2015 - 2016 Ohio FFA CDE HANDBOOK

Transcription

2015 - 2016
Ohio FFA
CDE HANDBOOK
TABLE OF CONTENTS
Introduction
3
Career Development Events Fee Sheet
12
Career Development Events Summary Sheet
13
Agricultural Communications
16
Agricultural Issues Forum
29
Agricultural Mechanics Skills
36
Agricultural Power Diagnostics
39
Agricultural Sales
44
Agricultural Technology and Mechanical Systems
58
Agronomy
69
Animal Behavior, Welfare and Husbandry
75
Animal Health, Veterinary Science
79
Animal Management
126
Aquarium Management
136
Cooperative Education
147
Dairy Cattle
149
Dairy Handlers
154
Environmental and Natural Resources
156
Equine Management
174
Farm Business Management
180
Floriculture
184
Food Science and Technology
199
Forestry
226
General Livestock
238
Grain Merchandising
242
Rev. 1/6/2016
Page 1
TABLE OF CONTENTS
Greenhand Quiz
245
Grooming
246
Job Interview
257
Meats Evaluation and Technology
280
Milk Quality and Products
295
Nature Interpretation
303
Nursery and Landscaping
310
Outdoor Power Equipment
346
Parliamentary Procedure, Advanced
352
Parliamentary Procedure, Novice
360
Poultry Management
371
Public Speaking
379
Soils, Agricultural
400
Soils, Urban
406
Wildlife Management
413
Rev. 1/6/2016
Page 2
INTRODUCTION AND GENERAL RULES FOR ALL
CAREER DEVELOPMENT EVENTS
Agricultural Education Career Development Events (CDEs) are educational activities that are organized
and conducted by the Ohio Department of Education, Office of Career-Technical Education, Agricultural
Education Service. They are designed to assess student competence in business and industry verified
occupational skills, as detailed in the Agricultural and Environmental Content Standards. CDE’s are a
motivating force that stimulates occupational interests in and personal development of high school
students enrolled in agricultural education programs. The Ohio CDE Rules contain all official information
regarding agricultural education CDE’s for the school year. Periodically, revisions may occur to CDE
operations. All revisions can be found on the Ohio FFA website at www.ohioffa.org.
Ohio CDE Philosophies
The following statements represent the Agricultural Education Service’s philosophy regarding CDE’s:
1. CDE’s should accurately assess a student’s potential to be productive in an agricultural
occupation. This requires CDEs to be based on business and industry identified academic,
occupational, and/or employability skills.
2. CDE’s should be of sufficient breadth as to adequately assess a student’s ability to succeed in a
particular occupation or occupational cluster. This requires CDEs to focus on a significant
segment of the competencies identified for an occupation or occupational cluster.
3. CDE’s must be reasonably understandable for the average student and yet challenging for the
most advanced student.
4. CDE’s must recognize outstanding individuals and as well as provide a sense of
accomplishment to those students that reach industry established standards of quality.
5. CDE’s must be designed to be challenging and provide opportunities for student success
regardless of race, gender, handicap, or national origin.
6. CDE’s should provide for the maximum possible opportunity for participation by all students.
This participation should only be limited by the capacity of staff or facility to deliver a quality
CDE.
These philosophies were derived from the following beliefs about CDE customers:
1. CDE customers include students who are interested in careers in agricultural occupations, the
agricultural industry, and Agricultural Education Instructors.
2. Customer expectations of CDE’s vary by customer. An effective CDE meets all of the
following expectations: Students expect recognition and a sense of accomplishment from
CDEs. They also expect to be challenged by a CDE’s difficulty without it being perceived as
insurmountable. They expect to know their accomplishments in CDEs reflect their eventual
productivity in agricultural occupations. The agricultural industry expects CDEs to assess the
performance capabilities, as required by the workplace, of Agricultural Education Students.
Agricultural Education Instructors expect CDE’s to be motivational, broadly based, and
Rev. 1/6/2016
Page 3
related to the instruction they are providing to students. Agricultural Education Instructors
expect CDE’s to be motive-based, and related to the instruction they are providing to students.
CDE Coordination
Local Activities
CDE’s should be an outgrowth of classroom, laboratory, FFA, and Supervised Agricultural Experience
(SAE) program instruction. Local competitions may be used to broaden student participation and to
provide performance assessment opportunities. Local CDEs are the responsibility of the local
agricultural education teacher. Local recognition should be given at the FFA banquet and through the
news media.
District Activities
CDE districts typically parallel state FFA districts. District CDEs may be planned to enhance student
learning and to provide further assessment opportunities. Voluntary District CDEs are the responsibility
of the district’s agricultural education teachers. District elimination CDEs are coordinated by the
Agricultural Education Service with assistance from district agricultural education teachers. The same
qualifying participants will participate at the state level unless there is a medical or other
emergency.
District elimination is required in the following CDEs:
Agricultural & Industrial Diagnostics
Ag Issues (if needed)
Agricultural Mechanics Skills *
Agricultural Sales
Job Interview
Parliamentary Procedure
Public Speaking Rural Soils**
Urban Soils **
Ag. Communications (if more than 2 teams per district
want to participate)
Food Science and Technology (if more than 2 teams
per district want to participate)
Outdoor Power Equipment*
*If the top 2 individuals in Ag Mechanic Skills and Outdoor Power Equipment are not on the top 2
winning teams going on to the state event, then they shall be eligible to participate at the state level as
individuals.
**If the top 5 individuals in Rural Soils and Urban Soils are not on the top 5 winning teams going on to
the state event, then they shall be eligible to participate at the state level as individuals.
State Activities
State CDEs are coordinated by the Ohio Department of Education, Office of Career-Technical
Education, Agricultural Education Service. They provide further education and assessment opportunities
for agricultural students. When applicable, state CDEs are used to determine Ohio’s representatives to
regional and national CDEs.
Rev. 1/6/2016
Page 4
Regional Activities
Where applicable, teams placing second in state CDEs represent Ohio in regional events. First place
teams represent Ohio in regional CDEs if no National CDE is held. Regional CDE’s are held in
conjunction with the Eastern States Exposition (Big E) in West Springfield, Massachusetts.
Personnel Responsible for CDE Coordination
The Ohio Department of Education, Office of Career-Technical Education, Agricultural Education Service
provides coordination for all state sanctioned Career Development Events. Further, statewide coordination
is provided for CDE design and district elimination activities. The State CDE Coordinator carries out
coordination responsibilities for state CDEs. CDE superintendents organize individual CDE operations.
State CDE Coordinator
Questions regarding district elimination, state, regional, and national CDEs should be forwarded to:
Tom Oglesby, CDE Coordinator
Ohio FFA Association
25 South Front Street, MS 603
Columbus, Ohio 43215
Email: [email protected]
NOTE: All CDE Purchase Orders and payments must be forwarded to the Columbus address.
CDE Superintendents
CDE superintendents, as appointed by the State CDE Coordinator, are responsible for:
1.
2.
3.
4.
Selection of all animals, equipment, and materials
Setting up the operations of their assigned CDE
Taking down, returning, or storing all CDE materials
In charge of all activities during their respective CDE’s operation and will report any rule
infractions to the State CDE Coordinator
5. May assign specific duties and responsibilities to assistant superintendents and other helpers,
as deemed appropriate.
Rev. 1/6/2016
Page 5
Career Development Event Policy
Eligibility
Each participant must be a current, bona fide, dues paying FFA member in good standing with the local
chapter, State FFA Association, and the National FFA Organization during the school year which the
participant in competing.
1. A member of any 1st place team or individual in an individual CDE, is not eligible to compete in the
same CDE on the state level. The top 4 scores are considered the team, even though the top 3 scores
count as the total score, expect when stated in the general operations of each CDE, respectively.
2. Any individual competing in an official National FFA CDE is ineligible to participate in the same CDE
on the state level.
General Rules
1. Communication between contestants during a CDE is prohibited.
2. Contestants are prohibited from carrying any type of communication device (e.g. cell phone, walkietalkie, and pager) during a CDE event.
3. CDE contestants arriving after the start of an event are prohibited from the event unless arrangements
have been made with the state CDE coordinator due to extenuating purposes.
4. Contestants may not receive assistance from any sources other than CDE officials present at the event.
5. Participants should bring at least two (2) No. 2 pencils to each CDE. Participants are prohibited to bring
paper (e.g. notes, crib sheets, and templates) into a CDE unless communicated by the CDE Coordinator.
Solar or battery powered pocket calculators may be used during state CDE however must be nonprogrammable and silent.
6. Participants may be removed from an event if participants’ actions are hazardous to themselves or other
contestants participating in the event.
7. An ineligible participant competing in a CDE shall result in the team being removed from competition.
However, the team members may compete for individual placing.
8. The use of tobacco, alcohol, or drugs is prohibited during a CDE.
9. Only CDE officials and staff are permitted in the immediate event area including prior to and during any
CDE. Observing, photo taking, and videotaping will be prohibited prior, during and at the conclusion
any CDE.
10. An agricultural educator receiving secure CDE information (e.g. online assessment questions) for any
state CDE is required to turn the information over immediately to state CDE coordinator or state
agricultural education service staff.
11. Agricultural educators should not enter teams without providing a reasonable amount of training.
12. Teachers are to maintain the highest standards of professionalism, and students adhere to the highest
standards of sportsmanship and integrity.
13. Teachers are prohibited to proctor online exams or review exams while students are completing the
online assessment.
Rev. 1/6/2016
Page 6
14. Results posted on www.judgingcard.com or distributed in written form are considered unofficial for a
period of seven (7) days following the posting. The results shall be declared official and no changes will
be made after seven (7) days from initial posting. Any administrative errors in scoring shall be directed
to the CDE Coordinator in writing, with supporting evidence within the seven (7) day period. Student
errors in completing the form will not be considered. The selection of teams or individuals for
participation in National FFA CDEs, the Big E, and scholarship programs will be selected after the
seven (7) day period has expired.
Violations of General Rules
Violations of any of the general rules may be grounds for the State CDE Coordinator to disqualify the educators
and participants.
Policy and Procedure for Requesting Special Needs Accommodations for Career Development Events
Based on recommendations from the Ohio FFA Association Board of Trustees the Ohio FFA Association has
implemented the following policy for processing request from FFA members who have qualified for state level
competition for special needs accommodations for medically documented disabilities and special needs. The
Ohio FFA Association will provide necessary forms in the process. The form used for a participant to make a
special needs request is available the Ohio FFA Association website (www.ohioffa.org) in the specific event or
program area.
If any advisor has a member that has qualified to compete at the state level that has a disability, for which they
believe will need to be provided an accommodation, need to complete the form entitled Application for
Requests for Special Needs Accommodation. This application form is available on the Ohio FFA Association
website in the specific programs area. The advisor along with the participant and parent need to complete and
sign this form. The form will need to be sent to the state CDE coordinator 10 days prior to the state event.
This is only an application for accommodation. After the application is reviewed by Ohio FFA Staff, further
documentation will be required.
Once the Ohio FFA Association receives the participants’ application request for a special needs
accommodation the application will be reviewed and if valid evidence is shown Ohio FFA will make contact
with the advisor. The advisor and participant will be sent information on the documentation that will be needed
to determine what, if any accommodations can be provided in the specific program area. The documentation
that will be required will be information regarding the diagnosis and limiting nature of the participant’s
disability. Once all the documentation is compiled it will need to be sent to the Ohio FFA Association staff in
charge of Special Needs Assistance in Ohio FFA Programs. If there is any further information that is needed the
advisor and or the parents will be contacted.
Once all the documentation has been compiled and sent to the Ohio FFA Association the documentation for
each request will be reviewed by the special needs specialist from Ohio FFA and a team of independent
reviewers who are accredited in special needs assistance. At that time it will be determined what
Rev. 1/6/2016
Page 7
accommodations are needed for the participant in their specific event. In some cases it may be recommended by
the reviewers that no accommodation is needed. Once the status of the member has been determined the advisor
and the member and the member’s parents will be notified of what accommodations are going to be provided
for the participant.
Career Development Event Exam Proctor Nondisclosure Agreement
The career development event exam proctor nondisclosure agreement will need to be completed by a proctor
before proctoring an online exam. Failure to having this document signed and submitted to Ohio FFA Staff will
result in the disqualification of the exam scores for the team competing in the state sanctioned career
development event.
Annual Teacher Acknowledgment and Certification of Compliance
The annual teacher acknowledgment and certification of compliance will need to be signed and submitted by
the FFA Advisor (s) to Ohio FFA Staff before competing in any state sanctioned career development event.
Failure to having this document signed and submitted to Ohio FFA staff will result in the team being
disqualified from the state Career Development Event.
Inclement Weather Policy
If inclement weather, emergency or other unforeseen situations are affecting the area or region of an Ohio FFA
State Career Development Event, a decision may be made to delay or cancel. These decisions are made after
consulting the national weather service, local weather forecasters, and area law enforcement. The safety of our
students, advisors and partners is our first and foremost priority.
If a level 2 or level 3 snow emergency exists on the event date in the host location of a CTSO event, the event
will be cancelled. However, during inclement weather not resulting in a level 2 or 3 snow emergency at the
event site, the state CDE coordinator will consult with state agricultural education service staff and appropriate
experts (such as but not limited to National Weather Service) to assess potential hazards and consider options
for amending event start times or participation schedules to facilitate safer travels, event postponement or
cancellation.
Schools will be notified by email and/or telephone of any cancellations or delays as soon as possible after the
decision has been made. If such conditions develop during the night and warrant a delay or cancellation after
early morning travel has begun, every attempt will be made to notify advisors through personal cell phones,
local media outlets, and alerting state law enforcement.
Scan Sheets
Scan sheets are sensitive to damage. Improper handling of scan sheets can result in inaccurate scores. The
care of a participant’s scan sheets and their correct completion are solely the responsibility of the
participant. Damaged or improperly completed scan sheets may result in the loss of points or no score. The
following information will ensure scan sheets are properly scored:
Rev. 1/6/2016
Page 8
1. Official scan sheets and/or scorecards will be provided to each contestant in a CDE.
2. It is the instructor’s responsibility to train all team members on the proper use of scan-sheets
including placement of the school name and number for each scan sheet used.
3. Special care should be taken to give contestants the correct school number. The number is the
school’s Ohio FFA chapter number. For example, if the chapter number is OH0111 then the
school’s number for the scan sheet is 0111.
4. Participants must use No. 2 pencils.
5. Do not fold, puncture, tear or damage the scan sheets in any way.
6. Contestants are encouraged to bring and use clipboards to facilitate scorecard and scan sheet
completion.
CDE Registration
Contest registration occurs in one of the following ways:
1. When the student completes the scan sheet on the day of the CDE;
2. When the student signs in to QBank to take the online test;
3. When the district CDE representative reports the result of the District Elimination CDE to the
CDE Coordinator;
4. In the case of the Dairy Handlers CDE, when the CDE Coordinator is notified in writing of the
students’ intent to participate.
Specific deadlines and details are outlined in the individual CDE contest rules.
Awards
All awards are provided by CDE Sponsors through the Ohio FFA Foundation, Inc, the following awards are
presented for each CDE:
Team Awards
1. Banners will be provided to the top five teams.
2. Plaques will be provided to teams placing six through ten.
3. Award money will be presented to teams that participate in a National CDE, Big E or state
approved representative competing in an official regional CDE. Awards will be distributed as
follows:
National CDE
Second Place
Parliamentary Procedure
$300
$200
Dairy Handler
$50
$35
Job Interview
$50
$35
Public Speaking
$200
$35
All others
$200
$150
Rev. 1/6/2016
Page 9
First Place Rural and Urban Soils participants at the National Land, Range and Homesite Contest in
Oklahoma will receive $200.
