oil?
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Ohio Prepared Public Speaking Scoring Rubric
Name School
Indicators present present present Points Total
5-4 3-2 1-0 Earned Weight Score
Oral Communication – 300 points

A. Speaking Speaks very articulately Speaks articulately, but Speaks articulately, but X 10
without without hesitation. Never has the sometimes hesitates. frequently hesitates.
hesitation and need for unnecessary pauses or Occasionally has the need for a Frequently hesitates or has
memorization hesitation when speaking. long pause or moderate long, awkward pauses while
Speech is completely memorized hesitation when speaking. speaking. Speech is
or minor deviations from written Speech is mostly memorized; somewhat memorized; student
speech do not distract from some deviations from written deviates from written speech
presentation. speech that distract from and must be constantly
speech flow. Student may have prompted.
to be prompted.
B. Tone of Appropriate tone is consistent. Appropriate tone is usually Has difficulty using an X 10
Voice Speaks at the right pace. consistent. appropriate tone.
Pronunciation of words is Speaks at the right pace most of Pace is too fast; nervous.
clear. Intent is apparent. the time, shows some Pronunciation of words is difficult
nervousness. Pronunciation is to understand; unclear.
usually clear, sometimes
vague.
C. Command of Speaker uses power of Speaker presents speech as Speaker bores the audience X 10
audience presentation to engage and mere repeating of facts and with lack of enthusiasm and
captivate the audience with the speech comes across as a power to deliver the speech.
message of the speech. report.
D. Being detail Is able to stay fully detail Is mostly good at being detail Has difficulty being detail X 10
oriented oriented. oriented. oriented.
Always provides details which Usually provides details which Sometimes overlooks details
support the issue; topic is well are supportive of the issue; that could be beneficial to the
organized. displays good organizational issue; lacks organization.
skills.
E. Examples Examples are vivid, precise Examples are usually Examples are abstract or not X 10
and clearly explained. concrete, sometimes needs clearly defined.
Examples are original, logical clarification. Examples are sometimes
and relevant. Examples are effective, but confusing, leaving the listeners
need more originality or with questions.
thought.
F. Connect and Exemplary in connecting facts Sufficient in connecting facts Has difficulty with connecting X 10
articulate facts and issues and articulating and issues and articulating facts and issues and
and issues how they impact the issue how they impact the issue articulating how they impact
locally and globally. locally and globally. the issue locally and globally.
Possesses a strong knowledge Possesses a good knowledge Possesses some knowledge
base and is able to effectively base and is able to, for the base but is unable to articulate
articulate information regarding most part, articulate information regarding related
related facts and current information regarding related facts and current issues.
issues. facts and current issues.
Non-verbal Communication – 200 points

A. Eye Contact Eye contact constantly used as Eye contact is mostly effective Eye contact does not always X 10
an effective connection. and consistent. allow connection with the
Constantly looks at the entire Mostly looks around the speaker.
audience (90-100% of the audience (60-80% of the time). Occasionally looks at someone
time). or some groups (less than
50% of the time).
B. Gestures Gestures are purposeful and Usually uses purposeful Occasionally gestures are X 10
effective. gestures. used effectively. Hands are not
Hand motions are expressive Hands are sometimes used to used to emphasize talking
and used to emphasize talking express or emphasize. points; hand motions are
points. Confident posture with Occasionally slumps; sometimes distracting. Lacks
positive body language. sometimes negative body positive
language. body language; slumps.
C. Mannerisms Does not have distracting Sometimes has distracting Have mannerisms that pull X 10
mannerisms that affect mannerisms that pull from the from the effectiveness of the
effectiveness. presentation. presentation.
No nervous habits. Sometimes exhibits nervous Displays some nervous habits
habits or ticks. – fidgets or anxious ticks.
Rev. 9/29/2014 Page 200

D. Well-poised Is extremely well-poised. Usually is well-poised. Isn’t always well-poised. X 10
Poised and in control at all Poised and in control most of Sometimes seems to lose
times. the time; rarely loses composure.
composure.
Response to Questions – 300 points

A. Speaking Speaks unrehearsed with Speaks unrehearsed mostly Displays nervousness or X 10
unrehearsed comfort and ease. with comfort and ease, but seems unprepared when
(question and Is able to speak quickly with sometimes seems nervous or speaking unrehearsed.
answer) organized thoughts and unsure. Seems to ramble or speaks
concise answers. Is able to speak effectively, before thinking or compiling
has to stop and think, and thoughts.
sometimes gets off focus.
B. Answer shows thorough Answer shows some Answer shows little knowledge X 50
Demonstrates knowledge of the subject of the knowledge of the subject. Some of the subject.
knowledge of speech. evidence, but lacking in Evidence is lacking to support
topic Supports answer with strong strength. the answer.
evidence.
SUB-TOTAL
Deductions
Time deduction Subtract .5 points for each second over eight minutes or under
six minutes
Manuscript Speech must include: -50 pts
deduction 1. title page with student name, contest, school, and speech title
2. bibliography with a minimum of 2 references listed
3. typewritten, double-spaced paper with correct grammar and
spelling
TOTAL
Rev. 9/29/2014 Page 201

Ohio Beginning Prepared Public Speaking Scoring Rubric
Name School

without without hesitation. Never has the sometimes hesitates. frequently hesitates.
hesitation and need for unnecessary pauses or Occasionally has the need for a Frequently hesitates or has
memorization hesitation when speaking. long pause or moderate long, awkward pauses while
Speech is completely memorized hesitation when speaking. speaking. Speech is
or minor deviations from written Speech is mostly memorized; somewhat memorized; student
speech do not distract from some deviations from written deviates from written speech
presentation. speech that distract from and must be constantly
speech flow. Student may have prompted.
to be prompted.
usually clear, sometimes
vague.
support the issue; topic is well are supportive of the issue; that could be beneficial to the
skills.
thought.
articulate facts and issues and articulating and issues and articulating facts and issues and
and issues how they impact the issue how they impact the issue articulating how they impact
locally and globally. locally and globally. the issue locally and globally.
Possesses a strong knowledge Possesses a good knowledge Possesses some knowledge
base and is able to effectively base and is able to, for the base but is unable to articulate
articulate information regarding most part, articulate information regarding related
related facts and current information regarding related facts and current issues.
issues. facts and current issues.

50% of the time).
effective. gestures. used effectively. Hands are not
Hand motions are expressive Hands are sometimes used to used to emphasize talking
and used to emphasize talking express or emphasize. points; hand motions are
points. Confident posture with Occasionally slumps; sometimes distracting. Lacks
positive body language. sometimes negative body positive
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composure.

evidence.
SUB-TOTAL
Deductions
Time deduction Subtract .5 points for each second over seven minutes or under
five minutes
Manuscript Speech must include: -50 pts
deduction 1. title page with student name, contest, school, and speech title
2. bibliography with a minimum of 2 references listed
3. typewritten, double-spaced paper with correct grammar and
spelling
TOTAL
Rev. 9/29/2014 Page 203

Ohio Extemporaneous Speaking Scoring Rubric
Name School
Speech Topic:

without without hesitation. Never sometimes hesitates. frequently hesitates.
hesitation has the need for Occasionally has the need for a Frequently hesitates or has
unnecessary pauses or long pause or moderate long, awkward pauses while
hesitation when speaking. hesitation when speaking. speaking.
usually clear, sometimes vague.
support the issue; is well are supportive of the issue; that could be beneficial to the
skills.
thought.
articulate facts and issues and articulating and issues and articulating how facts and issues and articulating
and issues how they impact the issue they impact the issue locally how they impact the issue locally
locally and globally. and globally. Possesses a good and globally. Possesses some
Possesses a strong knowledge knowledge base and is able to, knowledge base but is unable to
base and is able to effectively for the most part, articulate articulate information regarding
articulate information regarding information regarding related related facts and current issues.
related facts and current facts and current issues.
issues.