Teams and Individuals must travel to and participate in the event to receive the award.
Individual Awards
1. Plaques will be provided to the top ten individuals in each CDE. (Except for team events with no
individual placing, i.e. AIDS, Environmental Natural Resources etc.)
2. Special awards are contingent upon sponsorship.
CDE Dates and Times
Specific dates and times when CDEs will be held are determined annually by the Ohio Department of
Education, Office of Career-Technical Education, Agricultural Education Service. General information
about the season of each contest is listed in the individual CDE descriptions. The official CDE rules can be
found on the Ohio FFA website at www.ohioffa.org.
Tie Breaker Procedures
Tied team scores shall be broken based upon list of individual CDE tie-breakers listed in the individual
contest rules.
CDE Changes
CDEs require continual modification to meet changing workforce needs and educational program designs.
To assure broad-based input into the review process, the following procedures are used to modify CDEs.
The Ohio FFA Career Development Events Advisory Committee is the appointed State FFA Committee
that represents all Ohio FFA Chapter Advisors in regards to concerns involving CDEs.
Review Period
1. All State CDEs will be evaluated every five years in order to determine changes necessary to
keep CDEs reflective of modern agriculture and current agricultural instruction.
2. Revisions are posted the 1st week of August of the new school year.
Review Process and Structure
Revisions for CDE’s will occur in the following manner:
1. Industry representatives, post-secondary faculty, and the lead pathway consultant will meet to
produce the following outcomes:
a. Align Ohio’s Technical Content Standards with each CDE component
b. Design of the CDE is relevant to industry expectations
c. Approval from industry
Rev. 1/6/2016
Page 10
2. CDE Coordinator, Pathway Consultants, and CDE project lead make necessary changes to CDE
to meet the outcomes of the industry meeting.
3. Industry partners will review changes made to ensure industry relevance.
4. Consultants will make final changes based on industry review recommendations.
5. New design will be revealed to pathway specific instructors for review and feedback.
6. Instructor suggestions are then analyzed before final release.
7. Final version is shared with CDE Advisory for final review before release.
Rev. 1/6/2016
Page 11
Career Development Events Fee Sheet
All Career Development Event participants must be dues paid FFA Members and active participants in an
Agricultural Education Classroom.
Fees for all state events are:
1 – Participant - $10.00
2 – Participants - $20.00
3 – Participants - $40.00 (except for CDE’s that require 4 scores, will be charged for 3 individuals)
4 – Participants - $40.00
There will be a $10.00 charge for each participant over 4 participants.
Fees will be charged at the State level for the CDEs listed below:
Agricultural Sales
Animal Health (Vet Science)
Aquarium Management
Dairy Handlers
Environmental & Natural Resources
Food Science Technology
General Livestock
Job Interview
Public Speaking
Creed
Advanced Creed
Beginning Prepared
Prepared
Extemporaneous
Agronomy
Animal Management
Dairy Cattle
Equine Management
Forestry
Grooming I & II
Meats
Parliamentary Procedure, Advanced
Parliamentary Procedure, Novice
Poultry
Soils – Agricultural
Soils – Urban
Wildlife Management
The CDE’s listed below will be assessed fees at the online test level:
Floriculture
Greenhand Quiz
Grain Merchandising
Purchase Orders and payment should be made out to Ohio FFA Association and mailed to:
Ohio FFA Association
25 South Front St., MS 603
Columbus, Ohio 43215
Rev. 1/6/2016
Page 12
Summary of tests, elimination procedures, number of participants, and participants in finals.
Career Development Event
Number
Participants
that can test
Test
Elimination
Contest
# of
Participants
Allowed per
Team
# of Scores
Counted
for Team
Score
Finals
N/A
N/A
Ag Issues Forum
Unlimited
N/A
Online
N/A
District
None
3
3-7
N/A
N/A
District
3
3
Team
Score
3
Unlimited
Online
District
2
2
Agricultural Sales
Unlimited
Online
District
4
4
Agricultural Technology and
Mechanical Systems
Agronomy
Animal Behavior, Welfare and
Husbandry
Animal Health
Animal Management
Aquarium Management
Dairy Cattle
Dairy Handlers
Environmental Natural
Resources
Equine Management
Unlimited
Online
Online Test
4
Top 3
1st & 2nd place District
teams
1st place district teams and
Top 5 test scores from 2nd
place district teams
teams
Top 10 Teams
Unlimited
Unlimited
Onsite
Online
None
Online Test
Unlimited
4
4
4
N/A
Top 10 Teams
Unlimited
Unlimited
Unlimited
Unlimited
Unlimited
N/A
Unlimited
Onsite
None
Onsite
None
Onsite
None
Online
None
Online
Spring CDE
N/A
None
Online See CDE Rules
Unlimited
Unlimited
Unlimited
Unlimited
Unlimited
Registered
4
N/A
N/A
N/A
N/A
Top 10 Teams
N/A
See Rules
Unlimited
Onsite
Unlimited
4
4
4
4
4
N/A
Team
Score
Top 3
scores
Rev. 1/6/2016
Spring CDE
Page 13
Top 10 Teams
Unlimited
Online
None
Unlimited
Floriculture
Food Science Technology
Unlimited
Unlimited
Online
Online
Online Test
District
4
4
Top 3
Scores
4
4
Forestry
General Livestock
Grain Merchandising
Unlimited
Unlimited
Unlimited
Online
Online
Online
Unlimited
Unlimited
Unlimited
4
4
4
Greenhand Quiz
Grooming 1
Grooming 2
Job Interview
Unlimited
Unlimited
N/A
N/A
Online
Online
N/A
N/A
None
Spring CDE
Online Test
(Ind.)
None
None
None
District
Unlimited
Unlimited
2
1
4
N/A
N/A
N/A
Meats
Unlimited
Online
None
Unlimited
Nursery Landscaping
Unlimited
Unlimited
Unlimited
Online
Onsite
Online
None
None
Jan. CDE
Unlimited
Unlimited
Unlimited
Outdoor Power
Unlimited
Online
District
3
Top 3
Scores
4
4
Top 3
Scores
3
Parliamentary Procedure Advanced
10
Online
District
6
Parliamentary Procedure Novice
10
Online
District
7
Unlimited
Onsite
Spring CDE
Unlimited
N/A
N/A
District
1
Poultry
Public Speaking - Advanced
Creed
Rev. 1/6/2016
Page 14
Team
Score
Event
Team
Score
Event
Top 3
Scores
N/A
N/A
N/A
teams
N/A
Top 10 Teams
Top 10 Individuals
N/A
N/A
N/A
1st Individual from each
division
N/A
N/A
N/A
Top 10 Teams
teams
teams
teams
Top 10 Teams
teams
Public Speaking - Advanced
Prepared
Public Speaking - Beginning
Prepared
Public Speaking –
Extemporaneous
Public Speaking - Freshman
Creed
Soils – Agricultural
Soils – Urban
Wildlife Management
Rev. 1/6/2016
N/A
N/A
District
1
N/A
N/A
N/A
District
1
N/A
N/A
N/A
District
1
N/A
N/A
N/A
District
1
N/A
4
Onsite
District
4
3
4
Onsite
District
4
3
Unlimited
Onsite
None
Unlimited
4
Page 15
teams
teams
teams
teams
Top 5 Teams from each
District
Top 5 Teams from each
District
N/A
Effective August 1, 2015
Important Note:
Please thoroughly read the Introduction and General Rules Section at the beginning of this handbook for
complete rules and procedures that are relevant to all Ohio FFA Career Development Events.
Purpose
The purpose of the agricultural communications career development event is to provide individuals
with practical communications skills necessary to pursue career opportunities in agricultural
communications. Public communications about agricultural products, practices and policies are
essential to the future of agriculture. Students that are equipped with strong communication skills,
have developed teamwork skills and can use a variety of media to help the public understand issues
related to the industry of agriculture have a bright future in the job market.
Event Rules
1. The event will consist of a three-member team. All three scores count.
2. There will be a live 15-minute presentation in front of the judges. Plus 5 minutes for
questions.
3. It is highly recommended that participants be in official FFA dress in each event.
4. The Ohio Agricultural Communications Career Development Event will be limited to two
teams from each district. If there are more than two teams in any district wishing to
participate, that district must have a district elimination CDE.
5. All material will be student produced and verified by the instructor/coach.
6. The event will include both written and oral communications presentations. The judges
will be selected from print and broadcast media, agriculture producers and other
members of the agricultural communications community.
Event Format
Equipment
1. Three notebooks to take notes at the press
2. Two No. 2 lead pencils or Eversharp type pencils per person
3. Recording device (optional)
Team Activities
Agriculture-related Media Plan (200 points/team)
Rev. 1/6/2016
Page 16
1. Teams will play the role of communications consultants and will develop a media plan
for an assigned scenario. The scenario will identify a client with a communications need
and a budget. Please refer to the subject for the current year. At the State level, the team
will make an oral presentation of the media plan.
2. A media plan is a written document that describes the following:
A. Objectives - What the group wants to accomplish with the media plan.
B. Target Audience - Description of who the client is trying to reach, including
demographic data.
C. Strategic Plan and Tactics - Ways in which the objectives can be accomplished.
D. Timeline - When the objectives will be accomplished.
E. Evaluation- How the results will be measured.
F. Budget - How much the plan will cost.
3. Guidelines for media plan:
A. The media plan should be a maximum of 15 typed pages, not including cover page,
table of contents, references or appendices.
B. Double-spaced with 1” margins.
C. Paginated (numbered pages not including cover page).
D. 12-point Times New Roman font (not including display text or headings).
E. Formatted and edited according to the Associated Press Style Guide.
F. Submitted electronically in PDF format to the State CDE Coordinator 14 days prior to
the state event. The State CDE Coordinator will then submit the media plan to the
CDE Superintendent 14 days prior to the state event.
4. The media plan must include the following sections (points will be deducted for missing
or incomplete sections):
A. Cover Page - Must include the title of the media plan, CDE name, state, chapter
name, team member names and year. May include a creative design.
B. Table of Contents
C. Executive Summary – 1 page maximum. Brief description of the contents of the
media plan. The executive summary previews the main points of the complete plan. It
allows the reader to get the main points without reading the whole document. A
helpful tip is to complete this after the plan has been written.
D. Introduction and Overview- 2 pages maximum. This is a brief background of the
issue/topic and a statement of the problem establishing the need for this media plan.
E. Audience – 2 pages maximum. This tells us who the client is trying to reach with the
media plan including the demographic characteristics of the intended audience.
F. Strategic Plan – 6 pages maximum. The heart of the plan, including the objectives,
key messages or themes to communicate to the audience, and an explanation of how
the objectives will be met including justification of chosen media tactics. A minimum
of three examples must be included in the appendices. Examples of tactics include
but are not limited to social media, broadcast advertising, print advertising, press
Rev. 1/6/2016
Page 17
releases, fliers, brochures, web sites, blogs and displays. A description of how the
plan will be executed is also included in this section.
G. Timeline – 1 page maximum. This is the explanation of the duration of the plan and
the timing of the media tactics.
H. Evaluation – 1 page maximum. It is the description of the proposed methods to
determine if the objectives were met.
I. Budget – 1 page maximum. Table of all costs associated with implementing the
media plan. Narratives typically will not be included with the budget table.
J. Conclusion – 1 page maximum. A final summary of key points related to the
strategic plan and a statement persuading the client that the plan is a good solution to
the communication problem. Not a restatement of the introduction and overview.
K. References - Formatted and edited according to the AP Stylebook.
L. Appendices/Examples
5. Media Plan Presentation (125 points/team) 2011-2012 "Chapter Recruitment"
A. The team will present the media plan as if pitching it to the client identified in the
scenario.
B. The presentation should follow the structure of the written media plan.
C. Teams are encouraged to bring examples of materials that would be used in the
execution of the plan (e.g., social media, broadcast advertising, print advertising,
press releases, fliers, brochures, web site, blogs and displays).
D. Each team member must participate in the presentation.
E. Each team will be allowed 15 minutes to present its media plan to a panel of judges,
who will play the role of the client. Five points will be deducted for each major
infraction of a minute over the 15 minutes allowed for the presentation. Following
the presentation, judges will be allowed five minutes to ask questions.
F. Teams will have a total of 10 minutes for setting-up and tearing-down equipment (i.e.,
5 minutes to set up and 5 minutes to tear down).
G. Provided equipment includes a computer, projector screen and table.
Note: Teams may bring additional equipment for the presentation as long as they are
able to set up and tear down equipment in the time allowed.
H. In the case of equipment failure, the team may be asked to move forward with
the presentation. A back-up plan is recommended.
I. Teams may use a device to click through slides, but one will not be provided.
Individual Activities
Tests
1. Communications quiz (online) - 25 points/individual; 75 points/team
A. Each team member will complete a 25 question multiple-choice quiz that covers the
content of the current Associated Press Stylebook. Questions may come from any
section excluding sports guidelines. Team members will NOT be able to use the
Rev. 1/6/2016
Page 18
Associated Press Stylebook or a dictionary during this exercise. Participants will be
given 20 minutes in which to complete the test.
2. Editing exercise (onsite) - 25 points/individual; 75 points/team
A. Because editing is a critical skill for all communicators, each team member will
complete an editing exercise. They will be given a printed document that contains
5 mistakes. In correcting the mistakes, team members will be required to use correct
proofreader’s marks (see Associated Press Stylebook). Style, grammar, punctuation
and spelling mistakes will be included. Team members will NOT be able to use the
Associated Press Stylebook or a dictionary during this exercise.
Practicums - 100 points/individual; 300 points/team
1. The practicums will consist of three individual events. Each team must assign a
member to one of the following areas PRIOR to arriving at the State CDE:
A. Design
B. Electronic Media
C. Writing
**Specific activities for the practicum areas will be announced as soon as the
activities have been established for the national contest for the CDE year.
This should occur at the end of November, the first of December. The
activities will be emailed to each teacher in the state and will be included in
the Ohio Ag Ed Newsletter.
2. All teams will meet in a central location for an orientation and press conference. Teams
will be seated by practicum group. All team members will be given an orientation at the
beginning of the practicums to last no more than 10 minutes.
3. The press conference will be held following the orientation meeting. Each team member
will receive a press packet with background information on the agricultural topic and
expert to use during the event. An expert will speak on a current agricultural topic for
20 minutes. Students may take notes if they wish. After the 20- minute presentation, the
non-writers will be dismissed to a different area to complete their assigned tasks. (See
detailed descriptions of assignments below.)
4. The writers will then be involved in a 10-minute question and answer period with the
expert (speaker). Each writer will stand to be recognized before asking a question.
Writers may ask more than one question; however, the expert will attempt to address
questions from as many different participants as possible. No electronic devices of any
kind, including tape recorders and cell phones, will be allowed during this portion of the
event. Upon completion of the 10-minute question and answer session, remaining
participants will be dismissed to complete their assigned tasks.
5. Designer
Rev. 1/6/2016
Page 19
A. Each designer will use the press packet and information that was gathered in the
press conference to develop a graphic design layout. The specific type of layout and
details will be announced in the team orientation packet each year. The objective is
effective communication or information sharing through visual tools. Each
participant will have 60 minutes to complete the practicum.
B. The activity may be chosen from the following:
Magazine page layout
Electronic publication layout
Web page layout
Flier/poster
6. Electronic Media Specialist
A. Each electronic media specialist will use the press packet and information that was
gathered in the press conference to develop an electronic media message. The
specific medium and details will be announced in the team orientation packet each
year. Participants will have 60 minutes to complete the practicum.
Digital news broadcast
Social media
Blog
Video
7. Writers
A. Writers are to write a journalistic piece based on the press packet and information
that was gathered in the press conference. The specific activity and details will be
announced in the team orientation packet each year. It should be written for an
appropriate audience, have a strong focus and lead (opening paragraph) and include
a headline. The story will then be typed by the student on a computer and turned in
to be scored. Participants will have 60 minutes to complete the practicum.
Press release
News story
Feature story
Scoring
Individual Scoring
Rank scoring will be used to determine individual placing. The judges will score each participant
using the rubric provided. Individuals will then be ranked in contest areas using the judge’s scores.
The rankings will be added and the winner will be that participant whose total ranking is the lowest.
Individuals placing will be determined using the online communications quiz, editing exercise, and
the practicum completed by the individual.
Team Scoring
Teams will be placed using raw scores.
Event
Media Plan Proposal
Rev. 1/6/2016
Points
200
Page 20
Media Plan Presentation
125
Tests- 150 points possible
Communications Quiz (online) 75
Editing Exercise (onsite)
75
(25 pts./member)
(25 pts./member)
Practicums- 300 points possible
Writer Practicum
100
Electronic Media Practicum
100
Design Practicum
100
Total individual score possible 250
Total team score possible
1075
Tiebreakers
1. Team tiebreakers will be settled in the following order:
A. Combined individual practicum raw score.
B. Proposal score.
C. Presentation score.
2. Individual tiebreakers will be settled in the following order:
A. Practicum rank.
B. Communications quiz score.
C. Editing exercise score.
Awards
Awards will be presented to the top 10 individuals and/or teams based upon their rankings.
References
This list of references is not intended to be inclusive. Other sources may be utilized, and teachers
are encouraged to make use of the very best instructional materials available. The following list
contains references that may prove helpful during event preparation.
Test Reference
Communications Quiz
1. Associated Press Style Book (no sports guidelines)
Editing Exercise
1. Associated Press Style Book
Rev. 1/6/2016
Page 21
General CDE References
1. National FFA Core Catalog—Past CDE Material (http://shop.ffa.org/cde-qasc1413.aspx) Associated Press Stylebook and Libel Manual
2. Microsoft ® Office computer program
3. Agricultural Communications Career Development Event
4. Agricultural Communications Career Development Event 7
5. Adobe ® Creative Suite (most current edition)
6. Bivins, T. Public Relations Writings: The Essentials of Style and Format, 4th edition.
McGraw- Hill Higher Education, ISBN 0-844-20351-3
7. Calver, P. (editor). The Communicator’s Handbook. 4th edition. Maupin House,
Gainesville, FL 32607 http://www.maupinhouse.com
8. Harrower, T. Newspaper Designer’s Handbook, 5th edition. McGraw-Hill Higher
Education. ISBN 0-07-249291-0
9. Kalbfeld, B. Associated Press Broadcast News Handbook. McGraw-Hill Higher
Education, ISBN 0-07-136388-2
10. Agriculture Communications in the Classroom; Shannon Hartenstein, advised by Tracy
A. Rutherford, Ph.D. Agricultural Communications and Journalism, Kansas State
University on behalf of the National FFA Organization Copyright 2002, National FFA
Organization. This guide can be found on the CDE webpage at
https://www.ffa.org/documents/cde_agcomm_resources.
Rev. 1/6/2016
Page 22
Agricultural Communications CDE
Media Plan Proposal Scorecard
State:
Chapter name:
Possible
Score
Plan Includes all Requirements
Cover page, titles and names on cover page, table of contents, does not exceed
page limit, double spaced, one inch margins, page numbers, required headings (1 point per missing item)
10
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
plan; describes how the plan will benefit the client
15
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
chosen mediums are appropriate to meet objectives; describes how plan will be
executed
30
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
Rev. 1/6/2016
Team
Score
200
Page 23
Agricultural Communications CDE
Presentation Rubric - 125 points
Indicators
A. Examples
B. Speaking
without hesitation
C. Tone
Very strong evidence skill is
present
5-4
Examples are vivid, precise and
clearly explained.
·
Examples are original,
logical and relevant.
Moderate evidence skill is
present
3-2
Examples are usually concrete,
sometimes needs clarification.
·
Examples are effective, but
need more originality or
thought.
Speaks very articulately without Speaks articulately, but somehesitation.
times hesitates.
·
Never has the need for
unnecessary pauses or
hesitation when speaking.
·
·
Occasionally has the need
for a long pause or moderate
Has difficulty using an appropriate tone.
·
·
·
·
Speaks at the right pace to
be clear.
Pronunciation of words is
very clear and intent is
apparent.
Is able to stay fully detail-
·
Speaks at the right pace
most of the time, but shows
some nervousness.
usually clear, sometimes
vague.
Is mostly good at being detail-
G. All team
members participated
Speaks unrehearsed mostly with
comfort and ease, but sometimes
seems nervous or unsure.
Shows nervousness or seems
unprepared when speaking unrehearsed.
·
·
·
Exemplary in connecting facts
and issues and articulating how
they impact the issue locally
and globally.
Sufficient in connecting facts and
issues and articulating how they
impact the issue locally and globally.
·
Possesses a strong knowledge base and is able to
effectively articulate information regarding related facts and current
issues.
·
·
Possesses some knowledge
base but is unable to articulate information regarding
related facts and current
issues.
All team members took an ·
active role in the presentation.
Two team members took an
One team member took an
·
Visual aids add clarity and ·
support what is being said
during the presentation.
Visual aids add some clarity ·
and support to what is being
said during the presentation.
Visual aids add little to no
clarity and support to what
is being said during the
presentation.
·
Key elements of the media ·
plan are clearly communicated.
Strong understanding of
·
chosen media is present.
Key elements of the media
plan are vaguely communicated.
Vague understanding of
chosen media is present.
Key elements of the media
plan are not communicated.
Little to no understanding
of chosen media is present.
Is able to correctly respond to judges’ questions.
Answers show familiarity
with subject matter.
Is somewhat able to cor·
rectly respond to judges’
questions.
·
Answers show vague familiarity with subject matter.
·
H. Questions
and Answers
Has difficulty with connecting
facts and issues and articulating
how they impact the issue locally and globally.
·
·
·
·
·
·
·
X2
X1
X2
X2
Seems to ramble or speaks
before thinking.
Possesses a good knowledge ·
base and is able to, for the
most part, articulate information regarding related
facts and current issues.
I. Use of
Visual Aids
J. Media Plan
Is able to speak effectively,
has to stop and think and
sometimes gets off focus.
X3
Sometimes overlooks
details that could be very
beneficial to the issue;
lacks organization.
Speaks unrehearsed with comfort and ease.
Is able to speak quickly
with organized thoughts
and concise answers.
Weight
Pace is too fast; nervous.
difficult to understand;
unclear.
Has difficulty being detailoriented.
·
Points
Earned
Frequently hesitates or has
long, awkward pauses
while speaking.
Appropriate tone is usually consistent.
D. Being detail oriented.
oriented.
-oriented
·
Usually provides details
·
Always provides details
which are supportive of the
which support the issue; is
issue; displays good organwell organized.
izational skills.
F. Connecting
and articulating facts and
issues
Speaks articulately, but frequently hesitates.
Appropriate tone is consistent.
·
E. Speaking
unrehearsed
Strong evidence skill is not
present
1-0
Examples are abstract or not
clearly defined.
·
Examples are sometimes
confusing, leaving the
listeners with questions.
Is unable to correctly respond to judges’ questions.
Answers do not reflect any
familiarity with subject
matter.
X2
X2
X2
X2
X7
Total Points
Rev. 1/6/2016
Page 24
Total
Score
Agricultural Communications CDE Scorecard
Writer Practicum
Name:
Chapter:
State:
Member #:
Possible 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
choice
10
Organization and format
10
Accomplishment of purpose
10
Total Possible:
Rev. 1/6/2016
Member Score
100
Page 25
Electronic Media Practicum
Name:
Chapter:
State:
Member #:
Possible Score
Effective use of medium
20
Technical skills specific to activity
Outlined in event specifications
20
Power of expression
15
Creativity
15
Clarity of communication (writing)
10
Organization and format
10
Accuracy of information
10
Total Possible:
Rev. 1/6/2016
Member Score
100
Page 26
Design Practicum
Name:
Chapter:
State:
Member #:
Possible Score
Overall aesthetics of design
20
Technical skills specific to activity
Outlined in event specifications
20
Use of graphic design principles
15
Neatness and creativity
15
Choice and placement/cropping of photo(s) and
graphic(s)
15
Writing and editing (specific to activity)
15
Total Possible:
Rev. 1/6/2016
Member Score
100
Page 27
CDE Team Scorecard
Name:
Chapter:
State:
Team#:
Possible Score
Practicum Scores
300
Media Plan Proposal
200
Media Plan Presentation
125
Test Scores
Communications Quiz – 75 pts. (25pts/member)
Editing Exercise – 75 pts. (25pts/member)
Total Possible:
Rev. 1/6/2016
Team Score
150
775
Page 28
Important Note:
Purpose
1. To provide an opportunity to expose a wide variety of students to the selection,
research, planning and presentation of an agricultural issue.
2. To acquire knowledge and skills in community leadership for present and future use.
3. To become knowledgeable of, and familiar with a variety of local, state,
national and international issues facing agriculture.
4. To understand the principles and fundamentals of agricultural issue analysis.
5. To further the awareness of agricultural issues in the local community.
6. To promote integration of agricultural issue analysis in local school academic
subject matter areas.
7. To promote career choices by providing an opportunity for individuals to
become acquainted with professionals in the industry.
8. To foster teamwork, leadership and communication skills.
Event Rules
1. The purpose of the agricultural issues forum is to present a current issue to a public
audience; therefore, professional ethics and standards are to be considered. Ignoring
truthful information, falsifying needed information, using unreliable sources and
plagiarism are violation examples that could result in disqualification.
2. A minimum of three (3) and a maximum of seven (7) students (a moderator, and an even
number of pro and con participants) who are actively participating, orally presenting and
available to answer the judges’ questions. To be eligible for awards, each student must
take an active role in the presentation. This includes active participation in the
presentation and making themselves available for questions from the judges in all rounds
of competition.
3. Presentations may include official FFA dress, costumes, props, skits and other
creative paraphernalia.
4. A minimum of three competent and unbiased judges will be provided. They will be
instructed not to take sides on the issue(s). Professors and industry representatives are
Rev. 1/6/2016
Page 29
recommended. The superintendent of this CDE will adequately prepare the judges
before the event competition.
5. The event superintendent will do seating of teams in the preliminary rounds in a fair
and impartial manner as determined by the event committee.
Event Format
1. Each team will conduct a presentation on the issue developed and presented at the local
level.
2. The issue will come from one of the following agricultural issue topic areas:
A. Environmental Issues
B. Agricultural Technology Issues
C. Animal Issues
D. Agricultural Career Issues
E. Economy and Trade Issues
F. Agricultural Policy Issues
G. Food Safety Issues
H. Biotechnology Issues
3. The same agricultural issue presentation and portfolio will not be used in subsequent
years by the same chapter and/or advisor.
4. Research on the topic must be current and students must be involved in all the research of
the topic and development of the portfolio.
5. The portfolio should include items described in a, b and c below, and will be limited to
ten pages single sided or five pages double sided maximum not including cover page.
The cover page will include the title of the issue, the date of the state qualifying event,
name, address, and phone number of the chapter. A maximum of ten (10) points will
be deducted for exceeding the maximum amount of pages and /or for not including the
cover page containing required information. The portfolio must be emailed to the Tom
Oglesby, CDE Coordinator, at [email protected] 14 days prior to the state contest
at which the issue is to be presented. A penalty of 10% (2.5 points) will be assessed for
documents received after the postmark deadline. If the document is not received seven
days after postmark deadline, the team may be subject to disqualification.
A. A maximum of two pages of the portfolio will include a summary of the issue,
answering the questions that are most relevant to your topic:
Why is this issue important now? What is the historical background of the issue?
What is the nature of the issue?
Is there strong disagreement on the issue?
Who is involved in the issue?
What are the risks?
How can the issue be defined?
What are the benefits?
What caused the issue?
B. A bibliography of all resources and references cited which may include personal
interviews and any other supporting material.
Rev. 1/6/2016
Page 30
C. Provide documentation that local forum(s) occurred prior to state qualifying event.
Use included form to document local forum(s). Please state when, where and to
whom the forum(s) were presented and indicate how many community members
were in attendance at each of the forum(s). A chapter must have a minimum of five
(5) high quality public forums prior to their state-qualifying event in order to receive
the maximum of 15 points. Multiple organizations attending the same forum will
count as one forum. If more than one forum is held on the same day, the starting
time of each forum must be independently documented. Portfolio judges may take
into consideration the quality and quantity of presentations made to audiences
outside of the school. No points will be awarded for school presentations to teachers
and students.
Note: High quality forums are those presentations made to community groups that
would have an interest in the issue. High quality forums can also be with smaller
numbers of individuals who hold elected, appointed or some other official position
that will be making decisions on the issue. Examples of low quality forums would be
dropping in at a local business and giving your presentation to the workers or
going to the home of one of the parents to make a presentation. Low quality forums
will receive zero or minimal points.
6. Five (5) 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 7 minutes for
questions and answers will be allotted. Questions and answers will
terminate at the end of 7 minutes. Three (3) minutes will be allowed for
tearing down.
7. The presentations will be designed to be viewed by the judges. The
audience at-large will not be of concern to the presenters.
8. The judges may ask questions of all individuals and of the presenting team.
Each individual is encouraged to respond to at least one question from the
judges.
Equipment Provided
1. Equipment provided by the event superintendent includes:
A. Projector and a front projection screen
B. Other equipment is allowed, but the presenting team must provide it.
Rev. 1/6/2016
Page 31
Scoring
1. Team Presentation
A. Introduction, Pro, Con and Summary of Pro and Con (20
points each, 80 points total) There will be a 5-point deduction
from the scorecard of any team that draws a conclusion
supporting a pro or con viewpoint during the formal
presentation.
B. Overall presentation (participation of each member of the team,
quality and power of the presentations, creativity, stage
presence) (20 points)
C. Questions (25 points)
2. Portfolio
A. 10 single sided pages maximum or 5 double sided pages. (Three parts, 25
points total)
3. Summary of the Issue, 2 pages maximum (5 points).
4. Bibliography (5 points).
5. Documentation of local forums (15 points).
A. Please state when, (date and time) where, and to whom the forums were
presented. If you indicate that more than one forum was held on the
same date, independent documentation of the time of day the forums
were held must be provided.
6. Maximum of 10 points will be deducted for exceeding the maximum number of pages
and/or not including cover page containing required information. Prior to the event, the
portfolios will be judged and scored by qualified individuals using the portfolio
scorecard. Portfolio scores will be averaged and supplied to the presentation judges after
they have scored the presentation. Portfolio comment cards will be completed by
portfolio judges and presented to the teams at the awards function. Presentation judges
will be furnished with copies of the team portfolio, which they may use to formulate
questions.