50% of the time).
effective. gestures. used effectively.
Hand motions are expressive Hands are sometimes used to Hands are not used to
and used to emphasize talking express or emphasize. emphasize talking points; hand
points. Confident posture with Occasionally slumps; motions are sometimes
positive body language. sometimes negative body distracting. Lacks positive
Rev. 9/29/2014 Page 204

composure.

evidence.
SUB-TOTAL
Deductions
Time deduction Subtract .5 points for each second over six minutes or under four
minutes
TOTAL
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Ohio Creed Speaking Scoring Rubric
Name____________________________ School ___________________________

without without hesitation. Never has sometimes hesitates. frequently hesitates. Has long,
hesitation and the need for unnecessary Occasionally has the need for a awkward pauses while speaking.
memorization pauses or hesitation when long pause or moderate Creed is mostly memorized;
speaking. Creed is completely hesitation when speaking. some deviations/missing words
memorized. Creed is mostly memorized; or occur that distract from speech
minor deviations occur that do flow. Student may have to be
not distract from presentation. prompted.
B. Pace Speaks at a moderate pace to Speaks at a moderate pace Pace is too fast or too slow; X5
be clear. most of the time, but shows nervous.
some nervousness.
C. Tone Voice is upbeat, impassioned Voice is somewhat upbeat, Voice is not upbeat; lacks X5
and under control. impassioned and under passion and control.
control.
D. Pronunciation of words is very Pronunciation of words is Pronunciation of words is X5
Pronunciation clear and intent is apparent. usually clear, sometimes difficult to understand; unclear.
mumbled.
E. Volume Emitted a clear, audible voice Emitted a somewhat clear, Emitted a barely audible voice X5
for the audience present. audible voice for the audience for the audience present.
present.

an effective connection. and consistent. Mostly looks allow connection with the
Constantly looks at the entire around the audience (60-80% speaker. Occasionally looks at
audience (90-100% of the of the time). someone or some groups (less
time). than 50% of the time).
effective. Hand motions are gestures. Hands are used effectively. Hands are not
expressive and used to sometimes used to express or used to emphasize talking
emphasize talking points. emphasize. Occasionally points; hand motions are
Confident posture with positive slumps; sometimes negative sometimes distracting. Lacks
body language. body language. positive body language;
slumps.
effectiveness. No nervous presentation. Sometimes presentation. Displays some
habits. exhibits nervous habits or nervous habits – fidgets or
ticks. anxious ticks.
D. Well-poised Is extremely well-poised. Usually is well-poised. Poised Isn’t always well-poised. X 10
Poised and in control at all and in control most of the time; Sometimes seems to lose
times. rarely loses composure. composure.
Question and Answer – 300 points

A. Being detail Is able to stay fully detail Is mostly good at being detail Has difficulty being detail X 20
oriented oriented. Always provides oriented. Usually provides oriented. Sometimes
details which support details which are supportive of overlooks details that could be
answers/basis of the question. the answers/basis of the beneficial to the answers/basis
question. of the question.
B. Speaking Speaks unrehearsed with Speaks unrehearsed mostly Displays nervousness or X 20
unrehearsed comfort and ease. Is able to with comfort and ease, but seems unprepared when
speak quickly with organized sometimes seems nervous or speaking unrehearsed.
thoughts and concise answers. unsure. Is able to speak Seems to ramble or speaks
effectively, has to stop and before thinking or compiling
think, and sometimes gets off thoughts.
focus.
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C. Examples Examples are vivid, precise Examples are usually Examples are abstract or not X 20
and clearly explained. concrete, sometimes need clearly defined. Examples are
Examples are original, logical clarification. Examples are sometimes confusing, leaving
and relevant. effective, but need more the listeners with questions.
originality or thought.
TOTAL
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Examples of Agricultural Related Soil Survey Report Questions for State FFA Agricultural Land
Judging CDE (Using Franklin County, Ohio Soil Survey)
Mark the correct answer.