7. Judges’ ranking will be used to place teams.
8. Teams shall be ranked in numerical order on the basis of the final score to be determined
by each judge without consultation. The judges’ ranking of each team then shall be
added, and the winner will be that team whose total ranking is the lowest. Other rankings
will be determined in the same manner (low rank method of selection).
9. Proper grammar, correct spelling, and proper editing of text are important. The most
current edition of The American Psychological Association (APA) style guide should be
used for all research citations. Adherence to these editorial guidelines is expected to
receive maximum points for the Portfolio score.
Rev. 1/6/2016
Page 32
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 [email protected] 14
days prior to the contest.
Portfolio
Possible
Points
1. Summary of the Issue
(2 pages maximum)
2. Bibliography
15-11
10-6
5-1
5
5
3. Documentation of Local
Forums
15
Subtotal:
25
Team Sub Total:
*Deduction for exceeding the maximum number of
pages and incomplete cover page (10 pts. Max):
Deduction:
*Deduction for portfolios received after postmark
deadline (2.5 pts. Max):
Deduction:
Total Score:
_________________________________________
Judge’s Signature
Rev. 1/6/2016
Page 33
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 will constitute a team.
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
1. Introduction Statement of
the issue and its importance
2. Pro View Point
3. Con View Point
4. Summary of Pro and Con
5. Overall Presentation
6. Questions
7. Portfolio
Total:
Deduction for Presenting a
Conclusion During Teams’
15 minute presentation
20-15
14-10
9-5
4-0
20
20
20
20
20
25
25
150
(5)
(
Team Presentation Total:
_______________________________________
Judge’s Signature
Rev. 1/6/2016
Page 34
)
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:
Rev. 1/6/2016
Page 35
Important Note:
Purpose
The purpose is to assess the students’ skills in agricultural mechanics.
Event Rules
1. A team will consist of three students.
2. All district contests will be held at least 10 days prior to the State CDE and will adhere to
the state CDE rules.
3. The top two teams and the top two individuals, even if the individuals are not on a top
two team, from each district will be eligible to compete in the state CDE.
4. It is the responsibility of the district contest host to report complete district results to the
State CDE Coordinator a minimum of 10 days before the state CDE.
5. The FFA advisor of the state qualifying teams and individuals are responsible to contact
the State CDE Coordinator with the names of the students that will be participating at
the state CDE 10 days prior to the state CDE.
Event Format
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:
Acetylene Cutting
Drill use
Micrometer reading (English
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
Caliper measuring
Hand tool identification
Timing light use on a small
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
Rev. 1/6/2016
Page 36
Specific Skills to Perform
1. Welding - Not over 15% of score
A. Cut steel using oxyacetylene/plasma
B. Weld with AC/DC arc/wire welder (shielded metal arc) (stick or wire welder)
C. Weld steel with oxyacetylene welder
D. Braze with oxyacetylene
2. Using Power and Hand Equipment
A. Sharpen a twist drill bit and use the bit
B. Use a tap, die, thread conditioning tool, and thread inserts (helicoil)
C. Recondition a valve seat
D. Measure and grind a valve and/or stem (Check valve seat fit)
3. Hand Tool Identification
A. Students should be able to identify tools as out-lined in John Deere FOS Manual 52B
- 3rd Edition. This will be the only official tool source.
4. Identify Fasteners, Seals, Bearings
A. The student should be able to identify fasteners, seals and bearings, including grades,
English, metric, torque wrench use and the use of liquids, as outlined in John Deere
FOS Manual 60 - 2nd Edition and Seals and Bearings FOS Manual.
5. Cutting, Flaring and Bending Tubing
A. Cut tubing
B. Single flare tubing
C. Double flare tubing
D. Bend tubing
6. Testing Electrical Systems and Components
A. Test alternator parts
B. Test a charging output of an alternator systems
C. Test starting systems
D. Test accessories and light systems
E. Connect wires and connectors (soldered and solderless) and wire circuits
F. Identify electrical system parts
G. Check battery condition using voltmeters, hydrometers, and load meters. Use John
Deere FOS series as a reference.
7. Diesel
A. Test and adjust injectors
B. Adjust injectors
C. Identify diesel fuel system parts
8. Use I & T Manual and/or Service Manual Measurements and Settings - U.S. and Metric
A. Measure and/or adjust crank shaft end play (dial indicator)
B. Measure with an outside micrometer
C. Measure with an inside micrometer
Rev. 1/6/2016
Page 37
D. Measure with a cylinder bore gauge, depth gauge, telescoping gauge, straight edge,
protrusion, small bore gauge and ruler
E. Measure with a feeler gauge - ring gap, cylinder sleeve, valve lash
F. Measure back lash
G. Use a compression gauge/leak down tester
H. Plastic gauge a rod bearing
I. Set engine timing with timing light (static timing)
J. Measure with outside caliper and inside caliper
K. Select and use torque wrench properly
L. Check and adjust clutch and brakes
M. Check bearing end play and preload
N. Engine part identification
O. Radiator - check radiator by use of hydrometer and pressure tester. Use John Deere
FOS - 5th Edition.
9. Hydraulics
A. Test, and adjust systems using flow meter and pressure testers
B. Compute a cylinder’s power output
C. Identify parts and failure of parts. Use John Deere FOS – 3rd Edition.
10. Fuels, Filters, Lubricants and Coolants Selection and Identification
11. Parts Failure. Use John Deere FOS Identification of Parts.
Note: A safety factor may be included in the previously mentioned contest areas.
Scoring Guide
1. All skills are to be scored on a ten (10) point basis at the discretion of a judge. The
allotted time per skill will be ten (10) minutes.
A. Individual – 10-15 stations x 10 points = 100 - 150 points
B. Team – 100 – 150 points x 3 individuals = 300 - 450 points
2. The host school will have 10 - 15 skill stations each valued at ten (10) points.
Tie Breakers
Individual
1. Consistency between high and low station scores.
Team
1. Consistency between high and low individual scores.
References
1. Power Tool Safety and Operation - Instructor’s Packet -Hobar Publications
2. John Deere FOS Manuals - John Deere
Rev. 1/6/2016
Page 38
Important Note:
Purpose
This Career Development Event (CDE) is an extension of the Agricultural Education classroom
and laboratory. Additionally, this CDE serves as an authentic assessment designed to evaluate
students’ knowledge in recognizing and repairing malfunctions in agricultural and/or industrial
power equipment. The skills Agricultural Education students’ employ in this CDE is the same
skills required by agricultural and industrial technicians.
Event Rules
1.
2.
3.
4.
5.
6.
7.
Rev. 1/6/2016
A team consists of two individuals.
Each school may enter one team in the District CDE.
An unlimited number of members may take the online exam. The exam will consist of
25 multiple-choice questions. Questions are worth 1 point each. Participants will be
given 20 minutes to complete the exam. The exam score will be used at the district and
the state CDE.
The first place District team will compete in the State CDE. The top 5 exam scores from
the 2nd place teams in the districts will also qualify for the State CDE. (This is based on
all taking the same exam, provided by the state) There will be a total of 15 teams
compete at the state CDE.
Two malfunctions will be placed on five different pieces of agricultural or
industrial power equipment. Students will be expected to identify and repair
these prescribed malfunctions. The malfunctions may include but are not
limited to: fuel system, ignition system, electrical system, electronic system
and hydraulic system. All malfunctions will simulate realistic failures to the
extent possible by the contest officials.
Each team is allotted a maximum of twenty minutes per station.
The contest will use agricultural or industrial equipment that is over 30 horsepower and
it is encouraged that the equipment be not more than ten years old.
Page 39
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
21.
The agricultural or industrial power equipment may be placed on a
dynamometer upon the repair of the malfunction to determine the
horsepower rating.
For uniformity between contestants, CDE officials will recheck all prescribed
malfunctions.
The agricultural or industrial power equipment may be restarted after each
team completes their time at that particular station.
Contestants are to locate, identify and repair malfunctions in order to restore proper
operation. Under special circumstances, contestants may only have to locate and
identify the malfunction.
A penalty will be imposed if an incorrect malfunction is diagnosed.
When all stations are ready, each station official will signal the event starter
and event timer and a signal from the judges’ platform will notify the teams to
begin.
Contestants will not be required to remove the head or oil pan from any piece of
equipment.
Non-contestants, including teachers, are not permitted in the CDE competition
area. Any form of communication between non-contestants and contestants will
result in disqualification of the team.
The CDE will be scored on proper diagnostic procedures, safety practices, the use of
tools and equipment, and the sequence of diagnostic procedure. Credit will be awarded
for unused time.
For safety purposes, contest officials must disable all power equipment (e.g. on jack
stands, tires removed, on blocks, restrained, etc.) to prevent accidental movement.
Contestants must supply their own hand tools. Contest officials are required to have
specialty tools and equipment available (see suggested tool list). Portable test
equipment is permitted.
Contestants must be dressed appropriately, including but not limited to clear, nontinted safety glasses with side shields (Z87.1) and work shoes (no athletic or
open-toed shoes are permitted).
Backup equipment will be provided when possible. If none is available and
equipment is disabled, all scores of all teams will be eliminated for the affected
station.
Officials may stop unnecessary diagnostic procedures.
Disqualified contestants will lose all points at any station in which they have been
disqualified. If the contestants are disqualified at two stations, the team is then
disqualified from the CDE. Reasons for disqualification include but are not limited to:
A. Starting equipment while it is in gear.
B. Breaking parts.
C. Unsafe practices as determined by the judges.
D. Communication with non-contestants.
Rev. 1/6/2016
Page 40
22.
23.
24.
25.
26.
E. Removing of safety glasses without permission of judge.
The CDE host must furnish fire extinguishers at each station.
The CDE host must post a work order at each station.
Prior to the start of each station, contestants will have three minutes to review the work
order and to confer with the station judge on the prestart up status (e.g. fluid levels).
At least 10 days prior to the date of the state CDE, the results of the district contest
should be forwarded to the CDE Coordinator by the district contest host or the districts
CDE Advisory Committee member.
The names of students that will be competing in the state CDE should be sent to the CDE
Coordinator 10 days prior to the state CDE by the participating Chapter Advisor.
Scoring
1.
2.
Five (5) Stations x 50 points = 250 points
General Knowledge Exam 25 questions at one point each x two participants = 50 points
(Online prior to the event, used as district exam score and carried through to State)
Total Possible Team points = 300 points
3.
Tiebreakers
Ties scores will be broken by
1. Consistency between station scores
2. Highest combined team written test score
3. Test score consistency between individuals
Suggested Tools
This is a suggested list of tools. Students may request specialty tools to aid in diagnosing
malfunctions.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Flashlight Jumper wire digital multimeter with a minimum of 10MW impedance
(e.g. Fluke 88 Automotive meter)
Battery: terminal puller and cleaners
Socket Sets: Standard: 3/16" through 1 1/8" · metric: 7mm through 24 mm
.6 & 12 point: regular & deep well
Ratchets: l/4", 3/8", 1/2" and extensions
Torx wrench set and 14 Pc. Hex Key Set
Screwdrivers: 3/16” x 4”; 5/16” x 8”; #1 Phillips; #2 Phillips
Combination Wrench Set: 3/16" through 1 1/8", metric: 7mm through 24 mm
Measurement: Feeler Gauge, Spark Plug Gauge, Standard Tire Gauge
Hammers: Plastic Tip, 16 Oz. Ball Peen Hammer
Pliers: 6” Long Nose, 10” Locking, Diagonal Side Cut
Rev. 1/6/2016
Page 41
11.
12.
13.
14.
15.
5 Pc. Punch & Chisel Set
¾” x 16’ Tape Measure
Non-tinted safety glasses with side shields (Z87.1)
Plastic drip pan
Shop towels
Supplemental Guidelines for District CDE
1.
2.
3.
The district chairperson will select a District CDE committee. This committee is
responsible for conducting the District CDE.
The committee will work with area tractor dealers and farmers in conducting the District
CDE under the same rules as used for the State CDE.
Any District not conducting elimination CDE may not enter a team in the State Event.
References
Test Reference
1.
Engines: Fundamentals of Service Series, 11th Edition. IBNS: 0-86691-420-X.
John Deere Publishing.
2.
Hydraulics: Fundamentals of Service Series, 8th Edition. IBNS: 0-86691-371-8.
John Deere Publishing.
3.
Power Trains: Fundamentals of Service Series, by Shirley Parchert. IBNS: 086691-377-7. John Deere Publishing.
4.
Electronics and Electrical Systems, 10th Edition. ISBN: 0-86691-409-9. John
Deere Publishing
Rev. 1/6/2016
Page 42
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.
2.
3.
4.
5.
Safety Glasses (2)
Safety Procedures (2)
Safe equipment operation (neutral, park, act.) (2)
Communication between judges & team members (2)
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.
2.
3.
4.
5.
6.
7.
Verification of complaint (2)
Diagnostic procedure (6)
Location of problem #1 (5)
Proper repair of problem #1 (5)
Location of problem #2 (5)
Proper repair of problem #2 (5)
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: __________
Rev. 1/6/2016
Page 43
Agricultural Sales
Important Note:
Purpose
The marketing of agricultural products is key to profitability in today’s competitive economy, and
agricultural sales play a major role in the marketing process. Through this CDE, students will save the
opportunity to demonstrate skills in sales by participating in a wide range of activities oriented around
the total sales process.
Event Rules
1. Each school may enter one four-member team in the district CDE. A team could be four
students from one taxonomy or could consist of students from four different taxonomies within
the school. Four scores count as a team score.
2. The first and second place team in each district may compete in the state CDE.
3. Team members may use solar or battery operated calculators during the CDE.
4. The first and second place district team must notify the State CDE coordinator At least ten (10)
days before the State CDE of their eligibility.
Event Format
The agricultural sales CDE will consist of three parts: an objective test, oral sales presentation, and a
series of practicums. The CDE will be a team event consisting of four students. All team members will
participate in the test and sales presentation components of the CDE. Each member will participate in
the same practicum.
Objective Test Online
The objective test is designed to test the team members’ understanding of the basic professional sales
process, the role that selling plays in the marketing of agricultural products, and the knowledge
possessed by students relative to advertising and promotion, customer relations, product displays, and
telephone skills. The test will be based on the attached list of references.
1. Team members will work individually.
Rev. 1/6/2016
Page 44
2. There will be twenty-five (25) multiple-choice questions on the online test. Twenty (20)
minutes will be allotted for completion of this section of the CDE. Fifty (50) points will be
allotted for this section of the CDE. Two points per question.
Sales Demonstration
This section assesses the team members’ ability to properly sell an agricultural or related product to a
customer and properly conclude the sales transaction including a sales invoice and proper change. Each
contestant will be allowed 12 minutes for his or her presentation with a verbal time warning at 10
minutes. An additional 3 minutes will be allowed for judges to ask questions to clarify any part of the
sales presentation.
1. All participants will conduct a sales presentation individually.
2. Official FFA dress is required.
3. The contestant will select an agricultural product representing one of the seven instructional
areas:
A. Agricultural mechanics
B. Agricultural production
C. Agricultural products and processing
D. Agricultural supplies and services
E. Natural resources
F. Animal care and production
G. Horticulture
* Products must align with the Quality SAE Standards within the Agriculture and
Environmental Systems Career Field
4. Each contestant will provide copy of all written brochure information used in preparation for the
sale.