1. How many acres of Kokomo silty clay loam are in Franklin County?
_____ a) 7,700
_____ b) 36,442
_____ c) 360
_____ d) 1,803
2. What corn yield would you expect on Kokomo silty clay loam?
_____ a) 135 bu
_____ b) 100 bu
_____ c) 180 cu
_____ d) 220 bu
3. What is the depth to bedrock in Milton soils?

_____ a) Deep
_____ b) Moderately Deep
_____ c) Shallow
_____ d) Very Shallow
4. What is the available water capacity of Pewamo silty clay loam?

_____ a) Low
_____ b) Moderate
_____ c) High
_____ d) Very High
5. What is the land capability classification of Miamian clay loam, 6 to 12 percent slopes, severely
eroded?
_____ a) IIIe
_____ b) VIe
_____ c) IIe
_____ d) IVe
6. What is the suitability of Miamian clay loam, 6 to 12 percent slopes, severely eroded for crops?
_____ a) Very Poorly
_____ b) Poorly
_____ c) Well Suited
_____ d) Unsuited
7. What is the depth of mottling in the typical Medway silt loam, occasionally flooded soil?
_____ a) 21 inches
_____ b) 16 inches
_____ c) 32 inches
_____ d) 40 inches
Rev. 9/29/2014 Page 208

8. What is the permeability of Miamian soils?
_____ a) Slow
_____ b) Moderate
_____ c) Moderately Slow
_____ d) Rapid
9. What soils were included in mapping the Eldean silt loam, 2 to 6 percent slopes map unit?
_____ a) Miamian, Crosby and Lewisburg
_____ b) Sloan, Ross and Genesee
_____ c) Ockley, Sleeth and Westland
_____ d) Kendallville and Crosby
10. What is the drainage class of Pewamo silty clay loam?

_____ a) Well drained
_____ b) Moderately well drained
_____ c) Somewhat poorly drained
_____ d) Very poorly drained
Rev. 9/29/2014 Page 209

Answer Key to Agricultural Related Questions with location in the Franklin County, Ohio Soil
Survey.
1. b) 36,442 acres - From table 4 on page 123.

2. a) 135 bushels - From table 5 on page 126.
3. b) Moderately deep - Milton series page 97. Also first sentence of MoB and MoC2 map unit
descriptions on pages 48 and 49.
4. c) High - 4th paragraph of Pewamo silty clay loam (Pm) map unit on page 53.
5. d) IVe - Next to last line of MmC3 map unit description on page 47.
6. b) Poorly Suited - 1st line of 6th paragraph of MmC3 map unit description on page 47.
7. a) 21 inches - Second paragraph of Mh map unit description on page 43.
8. c) Moderately Slow - 4th paragraph of MkB, M1B2 and M1C2 map unit descriptions on pages 43, 44
and 45. Also second line of 1st paragraph of Miamian series on page 97.
9. c) Ockley, Sleeth and Westland - Third paragraph of E1B map unit on page 32.
10. d) Very Poorly Drained – Second line of Pm map unit description on page 53. Also, 1st line of
Pewamo series description on page 100.
Rural Soil Judging Contest - Explanation on Soil Drainage and Land Use
During the last year or two, there has been a little gray area that has been exposed and some confusion has
ensued on how subsurface drainage can improve the intensity of cropping (land use). I believe everyone
understands that subsurface drainage improves air and water movement, and thus land use can be
intensified.
Rev. 9/29/2014 Page 210

The question is:
“How do we deal with situations where you have multiple limitations, and subsurface drainage is used
to improve air and water movement?”
Answer:
The reality is, subsurface drainage improves air and water movement, and when you can use subsurface
drainage you will. In the event you have multiple limitations including natural soil drainage, and you select
subsurface drainage, you have corrected the air and water movement and you can intensify the land use to
the next most limiting soil condition.
A couple of items to consider:
1 – Subsurface drainage can only be used on soils with slopes of 0 to 6 percent slopes. Therefore, if you
have an 8 percent slope, you will not be able to use subsurface drainage to improve air and water
movement.
2 – The only time this scenario will be applicable is when you have a natural drainage class of poorly
drained and very poorly drained. If you have a somewhat poorly drained soil, and you have another
limitation, you can’t correct the air and water movement to a point where it will overcome another
limitation.
Examples:
Example 1
Let’s say you have a soil that is, 2 – gently sloping, 8 – none to slight erosion, 14 – loamy,
18 – deep, and 24 – poorly or very poorly drained. Land capability
class would be, 28 – IIIW.
Land use would be, 35 – This land can be row cropped moderately intensively.
In this example subsurface drainage will be selected, and thus air and water will no longer be a concern.
However, we can’t improve the cropping intensity to 34 because we still have a slope limitation.
Example 2
Let’s say you have a soil that is, 1 – nearly level, 8 – none to slight erosion, 14 – loamy,
19 – moderately deep, and 24 – poorly or very poorly drained. Land capability
class would be, 28 – IIIW.
However, we can’t improve the cropping intensity to 34 because we still have a soil depth limitation.
Rev. 9/29/2014 Page 211

Example 3
Let’s say you have a soil that is, 3 – sloping, 9 – moderate erosion, 14 – loamy, 19 –
moderately deep, and 24 – poorly or very poorly drained. Land capability
class would be, 28 – IIIW, or IIIE.
Land use would be, 36 – This land can be row cropped moderately.
In this example subsurface drainage will NOT be selected because we are on a slope that is greater than 6
percent. Therefore, you can’t move up the land use class. You also have a slope issue that is the same
limitation class as the drainage.
Example 4
Let’s say you have a soil that is, 2 – gently sloping, 8 – none to slight erosion, 14 – loamy,
18 – deep, and 23 – somewhat poorly drained. Land capability
class would be, 27 – IIW, or IIE
However, we can’t improve the cropping intensity to 34 because we still have a slope limitation.
Example 5
18 –deep, and 23 – somewhat poorly drained. Land capability
class would be, 27 – IIW
Land use would be, 34 – This land can be row cropped intensively.
You can improve land use to 34 because there are no other soil limitations. The question above does not
apply to this scenario because there are no other soil limitations other than the drainage problem.
Example 6
18 –deep, and 24 –poorly or very poorly drained. Land capability
class would be, 28 – IIIW
Land use would be, 34 – This land can be row cropped intensively.
You can improve land use to 34 because there are no other soil limitations. The question above does not
apply to this scenario because there are no other soil limitations other than the drainage problem.
Rev. 9/29/2014 Page 212

RURAL SOILS JUDGING CONTEST ANSWER FORM
PIT #
NAME
SCHOOL #
Please circle the correct answer:
PART 1- LAND DESCRIPTION

SLOPE IS: (Choose one) (10 POINTS POSSIBLE)
1 2 3 4 5 6 7
EROSION OR DEPTH OF TOPSOIL IS: (Choose one) (10 POINTS POSSIBLE)
8 9 10 11 12 13
TEXTURE OF SURFACE SOIL IS: (Choose one) (10 POINTS POSSIBLE)
14 15 16 17
DEPTH OF SOIL IS: (Choose one) (10 POINTS)
18 19 20 21
NATURAL DRAINAGE CLASS OF SOIL IS: (Choose one) (10 POINTS POSSIBLE)
22 23 24 25
PART 2- LAND CAPABILITY:

LAND CLASS FOR THE AREA: (Choose one) (10 POINTS POSSIBLE)
26 27 28 29 30 31 32 33
PART 3- LAND USE

SELECT THE MOST INTENSIVE CROPPING SYSTEM OR USE: (Choose one) (20 POINTS
POSSIBLE)
34 35 36 37 38 39 40
PART 4- RECOMMENDED CONSERVATION PRACTICES SELECT ONLY THOSE

PRACTICES WHICH APPLY TO THE SITE BEING JUDGED AS THROUGH EXISTING
IMPROVEMENTS WERE NOT PRESENT: (Choose all that apply- Defect Score- 48 points
possible)
41 42 43 44 45 46 47 48 49 50 51 52
Rev. 9/29/2014 Page 213

Examples of Urban Related Soil Survey Report Questions for State FFA Urban Judging CDE.
(Using Franklin County, Ohio Soil Survey)
Mark the correct answer.

1. What soil properties limit the use of Ritchey silt loam, 12 to 18 percent slopes, eroded (RhD2) for
dwellings with basements?
_____ a) Floods, shrink-swell
_____ b) Slope, wetness
_____ c) Depth to rock, slope
_____ d) Ponding, low strength
2. What is the probability of finding a source of sand and gravel in Eldean silt loam, 0 to 2 percent slopes
(E1A)?
_____ a) Good
_____ b) Fair
_____ c) Poor
_____ d) Unsuited
3. What is the degree of limitation for using Miamian silty clay loam, 6 to 12 percent slopes, eroded
(M1C2) for lawn and landscaping?
_____ a) Slight
_____ b) Moderate
_____ c) Severe
_____ d) Very Severe
4. What is the typical depth to mottling in Bennington silt loam, 2 to 6 percent slopes (BeB)?
_____ a) 5 inches
_____ b) 10 inches
_____ c) 14 inches
_____ d) 9 inches
5. What is the drainage class of Condit silt loam (Cn)?

_____ a) Well drained
_____ b) Moderately well drained
_____ c) Somewhat poorly drained
_____ d) Poorly drained
6. What is the color of the Eldean silt loam, 0 to 2 percent slopes (E1A) surface layer?
_____ a) Brown
_____ b) Yellowish brown
_____ c) Dark grayish brown
_____ d) Black
Rev. 9/29/2014 Page 214

7. What is the depth to seasonal high water table in Celina silt loam, 2 to 6 percent slopes (CeB)?
_____ a) < 12 inches
_____ b) 12 to 18 inches
_____ c) 18 to 36 inches
_____ d) 36 to 48 inches
8. What is the permeability in the substratum of Ockley silt loam, 0 to 2 percent slopes (OcA)?
_____ a) Slow
_____ b) Moderate
_____ c) Very slow
_____ d) Very rapid
9. What is the major land use on Ross silt loam, occasionally flooded (Rs)?
_____ a) Recreational uses
_____ b) Farming
_____ c) Buildings
_____ d) Forestry
10. What soil is the best source of topsoil?

_____ a) Ross silt loam, occasionally flooded (Rs)
_____ b) Pewamo silty clay loam (Pm)
_____ c) Miamian silt loam, 2 to 6 percent slopes (MkB)
_____ d) Eldean silt loam, 0 to 2 percent slopes (E1A)
Rev. 9/29/2014 Page 215

Answer Key to Urban Related Questions with location in the Franklin County, Ohio Soil Survey.
1. c) Depth to bedrock, slope - Page 151 of soil survey and next to last paragraph of RhD2 map
unit on page 56.
2. a) Good - Page 160 of the soil survey and the last sentence of the next to last paragraph of E1A
map unit on page 32.
3. b) Moderate - Page 150 of the soil survey.
4. d) 9 inches - Second paragraph of BeB map unit on page 14.
5. d) Poorly drained - First sentence of Condit silt loam description on page 25 and first line of
Condit soil series description on page 88.
6. a) Brown - First sentence of the second paragraph of the E1A map unit description on page 31.
7. c) 18 to 36 inches - Last sentence of the fourth paragraph of the CeB map unit on page 23. Also
found on page 182.
8. d) Very rapid - First sentence of the fourth paragraph of OcC2 map unit on page 53.
9. b) Farming - Fifth paragraph of Rs map unit on page 56.
10. a) Ross silt loam, occasionally flooded - Table 12, construction materials on pages 159 thru
163.
Rev. 9/29/2014 Page 216