5. Four copies of the contestants’ project summary sheet will be given to the contest
superintendent at the CDE site by the contestant on the day of the State event.
6. Guidelines for the project summary sheet (15 Point check off for summary sheet). This list will
not be scored, but if parts are missing then there will be deductions accordingly to the
presentation score.
A. Contestant name
B. Statement of situation, circumstances, locations, etc.
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
Rev. 1/6/2016
Page 45
I. Demonstration function
J. Competitors and pertinent information
K. Price
L. Closing statement or method
7. Closing the Sale
A. Ask for the order
B. Recognize closing sales opportunities
8. Evaluation Criteria
A. Approach – first impression, customer attention created, customer wants determined,
rapport established
B. Demonstration – feature and related customer benefits, allow customer to participate,
attempt trial closes
C. Handling Customer Objections – identify customer objections, handle customer objections
Practicums
All 4 team members will participate in the same sales situation. Information concerning the product
that will be used in the practicum will be emailed to the contestant’s advisors 10 days prior to the state
contest.
1. Customer Relations Practicum:
A. The contest coordinator will select a scenario realistically portraying a customer relation
problem that may occur in agricultural sales and involves both technical information and
human relation problems. The sales person (contestant) will be provided with the
company policy or philosophy concerning merchandise return and refunds prior to
performing the practicum. Types of problems which may be used are:
 Return of merchandise sold
 Defective merchandise
 Lack of understanding in use of merchandise
The contestants will perform in a room in which a “customer” will enter and explain a
specific complaint. Performing within the guidelines provided to the contestant prior to
entry into the contest room, the contestant will attempt to work with the customer to
determine the basis for the complaint and determine the proper course of action to
resolve the issue. Ten minutes will be allowed for the contestants to demonstrate their
customer relation skills. There will be an eight (8) minute warning. Two judges will be
used and their scores will be averaged. One judge will serve as the “customer.”
B. Order Taking/Customer Service - The participants will demonstrate the skills used when
taking an order and incorporating problem solving and/or suggestive selling of
additional product(s). The event officials will select a scenario typical for an agricultural
supply company. The participants will be provided with a promotional flyer, catalog or
other promotional material that has been mass mailed to select agricultural prospects and
customers. Participants will also be provided with an order form and any updated
Rev. 1/6/2016
Page 46
information since the mailing of the promotional material. This may include such
information as out of stock or price updates. Participants will be given the scenario and
supportive materials ten (10) minutes before the event and will have twelve (12) minutes
to demonstrate the skills interactively with all judges with at ten (10) minute warning.
C. Prospecting for new customers - The event officials will select a sales situation. The
participant will then approach or place a telephone call to a customer and by interaction
with a customer determine if the customer is a prospect. The participant will then
attempt to sell that product to the customer, or gain an appointment for a future sales
call, whichever is appropriate for the scenario. The participant will have ten (10)
minutes to read over the product description and the sales situation. Then (10) minutes
will be allowed with a seven (7) minute warning to interact with the judges. Two judges
(if possible) will be utilized with one judge playing the role of the customer. The
emphasis of this practicum is on strong opening statements to get the prospect’s
attention and asking good questions to evaluate the prospect’s needs.
Scoring
Individual
1. Online test: 50 points
2. Summary Sheet “12 Point Check-off”: 15 points
3. Sales demonstration: 100 points
4. Practicum: 55 points
5. Total possible: 220 points
Team
1. 220 points x 4 individuals = 880 total possible points
Tiebreaker
Should a tie occur in the individual or team scores, the tie will be broken by:
1. The highest sales presentation score.
2. The highest written test score.
3. The highest practicum score will be used to break the tie.
References
This list of references is not intended to be inclusive. Other sources may be utilized and teachers are
encouraged to make use of the very best instructional materials available. The following list contains
references that may prove helpful during event preparation:
1. Agriculture Sales, By Chris G. Yorke Acro Publishing Co., Vancouver, WA
CRISP Publications, 1200 Hamilton Court, Menlo Park, CA 940251427
Phone: 1-800-442-7477 Fax: 650-323-5800
Rev. 1/6/2016
Page 47
2.
3.
4.
5.
6.
7.
8.
Professional Selling, Rebecca L. Morgan ISBN 0931961424
Sales Training Basics, Elwood N. Chapman ISBN 1560521198
Closing, Virden J. Thorton ISBN 1560523182
Calming Upset Customers, Rebecca L. Morgan ISBN 1560523840
Telephone Courtesy & Customer Service, Lloyd Finch ISBN 1560520647
Sales and Service, Mike Martin, Ditzenberger and Kidney.
Selling: Helping Customers Buy, Thomson South-Western Publishing Co., Cincinnati, OH
1992, Phone: 1-800-543-7972 ISBN 0538605316
Agricultural Sales Presentation Information
12 Point Check-off for Summary Sheet:
1. Contestant Name:
2. Statement of Situation: (circumstances, locations, etc. (roles judges play)
3. Company Representation: (company or chapter student is representing)
4. Product to be Sold:
5. Features of the Product:
6. Product Structure:
7. Warranty:
8. Service Availability:
9. Demonstration Function:
10. Competitors and Pertinent Information:
11. Price:
12. Closing Statement/Method:
Total Missing Sections
X = -1 pt. each
Rev. 1/6/2016
Page 48
Name:
Documenting Student Competence Through Effective Performance Assessment
Ag. Sales CDE Presentation Scoring Rubric
School:
Sale Item:
TIME: 12 min. Presentation/10 min. Warning/3 min. Questions
Competency
Builder
(Criteria)
Customer Relations
Introduction
(Approach)
Oral
Communication
Skills
(Demonstration)
Mastery or Above Proficient
54
The student greeted the customer energetically,
respectfully and politely in a proper, professional
manner and introduced him/herself by name. Also, the
student volunteered his/her assistance to the customer.
The student demonstrated an assertive and confident
attitude, using good grammar and articulation, and
engaging in a knowledgeable content matter throughout
the presentation. Also, the student’s presentation
contained creative and original elements and
demonstrated effective questioning techniques.
Proficient
32
Below Proficient
10
The student greeted the customer politely and
respectfully and introduced him/herself by name.
Also, the student volunteered to be of assistance.
The student neglected either to greet the
Weight Total
Score
X2
customer politely and respectfully or to
The student demonstrated an assertive and confident
attitude, using good grammar and articulation and
knowledgeable content matter throughout the
presentation. However, the student included few
creative and original elements and neglected to
introduce him/herself by name Or did, but
neglected to volunteer his/her assistance.
The student demonstrated an overall lack of confidence X 10
and pride while engaging in conversation. The student
showed lack of practice and experience with inability to
use proper grammar and articulation. Or did, but
neglected to demonstrate effective questioning
demonstrate effective questioning techniques.
technique
Oral
Communication
Skills
Eye Contact
The student maintained continuous eye contact with the The student maintained good eye contact with the
audience during the entire presentation
audience most of the time during the presentation.
The student lacked sufficient eye contact with the
audience during the presentation.
X2
Professionalism
Attire
The student appeared in official FFA Dress, which
was appropriate for the presentation. Overall
appearance and hygiene of the student was
immaculate
The student was in partial official FFA Dress that
was not appropriate for the presentation.
X1
The student appeared in official FFA Dress that was
appropriate for the presentation. Overall personal
appearance and hygiene of the student was
satisfactory
Personal hygiene was lacking
Correct Solution
(Objections)
The student provided the customer with two or more (or The student provided the customer with one correct
as appropriate for the product) correct solutions that
solution that met the customer’s needs.
would effectively and efficiently meet the customer’s
needs. Also, the student provided the customer with
additional information pertinent to the subject matter.
The student gave the customer an incorrect solution or X 2
did not have the background knowledge or basic
understanding to come to a logical and correct solution.
Or did, but neglected to provide the customer with
additional information pertinent to the subject matter.
Completion of
Sale (Closure)
The student accomplished all the following: 1) offered
to be of assistance to the customer in making his or her
final selections; 2) asked the customer if he or she was
completely satisfied with the final selections; 3)
correctly completed and carried out the final purchase;
and 4) thanked the customer and encouraged him or her
to return.
The student failed to correctly complete and carry out X 3
the customer’s final purchase by neglecting to do one
or more of the following: 1) offer to be of assistance to
the customer in making his or her final selections; 2)
ask the customer if he or she was completely satisfied
with the final selections; 3) thank the customer and
encourage him or her to return.
The student correctly completed and carried out the
customer’s final purchase and in the process
accomplished two of the following: 1) offered to be of
assistance to the customer in making his or her final
selections; 2) asked the customer if he or she was
completely satisfied with the final selections;
3) thanked the customer and encouraged him or her to
return.
Total Points Possible 100 Points, This Score =
Judge’s Comments:
Rev. 1/6/2016
Page 49
Name:
School:
Customer Relations: Time: 5 min prep/10 min actual w/8 min warning
Mastery or
Weight Total
Proficient
Competency
Below
Above
Score
Proficient
3-2
Builder
Proficient
(Criteria)
1-0
5-4
The student
The student
maintained his/her
voice level and tone
at a satisfactory
voice level and
level during
tone throughout the throughout most of
entire presentation. the presentation.
Oral
appropriately
Communication monitored and
fluctuated his/her
Skills
Voice
The student did not
maintain his/her
voice at a
satisfactory level
throughout the
presentation.
The student
The student
entire presentation.
The student
remained
comfortable in
stance, was not too
stiff, and did not
slouch.
most of the
presentation.
The student analyzed
and interpreted all
gathered data in
order to articulate
logical and accurate
conclusions from
the data-gathering
process.
The student
analyzed all the
gathered data in
order to synthesize
his/her thoughts
from the datagathering process.
The student did not
analyze or form
any logical
conclusions from
the data-gathering
process.
The student
acquired the
knowledge to
correctly identify
the problem. Also,
he/ she was able to
accurately
distinguish among
three or more
problem-solving
and/or decisionmaking models,
which better assisted
the student in
solving the problem.
The student was
capable of correctly
identifying the
problem. Also, he
or she was able to
accurately
distinguish between
one or two
problem-solving
and/or decisionmaking models,
which better assisted
the student in
solving the problem.
The student
possessed no
logical
understanding or
knowledge about
how to solve the
given problem.
Professionalism maintained proper maintained proper
Poise (Attitude) poise throughout the poise throughout
The student was
either too relaxed or
too stiff in poise
throughout the
presentation, or just
the opposite and
moved to much and
was distracting.
X2
X2
Information:
Analysis and
Comprehension
of Data
(Provided to
Customer)
Diagnosed
Problem
(Correct ID of
Problem)
Rev. 1/6/2016
X2
X1
Page 50
Name:
School:
Mastery or
Weight Total
Proficient
Competency
Below
Above
Score
Proficient
3-2
Builder
Proficient
(Criteria)
1-0
5-4
The student
Gathering Data demonstrated ability
(Requested from to gather numerous
sources of pertinent
Customer
and relevant data.
For those sources
that were not used,
the
student was capable of
explaining why they
were not applicable.
The student provided
Correct Solution the customer with
two or more (or as
appropriate for the
product) correct
solutions that would
effectively
and efficiently meet
the customer’s needs.
Also, the student
provided
the customer with
additional
information
pertinent to the
subject matter.
Follow-Up
(Review,
Closure)
The student has
continuously
monitored the problem
to prevent future
recurrence. Also, the
student inspected for
additional problems
that may have
arisen and adjusted
his or her action plan
as needed.
Total Possible Score 55 Points
Rev. 1/6/2016
The student
demonstrated his or
her ability to gather
sources of pertinent
and relevant data
pertaining to the
subject matter.
The student
provided little
evidence justifying
the relevance and
pertinence of the
data, and/or the
student did not
obtain any data.
The student
provided the
customer with one
correct solution that
met the customer’s
needs.
The student gave
the customer an
incorrect solution or
did not have the
background
knowledge or basic
understanding to
come to a logical and
correct solution, or
did but neglected to
provide the
customer with
additional
information
pertinent to the
subject matter.
The student
assessed the
problem once a
month to prevent
future recurrence,
and adjusted his or
her action plan as
needed.
After solving the
problem, the student
did not maintain
any further
assessment
practices.
X2
X1
X1
Score for this Practicum=
Page 51
Name:
School:
Mastery or
Weight Total
Proficient
Competency
Below
Above
Score
Proficient
3-2
Builder
Proficient
(Criteria)
1-0
5-4
Judge’s Comments:
Rev. 1/6/2016
Page 52
Name:
School:
Prospecting New Customers: Time 5 min prep/10min actual/w/8 min warning
Mastery or
Weight Total
Proficient
Competency
Below
Above
Score
Proficient
3-2
Builder
Proficient
(Criteria)
1-0
5-4
Customer
Relations
Introduction
(Greeting/
Opening
Statement)
Appropriate for
Audience
(Qualify the
Prospect)
Gathering Data
(Provide
Features and
Benefits)
Rev. 1/6/2016
The student greeted
the customer
energetically,
respectfully, and
politely in a proper,
professional
manner and
introduced
him/herself by name.
Also, the student
volunteered his/her
assistance to the
customer.
The student greeted
the customer politely
and respectfully and
introduced
him/herself by name.
Also, the student
volunteered to be of
assistance.
The student
neglected either to
greet the customer
politely and
respectfully or to
introduce
him/herself by name
or did, but neglected
to volunteer his/her
assistance.
The student
established and
delivered a logical
and interactive
presentation that was
appropriate for both
the purpose of the
presentation
and the audience.
The student’s
presentation was
appropriate for both
the purpose of the
presentation and
the audience.
The student’s
presentation was not
appropriate for the
purpose of the
presentation and/or
was not appropriate
for the audience.
The student
demonstrated his/her
ability to gather
numerous sources of
pertinent and relevant
data. For those
sources that were not
used, the student was
capable of explaining
why
they were not used.
The student
demonstrated the
ability to gather
one source of
pertinent and
relevant data
pertaining to the
subject matter.
The student
provided little
evidence justifying
the relevance and
pertinence of the
data and/or the
student did not
obtain any data.
X3
X4
X2
Page 53
Name:
School:
Prospecting New Customers: Time 5 min prep/10min actual/w/8 min warning
Mastery or
Weight Total
Proficient
Competency
Below
Above
Score
Proficient
3-2
Builder
Proficient
(Criteria)
1-0
5-4
Completion of
Sale (Close the
Interview or
Sale)
The student
accomplished all
the following: 1)
offered to be of
assistance to the
customer in making
his or her final
selections; 2) asked
the customer if he
or she was
completely
satisfied with the
final selections; 3)
correctly completed
and carried out the
final purchase; and
4) thanked the
customer and
encouraged him or
her to return.
Total Possible-55 Points
Judge’s Comments:
Rev. 1/6/2016
The student correctly
completed and
carried out the
customer’s final
purchase and in the
process
accomplished two
of the following: 1)
offered to be of
assistance to the
customer in making
his or her final
selections; 2) asked
the customer if he or
she was completely
satisfied with the
thanked the
customer and
encouraged him or
her to return.
The student failed
to correctly
complete and carry
out the customer’s
final purchase by
neglecting to do one
or more of the
following: 1) offer
to be of assistance
to the customer in
making his or her
ask the customer if
he or she was
completely
satisfied with the
thank the customer
and encourage him
or her to return.
X2
This Practicum Score =
Page 54
Name:
School:
Order Taking/Customer Service Practicum: Time 10 min Prep/ 12 min actual w/10 min warning
Proficient
Competency Builder
Mastery or Above Proficient
5-4
3-2
(Criteria)
The student greeted the customer energetically,
respectfully, and politely in a proper, professional
manner and introduced him/herself by name. Also,
the student volunteered his/her assistance to the
customer.
Oral Communication Skills The student appropriately monitored and
fluctuated his/her voice level and tone
(Voice)
throughout the entire presentation.
The student demonstrated an assertive and
Oral Communication
confident attitude, using good grammar,
Skills
articulation, and knowledgeable content matter
(Telephone/Etiquette)
throughout the presentation. Also, the student’s
presentation contained creative and original
elements and demonstrated effective questioning
techniques.
Customer Relations
Introduction
Professionalism Poise
(Attitude)
Determine Customer
Needs and Wants
(Information
Gathered)
Responding to
Customer Needs
(Evidence of Product
Knowledge)
Rev. 1/6/2016
The student maintained proper poise
throughout the entire presentation. The student
remained comfortable instance, was not too
stiff, and did not slouch.
The student applied effective listening and
comprehension skills in order to successfully
determine all the customer’s needs and wants.
Also, the student demonstrated effective
questioning techniques.
The student was very knowledgeable about the
subject matter. The student was able to respond
thoroughly and correctly to all the customer’s
questions, needs, and complaints.
Below
Proficient
1-0
The student greeted the customer politely and
respectfully and introduced him/herself by
name. Also, the student volunteered to be of
assistance
The student neglected either to greet the
customer politely and respectfully or to
introduce him/herself by name. Or did and
neglected to volunteer his/her assistance.
The student maintained his/her voice level and
tone at a satisfactory level during throughout
most of the presentation.
The student demonstrated an assertive and
confident attitude, using good grammar,
articulation and knowledgeable content matter
throughout the presentation. However, the
student included few creative and original
elements and neglected to demonstrate
effective questioning techniques.
The student did not maintain his/her voice at a
satisfactory level throughout the presentation.
The student maintained proper poise
throughout the entire presentation.
The student applied effective listening and
comprehension skills in order to determine
most of the customer’s needs and wants.
The student possessed enough knowledge to
assist the customer with his or her purchases.
The student was able to respond satisfactorily
to most of the customer’s questions, needs, and
complaints.
Page 55
Weight Total
Score
X1
X2
The student demonstrated an overall lack of
confidence and pride while engaging in
conversation. The student showed lack of
practice and experience with inability to use
proper grammar and articulation. Or did But
failed to include any creative and original
elements and neglected to demonstrate
effective questioning techniques.
The student was either too relaxed or too stiff
in poise throughout the entire presentation. The
student changed positions to often moved
around the room in a distracting manner.
The student was lacking in listening and
comprehension skills and was, therefore,
unable to determine most of the customer’s
needs and wants, or was but neglected to
demonstrate effective questioning techniques.
The student possessed very little knowledge of
the subject matter; therefore, he or she was of
little or no assistance to the customer.
X1
X2
X2
X2
The student accomplished all the following: 1)
offered to be of assistance to the customer in
making his or her final selections; 2) asked the
customer if he or she was completely satisfied with
the final selections; 3) correctly completed and
carried out the final purchase; and 4) thanked the
customer and encouraged him or
her to return.
Total Possible—55 Points
Completion of
Sale
(Closing of
Order/Dealing with
Complaint)
The student correctly completed and carried
out the customer’s final purchase and in the
process accomplished two of the following: 1)
offered to be of assistance to the customer in
making his or her final selections; 2) asked the
customer if he or she was completely satisfied
with the final selections; 3) thanked the customer
and encouraged him or her to return.
Judge’s Comments:
Rev. 1/6/2016
Page 56
The student failed to correctly complete and
carry out the customer’s final purchase by
neglecting to do one or more of the following:
X1
1) offer to be of assistance to the customer in
making his or her final selections; 2) ask the
customer if he or she was completely satisfied
with the final selections; 3) thank the customer
and encourage him or her to return.
This Practicum Score=
August 1, 2015
Important Note:
Please thoroughly read the Introduction and General Rules Section at the beginning of this
handbook for complete rules and procedures that are relevant to all Ohio FFA Career
Development Events.
Purpose
To assess students’ knowledge in agricultural engineering technology and mechanical systems.
CDE Rules
Preliminary Round CDE
1. Each school may enter an unlimited number of dues paid FFA members as participants. The
top 4 score from the online test will be considered the “team” and the top 3 scores will be the
team score of record.
2. The online test is elimination competition for State Final.
State Final CDE
1. The top ten (10) teams from the preliminary CDE made up of 4 of the top 6 scores will
participate in the Agricultural Technology and Mechanical Systems CDE finals.
2. Each team will consist of 4 members with top 3 scores comprising the team score of
record.
Event Format
Event Theme
2015 Integrated Pest Management
2016 Animal Production Systems
Preliminary CDE
1. An online test designed to evaluate the students’ understanding of applied agricultural
engineering will constitute the Preliminary CDE. The Department of Agricultural Engineering
faculty at the Ohio State University will prepare the online test.
2. The test will consist of 75 general knowledge questions worth 2 points each.
Rev. 1/6/2016
Page 57
a. 15 questions on electrical systems
b. 15 questions on energy systems
c. 15 questions on environmental and natural resources
d. 15 questions on machinery and equipment systems
e. 15 questions on structural systems
3. The test will have 25 problem solving questions worth 4 points each.
a. 5 problems on electrical systems
b. 5 problems on energy systems
c. 5 problems on environmental and natural resources
d. 5 problems on machinery and equipment systems
e. 5 problems on structural systems
4. Participants will be given 90 minutes to complete the exam.
State Final CDE
1. Team Make-Up
a. Teams may consist of three or four members. Team ranking is determined by combining
the scores of the top three students from each team.
b. Teams will be comprised of 4 of the top 6 individuals from each of the top ten teams
from the Preliminary CDE.
2. Equipment
a. Needed- Safety Materials Students Must Provide.
Each event participant must adhere to the safe practices and work habits appropriate
when performing required activities. Participants are responsible and must provide all
personal safety equipment including:
1. Industrial-quality eye protection: INDIVIDUALS MUST WEAR STYLE B (SEE
BELOW) INDUSTRIAL-QUALITY EYE PROTECTION during the team activity
and the skill/problem solving activities. Those with prescription eyewear that is not
Style B must also wear safety glasses or goggles while participating in this event.
Safety glasses do not have to be worn while completing the written exam.
Acceptable spectacles or goggles must adhere to the American National Standard
Practice for Occupational and Education Eye and Face Protection, Z87.1-1979 (or
Z87.1-1968) and revisions approved by ANSI. Descriptions of style A, B, and C
Industrial Quality Eye Protection are as follows:
i. Style A: NOT ACCEPTABLE for use in the event. These are safety spectacles
without side shields. They are for limited-hazard use requiring only frontal
protection. The addition of accessory side shields that are not firmly secured does
not upgrade style A to a style B or C.
ii. Style B: ACCEPTABLE—Safety spectacles with wire mesh, perforated plastic or
non-perforated side shields. The side shields shall be tapered, with an anatomical
periphery extending at least halfway around the circumference of the lens frame.
Rev. 1/6/2016
Page 58
Industrial-quality eye protection for those not wearing prescription glasses shall be
style B.
iii. Style C: NOT ACCEPTABLE for use in the event. Safety spectacles with semi- or
flat-fold shield that must be firmly secured to the frame. Style C glasses do not
provide maximum protection from the top and bottom angles.
2. Clothing: Each individual shall furnish and wear appropriate clothing such as long
pants and long sleeved cotton shirt, coveralls, etc. for this event. Clothing must be in
good repair and fit properly. Oversized or loose fitting clothing is dangerous around
agricultural equipment and is not allowed. Long-sleeves must be worn when welding
or oxy-fuel cutting. No open-toed footwear shall be worn during the event.
3. Other Materials: Each participant must have a clipboard, two sharpened No. 2
pencils and an electronic calculator. Calculators used in this event should be battery
operated and silent.
3. Provided- Specialized safety equipment
a. Necessary equipment such as helmets, shields, gloves, welding leathers, hearing
protection devices, etc., will be provided by the National FFA Agricultural Technology
and Mechanical Systems Career Development Event committee.
b. Tools and equipment will be furnished for the event. Teams/individuals may choose to
use their own equipment subject to approval by the event superintendent.
c. If a team member needs modified equipment due to physical size and stature, the
student must supply this equipment. The team member or coach must present the
student-supplied equipment to the event superintendent prior to the start of the event for
approval. Team members who need specialized or modified equipment due to disability
as defined by the American Disabilities Act must submit the appropriate special needs
request form and documentation at the time of the team’s certification.
1. Each contestant will complete three specific performance skills chosen from the five
system areas.
a. Machinery and Equipment Systems: repair and maintenance, materials handling,
processing, adjustments, metal fabrication
b. Electrical Systems: AC/DC power, electrical safety, electrical standards, sensing
devices, electrical wiring, controls, electronics, motors and other electrical loads,
operating instructions, and manufacturer’s recommendations
c. Energy Systems: mechanical power, chemical power, wind power, solar power,
hydraulic power, engine operation, maintenance, trouble-shooting, repair
d. Structural Systems: structures, storage, concrete, masonry, plumbing, electrical,
fabrication, construction, building materials, ventilation, heating, air conditioning
e. Environmental and Natural Resource Systems: water quality, sustainable agricultural
practices, soil and water conservation, biological waste handling
2. Each hands-on performance operation will be worth 60 points.
Rev. 1/6/2016
Page 59
Team Activity
1. The individuals on each team will work together and be evaluated as a team while solving
multi-system agricultural problem(s) selected from skills and problem solving of the five
system competency areas.
2. The specific problem scenario will be presented to the team on the day of the event.
3. Teams will organize; assign duties and complete tasks together or separately depending on
individual skills and abilities.
4. The team activity will be worth 215 points.
Scoring
Preliminary CDE
1. Individual
a. Online general knowledge test – 75 questions x 2 points each = 150 points
b. Online problem solving questions - 25 questions x 4 points each = 100 points
Total possible points = 250 points
2. Team
a. Three individuals - 250 points x 3 = 750 points
Finals CDE
1. Individual
a. Preliminary online test score – 250 points
b. Performance skills – 60 points x 3 individuals= 180 points
Total possible points = 430 points
2. Team
a. Three individuals scores – 430 points x 3 individuals = 1290 points
b. Team activity – 215 points
Total points = 1505 points
Tie Breakers
Preliminary CDE
Individual:
1. Total problem solving scores
2. Consistency between problem solving area scores
3. Consistency between general knowledge area scores
Team:
1. Total team problem solving score
Rev. 1/6/2016
Page 60
2. Consistency between total individual problem solving scores
3. Consistency between total individual general knowledge score
Finals CDE
Individual
1. Total performance skills score
3. Consistency between problem solving area scores
4. Consistency between general knowledge area scores
Team
1. Team Activity Score
2. Total performance skill score
4. Consistency between total individual problem solving scores
5. Consistency between total individual general knowledge scores
References
The following list of references is indicative of books and manuals needed for the contest. It is
the intent that test questions will be “generic” in nature and found in several specified sources or
general textbooks.
1. Agricultural Power and Machinery
General Texts
A. FMO Safety - John Deere
B. Agricultural Power and Machinery - McGraw-Hill
C. Mechanics in Agriculture – Interstate
2. Tractor Power
A. Safe Tractor Operation and Daily Care -AAVIM
B. Specifications for Tune-up and Service for Farm
3. Tractors - AAVIM
A. Selecting and Storing Fuels and Lubricants -AAVIM
B. Operating Tractors for Grounds Keeping -AAVIM
C. FOS - John Deere
4. Engines, Air Conditioning, Compact Equipment Series, Electrical, Hydraulics, Power
Trains
A. FMO - John Deere
5. Preventative Maintenance, Tractors, Safety
A. Diesel Fundamentals - Goodheart-Wilcox
B. Understanding and Measuring Power – AAVIM
Rev. 1/6/2016
Page 61
6. Small Engine Power
A. Care and Operation of Small Gasoline Engines- AAVIM
B. Service and Repair Instructions- Briggs and Stratton Corp.
C. Small Gasoline Engines - Hobar
D. Air Cooled Engines Mechanics Training Manual, Form
7. TM-6/2-ESA
A. Small Gas Engines - Goodheart-Wilcox
B. Step-By-Step Small Engine Repair Series- UMC-IML
C. Chain Saw Maintenance and Repair Step-By-Step- UMC-IML
D. Small Engines, Operation, Maintenance and Repair- AAVIM
8. Agricultural Machinery and Equipment
A. Applying Pesticides - AAVIM
B. Safe Operations of Agricultural Equipment -Hobar
C. Plows and Plowing - The Ohio State University
D. Combines and Combining - The Ohio State University
E. Combines, Principles of Operation - The Ohio State University
F. Efficient Machine Harvesting - The Ohio State University
G. Baler Operation, Service and Maintenance - The Ohio State University
H. FMO-John Deere Combines, Machinery Management, Tillage, Hay and Forage
Harvesting, Planting, Crop Chemicals
I. FOS -John Deere Belts and Chains, Moving and Spraying Equipment, Bearings
and Seals, Tires and Tracks
J. Farm Machinery Fundamentals - America Publishing Co.
9. Agricultural Structures and Electrification
General Texts
A. Agricultural Buildings and Structures- Reston Publications
B. Practical Farm Buildings - Interstate
C. National Electric Code 1987 Edition - Hobar
D. Agricultural Mechanics - Delmar
E. Agricultural Structures, Volume I and II- UMC-IML
10. Building Construction
A. Fundamentals of Carpentry, Tools, Materials and Practices: Vol. I and II –
American Technical Publishers
B. Rafter Layout with Framing Square - Hobar
C. Applying Roofing and Siding Products; No. 3035 – Vo Ag Services
D. Using the Carpenter’s Square; No.3009a - Vo Ag Services
E. Using Stanley Framing Square, English and Metric - Stanley Tool
F. Using Stanley Quick Square - Stanley Tool
G. Hand Woodworking Tools - Delmar
H. Portable Power Tools - Delmar
I. Power Tool Maintenance - McGraw-Hill
Rev. 1/6/2016
Page 62
11.
12.
13.
14.
15.