Mammals
001. Badger 014. Mole, starnose 027. Skunk, striped
002. Bat, big brown 015. Mouse, house 028. Squirrel, eastern fox
003. Bat, hoary 016. Mouse, meadow jumping 029. Squirrel, eastern gray
004. Bear, black 017. Mouse, white-footed 030. Squirrel, red
005. Beaver 018. Muskrat 031. Squirrel, southern flying
006. Bobcat 019. Myotis, little brown 032. Squirrel, thirteen-lined ground
007. Chipmunk, eastern 020. Opossum, Virginia 033. Vole, meadow
008. Coyote 021. Otter, river 034. Weasel, least
009. Deer, whitetail 022. Rabbit, eastern cottontail 035. Weasel, longtail
010. Fox, gray 023. Raccoon 036. Woodchuck
011. Fox, red 024. Rat, Norway 037. Woodrat, eastern
012. Mink 025. Shrew, least
013. Mole, eastern 026. Shrew, short-tailed
Gamebirds
001. Black Duck 014. Grouse, ruffed 027. Scaup, lesser
002. Bobwhite, northern 015. Loon, common 028. Shoveler, northern
003. Bufflehead 016. Mallard 029. Snipe, Wilson’s
004. Canvasback 017. Merganser, common 030. Swan, mute
005. Coot, American 018. Merganser, hooded 031. Swan, tundra
006. Dove, mourning 019. Merganser, red-breasted 032. Teal, blue-winged
007. Gadwall 020. Pheasant, ring-necked 033. Teal, cinnamon
008. Gallinule, common 021. Pintail, northern 034. Teal, green-winged
009. Goldeneye, 022. Rail, sora 035. Turkey, wild
common
010. Goose, Canada 023. Rail, Virginia 036. Wigeon, American
011. Goose, snow 024. Redhead 037. Wood Duck
012. Grebe, horned 025. Ring-Necked Duck 038. Woodcock, American
013. Grebe, pied-billed 026. Ruddy Duck
Rev. 9/29/2014 Page 217

Fish
001. Bass, largemouth 014. Crappie, black 027. Pickerel, grass
002. Bass, rock 015. Creek Chub 028. Pike, northern
003. Bass, smallmouth 016. Drum, freshwater 029. Redhorse Sucker
004. Bass, spotted 017. Eel, American 030. Salmon, chinook
005. Bass, white 018. Gar, longnose 031. Salmon, coho
006. Bluegill 019. Gizzard Shad 032. Sauger
007. Bowfin 020. Golden Shiner 033. Trout, brown
008. Buffalofish 021. Lamprey 034. Trout, lake
009. Bullhead, brown 022. Minnow, bluntnose 035. Trout, rainbow
010. Bullhead, yellow 023. Minnow, fathead 036. Sturgeon, lake
011. Carp 024. Muskellunge 037. Sunfish, green
012. Catfish, channel 025. Perch, yellow 038. Sunfish, redear
013. Catfish, flathead 026. Pickerel, chain 039. Walleye
Food and Cover Plants