Rev. 1/6/2016
J. Working in Agricultural Mechanics - McGraw-Hill
Concrete Construction
A. Concrete and Concrete Masonry - Hobar
B. Proportioning and Placing Concrete - UMC-IML
C. Placing, Finishing and Curing Concrete- UMC-IML
D. Concrete Form Construction – Delmar
Electrical Circuits
A. Agricultural Wiring Handbook, 8th Edition (1987) - NFEC
B. Electrical Wiring Systems for Livestock and Poultry Facilities - NFEC
C. Farm Energy Analysis - NFEC
D. Check Stray Voltages on Farms - NFEC
E. Electrical Construction Wiring - American Technical Publishers
F. Fundamentals of Electicity- American Technical Publishers
G. Understanding and Using Electric Circuits- Interstate
H. Understanding Electricity and Electrical Terms- AAVIM
I. Electric Energy - AAVIM
J. Fundamentals of Electricity for Agriculture- AVI Publishing Company.
K. Agricultural Electrification - South-Western Publishing Co.
L. Electrical Wiring: Residential, Utility Buildings, Service Areas - AAVIM
M. Basic Electricity and Practical Wiring -Hobar
N. Farm Building Wiring Handbook - Hobar
O. Structures and Environment Handbook -MWPS
P. Electricity 1 and 2 – Delmar
Electric Motors
A. Electric Motors: Selection, Protection, Drives - AAVIM
B. How Electric Motors Start and Run - AAVIM
C. Electric Motors: Principles, Controls, Service and Maintenance - Hobar
D. Electrical Power: Motors, Controls, Generators- Goodheart-Wilcox
E. Electricity 3 and 4 – Delmar
Electric Controls, Switches and Sensing Devices
A. Electrical Controls and Basic Controls Used in Agricultural Production - Hobar
B. Electric Motors, Principles, Controls, Service and Maintenance - Hobar
C. Electrical Farm Equipment Guide - NFEC
D. Farm Energy Analysis – NFEC
Agricultural Construction and Soil and Water Conservation
General Texts
A. Agricultural Mechanics: Fundamentals and Applications - Delmar
B. Modern Agriculture Mechanics - Interstate
C. Developing Shop Safety Skills - AAVIM
D. Power Tool Safety and Operation - Hobar
E. Safety in the Shop; No.3022a - Vo Ag Services
Page 63
16.
17.
18.
19.
20.
21.
Rev. 1/6/2016
F. Working in Agricultural Mechanics - McGraw-Hill
G. Agricultural Mechanics I Lesson Plans - UMC-IML
H. Agricultural Mechanics II Lesson Plans - UMC-IML
Arc Welding
A. Welding - FOS - John Deere
B. Welding Skills and Practices – American Technical Publications
C. Metals and Welding - Hobar
D. Shielded Metal Arc Welding; No.3004a - Vo Ag Services
E. Modern Welding - Goodheart-Wilcox
F. Welding Technology - American Technical Publications
G. Basic Arc Welding - Delmar
H. Arc Welding - AAVIM
I. Arc Welding - Basic Fundamentals - Goodheart-Wilcox
J. GTAW Handbook - Goodheart-Wilcox.
K. Welding:Principles and Applications - Delmar
L. Arc Welding - UMC-IML
Fuel Gas Welding
A. Welding FOS - John Deere
B. Metals and Welding - Hobar
C. Oxyacetylene Welding and Cutting: No.3001a -Vo Ag Services
D. Basic Oxyacetylene Welding - Delmar
E. Oxyacetylene Welding: Basic Fundamentals- Goodheart-Wilcox
F. Welding: Principles and Applications - Delmar
G. Oxy-Acetylene Welding - UMC-IML
Tool Repair and Maintenance
A. Agricultural Mechanics: Fundamentals and Applications - Delmar
B. Modern Agricultural Mechanics - Interstate
C. Working in Agricultural Mechanics - McGraw-Hill
Hot Metal
A. Metals and Welding - Hobar
B. Ferrous Metals - Properties, Identification and Treatment: No. 3041 - Vo Ag
Services
C. Modern Metal Working - Goodheart-Wilcox
Cold Metal
A. Sharpening Hand Tools: No.3005 - Vo Ag Services
B. Soldering for Home, Farm and Shop Applications: No.3027 - Vo Ag
Services
C. Metal work Technology and Practice – McKnight Publishing
D. Modern Metal Working - Goodheart-Wilcox
Plumbing
A. Planning Individual Water Systems - AAVIM
Page 64
B. Modern Plumbing - Goodheart-Wilcox
C. Plumbing Installation and Design - American Technical Publications
D. Designing, Installing, Maintaining and Repairing Plumbing Systems; No. 3056 –
Vo Ag Services
22. Fiberglass and Plastic
A. FOS Fiberglass/Plastic - John Deere Land Use, Management and Leveling
B. Agricultural Surveying: No.3010a - Vo Ag Services
C. Leveling and Land Measurement Practices for Agriculture – Hobar or Ag Ed,
University of Arizona
D. Elementary Soil and Water Engineering - John Wiley and Sons
E. Soil and Water Conservation Engineering - John Wiley and Sons
F. Soil and Water Conservation, Semester Unit, - UMC - IML
G. Elementary Surveying - Harper and Row
H. Erosion and Sediment Pollution Control - Iowa State University Press
23. Conservation Practices
A. Conservation Farming - John Deere
B. Soil and Water Conservation - Iowa State University Press
C. Soil and Water Conservation, Semester Unit - UMC - IML
D. Soil and Water Conservation Engineering - John Wiley and Sons
E. Elementary Surveying - Harper and Row
F. Erosion and Sediment Pollution Control - Iowa State University Press
24. Drainage and Irrigation
A. Planning for an Irrigation System - AAVIM
B. Elementary Soil and Water Engineering - John Wiley and Sons
C. Soil and Water Conservation - Iowa State University Press
D. Soil and Water Conservation, Semester Unit - UMC - IML
E. Soil and Water Conservation Engineering - John Wiley and Sons
F. Elementary Surveying - Harper and Row
G. Erosion and Sediment Pollution Control - Iowa State University Press
Addresses of Publishers
1. AAVIM
120 Driftmeier Engineering Center
Athens, GA 30602
2. Ag Education Department
University of Arizona
Tucson, AZ 85721
3. American Technical Publishers, Inc.
12235 S. Laramie Ave.
Alsip, IL 60658
Rev. 1/6/2016
Page 65
4. The AVI Publishing Co., Inc.
P.O. Box 831
Westfork, CT 06881
5. Briggs-Stratton Corporation
P.O. Box 831
Milwaukee, WI 53201
6. Delmar Publishers, Inc.
2 Computer Drive West, Box 15-015
Albany, NY 12212-9985
7. Engine Service Association (ESA)
700 N. Plankinton Ave., Suite 333
Milwaukee, WI 53203
8. Goodheart-Wilcox
123 West Taff Drive
South Holland, IL 60473
9. Harper and Row Publishers
10 East 53rd Street
New York, NY 10222
10. Hobar Publications
1234 Tiller Lane
St. Paul, MN 55112
11. Interstate Printers and Publishers
P.O. Box 50
Danville, IL 61832-0050
12. Iowa State University Press
2121 S. State Avenue
Ames, IA 50010
13. John Deere Service Training
John Deere Road, Dept. 150
Moline, IL 61265-8098
Rev. 1/6/2016
Page 66
14. John Wiley and Sons
P.O. Box 6793
Somerset, NJ 08873-9977
15. McGraw-Hill Book Company
1221 Avenue of the Americas
New York, NY 10020
16. National Food and Energy Council
409 Vandiver West, Suite 202
Columbia, MO 65202
17. Reston Publishing Company
A Prentice Hall
Company Reston, VA 22090
18. South-Western Publishing Company
5101 Madison Road
Cincinnati, OH 45227
19. Stanley Tool Company
600 Myrtle Service
New Britain, CT 06050
20. University of Missouri-Columbia - IML
1 0 Industrial Ed Bldg.
Columbia, MO 65211
21. Vocational Agriculture Service
College of Agriculture
University of Illinois
1401 S. Maryland Drive
Urbana, IL 61801
Rev. 1/6/2016
Page 67
Agronomy
Important Note:
Development Events.
Purpose
The agronomy career development event is designed to assess the student’s knowledge of
agronomic practices for the production of field and forage crops. A practical examination
requires the student to identify specimens of crop and weed plants and seeds, diseases, and
insects or their damage. An individual written test cover the use of soil test analysis and
County Soil Surveys, current agronomic practices, and fertilizer, pesticide or sprayer
calibration problems and their solution. A team evaluation will consist of an applied field
management problem.
Event Rules
1. Each school may enter an unlimited number of dues-paid FFA members as
participants, the highest placing 4 individuals will be considered the “team” and the
top four (4) individual scores added to the top team event score from their school
will be the team score of record.
2. A 25 question individual onsite written test covering the use of soil test analysis and
County Soil Surveys, current agronomic practices, and fertilizer, pesticide or sprayer
calibration problems and their solution.
3. Each contestant/team will be allotted sixty (60) minutes for each of the two (2)
areas of the event. The two areas will be broken down as follows:
A. Individual Practicums: Plant Identification, Seed Identification, Insect
Identification, Disease/Disorder
B. Team event
4. Identification using live or mounted specimens on pins, specimens in vials, dried and
mounted specimens, photographs or slides of the specimens, or any other similar
presentation methods may be used.
5. Microscopes or magnifying viewing glasses are allowed where necessary for
identification.
6. Non-programmable calculators are permitted for use during the written test and team
event sections.
Rev. 1/6/2016
Page 68
Event Format
The event will consist of two areas.
1. Individual practicums.
A. The identification of thirty (30) specimens to include 20 crop and weed
plants and 10 insects or insect damages.
B. The identification of thirty (30) specimens to include 20 crop and weed
seeds and 10 diseases/disorders and deficiencies.
C. A twenty-five question multiple choice test involving the following subjects:
Nutrients and their role in
Soil morphology
Insect anatomy
plant development
Plant anatomy
Pesticide safety
Sprayer calibration
Calculations or questions
from provided charts, seed
Crop species development
tags, graphs, tables, soil test (corn, soybean, wheat)
analysis or pesticide labels
2. Team Event
A. Contestants will rotate through the two areas of the event.
B. Specimens for the event will come from the following lists:
Plants
alfalfa
dogbane, hemp
Potato
barley
fescue, tall
quack grass
barnyard grass
foxtail (any)
ragweed, common
bluegrass, Kentucky
garlic, wild
ragweed, giant
bindweed (hedge or field)
Horse nettle
rye
canola
jimsonweed
rye grass (annual or
perennial)
carrot, wild
Johnson grass
shattercane
chickweed, common
lambsquarters, common
shepherd’s-purse
clover, red
horseweed / marestail
smartweed (any)
clover, white
soybean
crabgrass (large or smooth)
milkweed, common
morning glory (any
Ipomoea sp.)
nightshade, black
(eastern)
nutsedge, yellow
crown vetch
oats
thistle, Canadian
cocklebur, common
corn
Rev. 1/6/2016
squash
strawberry
sweet clover
Page 69
cucumber
orchard grass
timothy
dandelion
dead nettle, purple
pennycress, field
pig weed (any
Amaranthus sp.)
plantain, buckhorn
tomato
foxtail (any)
Johnson grass
jimsonweed
lambsquarters, common
morning glory (any)
oats
orchard grass
pigweed (any
Amaranthus sp.)
quack grass
ragweed, common
ragweed, giant
red clover
red wheat
rye
rye grass (annual or
perennial)
shepherd’s-purse
smartweed (any)
soybean
squash
sweet clover
tall fescue
thistle, Canadian
Rootworm, Northern
corn (adult or damage)
Beetle, blister (adult)
Beetle, Spotted cucumber
(southern corn rootworm)
(adult )
Beetle, Striped cucumber
(adult)
Cutworm (larvae or
adult)
Damsel bug (adult)
Beetle, Colorado potato
(larvae or adult)
Beetle, flea
European corn borer
(larvae, adult or damage)
Grasshopper
Beetle, Japanese (adult)
Green lacewing (adult)
Beetle, Mexican bean
(larvae or adult)
Leafhopper (adult or
damage)
dock, curly
velvetleaf
wheat
Seeds
alfalfa
barley
Barnyard grass
bluegrass, Kentucky
buckhorn plantain
canola
cocklebur, common
corn, dent
corn, pop
corn, sweet
crown vetch
cucumber
curly dock
dandelion
timothy
tomato
velvet leaf
white clover
white wheat
wild carrot
wild garlic
yellow nutsedge
Insects
Aphids
Armyworm (larvae or
adult)
Beetle, bean leaf (adult)
Rev. 1/6/2016
Rootworm, Western
corn (adult, larvae)
Stinkbug
Tarnished plant bug
(adult)
Two-spotted spider
mite (adult or damage)
Weevil, alfalfa (larvae,
adult or damage)
Beetle, lady (adult or
larvae)
Page 70
Diseases and Deficiencies
Spring Black Stem of
Alfalfa
Corn Smut
Corn Herbicide Damage
Symptoms
Gray Leaf Spot of Corn
Nitrogen Deficiency on
Corn (leaf only)
Northern Corn Leaf Blight
Phosphorus Deficiency on
Corn (leaf only)
Potassium Deficiency on
Corn (leaf only)
Powdery Mildew of
Cucurbits
Powdery Mildew of Red
Clover
Downy Mildew of
Soybean
Manganese Deficiency of
Soybean (leaf only)
Potassium Deficiency of
Soybean (leaf only)
Phytopthora Root Rot of
Soybean
Sclerotinia Stem Rot of
Soybean
Soybean Herbicide
Damage Symptoms
Sudden Death
Syndrome of Soybean
Ergot
Fusarium Head Scab
of Wheat or Barley
Leaf Rust of Small
Grains
Loose Smut of Small
Grains
Powdery Mildew of
Small Grains
Septoria Leaf Blight of
Wheat
Tomato Spotted Wilt
Team Management Plan
Students will be provided a scenario of an agronomic situation in which they are to develop a
management plan. Teams will be required to develop a written plan that addresses the
question in the scenario. Teams will submit their written plan at the end of 60 minutes on the
provided worksheet. This plan can include but is not limited to herbicide selection, fungicide
selection, integrated pest management, rate calculations, field selection, variety selection,
fertilizer and lime recommendations, drainage considerations and operating expenses and
loans. The provided worksheet provided will have 20-25 questions that must be answered.
(125 points total, 60 minutes)
Possible Scenario:
Your field measures 1500 ft. X 1750 ft. The field is a silt-loam soil type with a 3 percent
slope and no previous drainage problems. You have all necessary equipment. The target
plant population for this corn field is 24,000 plants per acre. The growing season is 120
days. Your current crop is a forage legume (i.e. alfalfa/red clover mix). You will rotate to a
broadleaf crop following the harvest of the corn. This field has the following weed
problems: yellow foxtail, pigweed, velvetleaf, and field bindweed. Develop a management
plan that includes but is not restricted to the following: the variety of corn, the amount of
seed, projected yield, tillage system, weed control program, and fertilization plan. The
following materials are provided as needed:
1. Soil test analysis
2. Ohio Agronomy Guide
3. County Soil Survey
Rev. 1/6/2016
Page 71
4.
5.
6.
7.
8.
Seed tag information
Variety trial data
Herbicide, insecticide and fungicide labels
Seed, fertilizer, and herbicide costs
Plus any other pertinent information
Scoring Guide
Individual
Section 1 - 30 specimens (20 weed and crop plants, 10 insects and damages) x 5 points = 150
points
Section 2 - 30 specimens (20 weed and crop seeds, 10 diseases and deficiencies) x 5 points = 150
points
Section 3 – 25 question on-site written test 25 questions X 5 points = 125 points.
Total Possible: 425 points per individual
Team
Team evaluation worth 125 points
There will be no more than 4 students making up a group for this team event. Schools may have
more than one group. Schools having more than one group will have the highest score of all groups
reported as the team event score. Individual practicum score will determine individual placing. Top
four (4) individual scores added to the team score determine team placing.
Total Possible: 1825 points per team
References
Test References
1. Ohio Agronomy Guide, Ohio Cooperative Extension.
2. Applying Pesticides Correctly, Ohio Cooperative Extension
General References
1. County Soil Survey http://maize.agron.iastate.edu/corngrows.html
http://www.extension.iastate.edu/pages/hancock/ agriculture/soybean/bean_develop/, Iowa State
Extension. www.cdms.net (all pesticide labels)
3. Weed Control Guide for Ohio and Indiana Field Crops pages 1-24. This guide has information
that supports material covered in Applying Pesticides Correctly. It also has equations for
pesticide application and sprayer calibration.