001. Amaranth 016. Dogwood 031. Partridgeberry
(Pigweed)
002. Aspen 017. Duckweed 032. Pine, Red
003. Autumn Olive 018. Elderberry 033. Pine, Eastern White
004. Beech 019. Garlic Mustard 034. Pondweed
005. Bluestem, big 020. Grape, wild 035. Poison Ivy
006. Bindweed 021. Grass, brome 036. Purple Loosestrife
007. Bittersweet, Asian 022. Grass, orchard 037. Queen Anne’s Lace
008. 023. Grass, switch 038. Ragweed
Bramble/Blackberry/Ras
pberry
009. Buckthorn 024. Hawthorn 039. Smartweed
010. Bulrush 025. Hickory 040. Sumac
011. Cattail 026. Honeysuckle, Japanese 041. Sunflower
012. Cedar 027. Maple 042. Timothy
013. Clover, bush 028. Millet 043. Yarrow
014. Clover, red 029. Multiflora Rose
015. Crabapple 030. Oak
Rev. 9/29/2014 Page 218

Equipment
001. Aerial net 017. Flow/current meter 032. Shovel/spade
002. Anemometer (wind 018. Hand compass 033. Sling psychrometer
meter)
003. Axe, single or 019. Hand lens 034. Snake hook
double bit
004. Backpack fire 020. Hand level 035. Soil analysis sieve
pump
005. Binoculars 021. Live animal traps 036. Soil sampler
006. Bottom-sampling 022. Minnow trap 037. Soil test kit
dredge
007. Carbon monoxide 023. pH meter/kit 038. Sound level meter
tester
008. Conibear trap 024. Plankton Net 039. Spotting scope
009. Dessicator 025. Plant press 040. Steel spring trap
010. Dissolved oxygen 026. Post-hole digger 041. Survey chains &/or tapes
meter
011. Dot Grid 027. Range pole/rod 042. Survey pins
012. Drafting 043. Tally meter
instruments
013. Drip torch 028. Secchi disk 044. Transit
014. Egg incubator 029. Seine 045. Water sampler
015. Fire rake 030. Sharpening stone 046. Water test kit
016. Fire swatter 031. Shell reloading equipment
Rev. 9/29/2014 Page 219

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Appendix

Agricultural Issues Forum 9

Agricultural Mechanics Skills 12

Agricultural Power Diagnostics 13

Environmental and Natural Resources 50

Food Science and Technology 79

General Livestock 107

Grain Merchandising 108

Job Interview 114

Meats Evaluation and Technology 132

Milk Quality and Products 143

Nature Interpretation 145

Nursery and Landscaping 148

Outdoor Power Equipment 179

Parliamentary Procedure, Advanced 181

Parliamentary Procedure, Novice 184

Rev. 9/29/2014 Page 1

Public Speaking 196

Rural Soils 208

Urban Soils 214

Wildlife Management 217

Rev. 9/29/2014 Page 2

Detailed Strategic Plan

TOTAL POINTS 200

Rev. 9/29/2014 Page 3

Rev. 9/29/2014 Page 4

Possible Score Member Score

Accuracy of information and quotes 15

Clarity and conciseness 10

Correct style (AP) 10

Grammar, spelling, punctuation and word 10

Organization and format 10

Total Possible: 100

Rev. 9/29/2014 Page 5

Possible Score Member Score

Effective use of medium 20

Technical skills specific to activity 20

Clarity of communication (writing) 10

Organization and format 10

Total Possible: 100

Rev. 9/29/2014 Page 6

Possible Score Member Score

Overall aesthetics of design 20

Technical skills specific to activity 20

Use of graphic design principles 15

Neatness and creativity 15

Choice and placement/cropping of photo(s) and 15

Writing and editing (specific to activity) 15

Total Possible: 100

Rev. 9/29/2014 Page 7

Possible Score Team Score

Practicum Scores 300

Media Plan Proposal 200

Media Plan Presentation 125

Test Scores 150

Total Possible: 775

Rev. 9/29/2014 Page 8

The portfolio must be emailed to Tom Oglesby, CDE Coordinator, at toglesby@ohioffa.org 14

Possible 15-11 10-6 5-1

Team Sub Total:

*Deduction for exceeding the maximum number of Deduction:

*Deduction for portfolios received after postmark Deduction:

Rev. 9/29/2014 Page 9

Time Started Time Finished Unused Minutes