4. Study material for the disease and deficiency section can be found in the following references:
Rev. 1/6/2016
Page 72
A. Compendium of Corn Diseases Compendium of Soybean Diseases Compendium of Small
Grain Diseases - These are available from OSU bookstores and other bookstores in the
Columbus campus area, or by contacting:
American Phytopathological Society
3340 Pilot Knob Road
St. Paul, Minnesota 55121
B. Wheat Disease Control in Ohio, Ohio Cooperative Extension Bulletin 785
Special Notes – Herbicide Damage
Corn herbicide damage symptoms may be prepared and usually are chosen from the following list:
Command, Balance and Callisto – turns corn white
Gramoxone Extra – burns and causes water soaked spots
Banvel or 2,4D- fused brace roots
Soybean herbicide damage symptoms may be prepared and usually are chosen from the following list:
ALS Herbicide – turns veins red of some broadleaf species
Gramoxone Extra – burns and causes watersoaked spots
Balance – turns soybeans white
Banvel or 2,4D - twisted plants and cupped leaves
Rev. 1/6/2016
Page 73
Important Note:
handbook for complete rules and procedures that are relevant to all Ohio FFA Career Development
Events.
Purpose
Animal behavior & animal welfare education has a responsibility to ensure an educated
public and to help prepare students to enter careers in the industry. The purpose of the animal
behavior & welfare career development event is to stimulate student interest and to promote
education in the basics of understanding animals’ evolutionary biology, their biological
needs, and indicators of differing levels of welfare and how to holistically evaluate different
facilities, husbandry and management. In addition, this CDE will provide recognition for
those who have demonstrated skills and competencies as a result of animal behavior &
welfare instruction. This contest is aligned with the Agriculture and Environmental Systems
Career Field Pathways for Animal Science and Management. Specific benchmarks and
indicators can be viewed by following the attached link
http://education.ohio.gov/getattachment/Topics/Career-Tech/Agricultural-andEnvironmental-Systems/AEP-Colored-Pathway-Chart-Courses-FY14.doc.aspx
Event Rules
1. Prelims teams will consist of an unlimited number of dues paid FFA members.
Schools in the finals will be made up of the top four (4) scores of the team from
the prelims. Only the top ten (10) teams will be invited to advance to the finals
round at state CDE. An exception to the rule is if a slot in the finals stands open,
the next highest scoring team from the prelims will move up to the finals.
2. Observers will not be permitted in the CDE area while the contest is in progress.
Equipment
Students and/or teams must provide the following materials and equipment for the CDE.
Failure to bring required items may result in disqualification from certain portions of the
CDE.
1. Each participant should bring a clipboard and two No. 2 pencils.
Rev. 1/6/2016
Page 74
Event Format
The CDE will be divided into the preliminary rounds (parts 1 and 2) online and final rounds
(enrichment design and two exhibit audits) at state.
Preliminary Rounds
Part 1. Written Exam – Objective Test 25 points each (25 points/student, total 100 points/team)
This test is online prior to the event. Twenty-five multiple choice questions from animal
behavior and animal welfare materials will be used for the test. This phase of the CDE will
test the individual student’s knowledge and understanding of basic principles and concepts.
A time limit of 45 minutes will be allowed for completion of this section of the CDE. Each
participant will take the exam as an individual and will receive a score out of 25 points.
The four team scores will be added together for the overall written exam score out of 100
points. In case of tie scores in competition, the exam score will be used as the tie breaker.
This test will be administered on line using www.judgingcard.com at the student’s school
with a proctor independent of the Agricultural Department. Refer to your testing window
released by the State CDE Coordinator for additional testing instructions.
Part 2. Animal Behavioral Profiles – Individuals will answer a set of 25 multiple choice questions
relating to animal behavior profiles (25 points/student, total 100 points/team). To prepare
for this preliminary event, team members should understand the following for each
species:
A.
B.
C.
D.
E.
F.
Vision and other special senses
Social organization and dominance hierarchies
Sexual behaviors
Maternal-offspring behaviors
Abnormal behaviors
Diet and foraging behaviors
Behavioral profiles of species to be covered in the 2016 event:
Production: Sheep (ovis aries) Companion: Dog (Canis lupusfamiliaris) Exotic: Orangutan (Pongo) Wildlife: Great Horned Owl (Bubo virginianus) Research: Guinea Pig (Cavia porcellus)
** Behavioral profiles of species to be covered in the current school year will be announced
following the Animal Care In-service in November. The species will be sent to each
teacher in an email and will be listed in the Ohio Ag Ed Newsletter.
Rev. 1/6/2016
Page 75
Finals
(Top 10 Teams Only)
** Species to be used in the Enrichment Design and the Audits will be announced following
the Animal Care in-service in November. Teachers will be notified through an email and
the Ohio Ag Ed Newsletter
Enrichment Design: Sun Conure (Aratinga solstitialis)
Enrichment Design: Teams will be provided with materials to construct and design a suitable
enrichment item for a designated animal. No outside items may be utilized in the design.
Enrichment item and presentation will be scored together utilizing a rubric. Construction of
enrichment item must be completed in 15 minutes in front of a judge, immediately followed by
a 4-6 minute presentation about the designed enrichment item. All four (4) team members must
participate in the enrichment design and oral presentation. Teams should be prepared to answer
enrichment questions from the judge(s) following the presentation. Items that will be considered
when scoring enrichment and presentation will include, but are not limited to:





Durability of enrichment item
Appropriateness
Safety concerns
Mentally and physically stimulating
Public speaking skills
Enrichment design and presentation is worth 150 points per team (4 members).
Exhibit Audits
Audit 1: River Otter (Lontra Canadensis) Students will work individually. Each student will
observe a video of a selected animal exhibit and answer an audit checklist within 7 minutes (15
points/student, 60 points/team). Evaluation Tool or Scoring Mechanism attached.
To prepare for this audit, students will identify and recognize:








Safe working habits/zones
Observation of employee surroundings
Flight zones
Behavioral handling
Facility layout and design
Restraint equipment and use
Appropriate exhibit furnishings/substrates
Welfare and husbandry transportation methods
Students should be familiar with USDA/AZA requirements to house the selected species.
Rev. 1/6/2016
Page 76
Audit 2: Corn Snake (pantherophis guttatus) Students will work individually. Each student will
observe a “live” exhibit of a selected animal species and answer an audit checklist within 7
minutes (15 points/student, 60 points/team).
Evaluation Tool or Scoring Mechanism attached.
To prepare for the audit, students will identify and recognize:

Safe working habits/zones

Observation of employee surroundings

Flight zones

Behavioral handling

Facility layout and design

Restraint equipment and use

Appropriate exhibit furnishings/substrates

Welfare and husbandry transportation methods
References
1.
2.
3.
4.
Fraser, D. (2008). Understanding Animal Welfare: The Science in its Cultural Context
Hosey, G., Melfi, V., & Pankhurst, S. (2013). Zoo Animals: Behavior, Management, and
Welfare
Animal Welfare Inspection Guide: Animal Welfare the Reasons We Care (USDA) (Nov
2013). http://nagonline.net/2008/usda-animal-welfare-inspection-guide/
(click on link “inspection guide” which is a PDF)
Chapters 3, 4, 9, Appendix B and Appendix D
Animal Care Manuals (Association of Zoos and Aquariums). https://www.aza.org/animalcare-manuals/
Rev. 1/6/2016
Page 77
Veterinary Science (Animal Health)
Important Note:
handbook for complete rules and procedures that are relevant to all Ohio FFA Career Development
Events.
Purpose
The Veterinary Science CDE is designed to assess the skills and knowledge that students must
possess to prepare for post-secondary education and/or work in an animal health occupation, such
as in a veterinarian’s office or in an animal research facility.
Event Rules
Each school may enter an unlimited number of dues paid FFA members as participants. The top 4
scores will be considered the team score of record. Each contestant will have two hours to complete
the total event consisting of a written test, an identification test, and a skills practicum.
Event Format
Onsite Test (75 points)
1. The onsite written test will be 75 multiple choice questions worth one point each.
2. The test will cover all aspects of Veterinary Science, but information for test questions
will be limited to books, chapters, and/or pages listed in the reference section of these
rules.
Identification (50 points)
1. Fifty slides, pictures, or actual items will be presented to the contestants to identify on a
multiple choice type test. Each item to be identified will be worth one point each.
2. Items, slides, or pictures to be identified will be broken down as follows:
Rev. 1/6/2016
Page 78
Equipment and Materials Identification List
100. Ambubag
142. Drench gun
101. Anesthetic machines
143. Ear notcher
102. Animal clippers
144. Ear tags
103. Autoclave
146. Elastrator
104. Autoclave tape indicator
147. Elizabethian collar
105. Backhaus towel clamps
148. Emasculators
106. Balling gun
149. Endotracheal tubes
107. Bands (castration or docking) 150. Fecal loop
108. Bandaging material- Elasticon 151. Fecalyzers
109. Bandaging material– roll gauze 152. Feeding tube for small animals
110. Bandaging material– vet wrap 153. Fetal extractor
111. Basket muzzle
154. Fingertip toothbrush
112. Betadine
156. Forceps - Alligator
113. Brush - Body (soft bristle)
157. Forceps- Allis tissue
114. Brush - Dandy (stiff bristle) 158. Forceps- Babcock tissue
115. Brush - Slicker
159. Forceps- Brown-Adson thumb
116. Brush - Pin
160. Forceps- Crile
117. Bulb syringe
161. Forceps- Halstead mosquito
118. Cat bag
hemostatic
119. Carmalt
162. Forceps- Kelly
120. Catch pole (dog snare)
163. Forceps - Rat tooth thumb
121. Catheter - IV
164. Mouth gag speculum (small)
122. Catheter - butterfly
165. Mouth gag speculum (large)
123. Catheter - urine
166. Gavage needle
124. Centrifuge
167. Gravity feeder / J tube
125. Chain twitch
168. Halter
126. Chemical indicator strips
169. Head chute
127. Clipper blades
170. Hog snare
128. Clipper comb
171. Hoof knife
129. Surgical drapes
172. Hoof nippers
130. Cold sterile tray
173. Hoof pick
131. Comb - Curry
174. Hoof rasp
132. Comb - Flea
175. Hoof trimmers
133. Comb - Scotch
176. Humane twitch
134. Cover slips
178. Identification tag applicator
135. Dehorner - Barnes
179. IV fluids
136. Dehorner - electric
180. IV administration
137. Dehorner - scoop or tube
181. Laryngoscopes
138. Dental floats
182. Lead rope
139. Dental retractor
183. Lead shank
140. Dental scaler
184. Needle holder - Mayo-Hegar
141. Disposable hypodermic needles 185. Needle holder - Olsen-Hegar
186. Microscope slides
Rev. 1/6/2016
187. Muzzle- commercial
188. Nail clippers - guillotine
189. Nail clippers - plier
190. Obstetrical chain and handle
191. Ophthalmoscope
192. Otoscope
193. Paste gun
194. Pig tooth nippers
195. Pill counting tray
196. Radiology personal protective
equipment
197. Rumen magnet
198. Scalpel blade
199. Scalpel handle
200. Scissors– Bandage
201. Scissors- Lister bandage
202. Scissors- Littauer suture removal
203. Scissors- Mayo dissecting
204. Scissors- Metzenbaum dissecting
205. Shedding blade
206. Silver nitrate sticks
207. Small animal oxygen cage
208. Snook ovariohysterectomy hook
209. Squeeze chute
210. Staple remover
211. Steel lift table
212. Stethoscope
213. Surgical cap
214. Surgical gloves
215. Surgical gown
216. Surgical masks
217. Surgical tray
218. Suture materials
219. Suture needle
220. Suture wire cutting scissors
221. Syringe - leur lock
222. Syringe - slip tip
223. Syringe - automatic, multi-dose
224. Tattooing instruments - small &
large
225. Tourniquet
226. Trocar & cannula
227. Weight tape
Page 79
Parasite Identification List
300. Blowfly (Family Calliphoridae)
301. Blowfly Maggot (Family Calliphoridae)
302. Cat Warble (Genus Cuterebra)
303. Cattle Grub (Genus Hypoderma)
304. Coccidia (Genus Isospora or Eimeria)
305. Demodectic Mite (Genus Demodex)
306. Ear Mite (Family Ascaridae; Genus Otodectes)
307. Fleas* (Genus Ctenocephalides)
308. Flea Larva (Genus Ctenocephalides)
309. Flea Tapeworm* (Genus Dipylidium)
310. Flea Tapeworm Egg* (Genus Dipylidium)
311. Flea Tapeworm Segment* (Genus Dipylidium)
312. Giardia (Genus Giardia)
313. Hard Tick (Family Ixodidae; Genus Amblyomma or Dermacentor)
315. Heartworm Adult* (Genus Dirofilaria)
316. Heartworm Microfilaria* (Genus Dirofilaria)
317. Hookworm Adult* (Family Ancylostomatidae; Genus Ancylostoma, Uncinaria,
Bunostomum or Globocephalus)
318. Hookworm Egg* (Family Ancylostomatidae; Genus Ancylostoma, Uncinaria,
Bunostomum or Globocephalus)
319. Horse Bots* (Genus Gasterophilus)
320. Horse Strongyles* (Family Strongylidae; Genus Strongylus )
321. Lice - Biting (Order Mallophaga; Genus Bovicola or Trichodectes)
322. Lice - Sucking (Order Anoplura; Genus Linognathus or Hematopinus)
323. Liver Fluke (Class Trematoda; Genus Fasciola, Fascioloides or Dicrocoelium)
324. Lungworm (Family Metastrongylidae; Genus Metastrongylus, Dictyocaulus or
Aelurostron- gylus)
325. Mosquito Adult (Family Culicidae; Genus Anopheles, Culex or Aedes)
326. Mosquito Larva (Family Culicidae; Genus Anopheles, Culex or Aedes)
327. Pinworm (Genus Oxyuris)
328. Roundworm Adult* (Family Ascarididae or Toxocaridae; Genus Toxocara,
Toxascaris, Ascaris, Parascaris or Neoascaris)
329. Roundworm Egg* (Family Ascarididae or Toxocaridae; Genus Toxocara,
Toxascaris, Ascaris, Parascaris or Neoascaris)
330. Sarcoptic Mite (Family Ascaridae; Genus Sarcoptes or Notoedres)
331. Taenia Tapeworm* (Family Taeniidae; Genus Taenia)
332. Taenia Tapeworm Egg* (Family Taeniidae; Genus Taenia)
333. Taenia Tapeworm Segment* (Family Taeniidae; Genus Taenia)
335. Whipworm* (Genus Trichuris)
336. Whipworm Egg* (Genus Trichuris)
*Asterisk indicates which parasite life cycles could have questions.
Rev. 1/6/2016
Page 80
Breed/Species Identification List
Dogs
SPORTING GROUP
400. Brittany
401. Cocker Spaniel
402. English Setter
403. English Springer Spaniel
404. German Shorthaired Pointer
405. Golden Retriever
406. Irish Setter
407. Labrador Retriever
408. Weimaraner
NON-SPORTING GROUP
409. Bichon Frise
410. Boston Terrier
411. Bulldog
412. Chinese Shar-Pei
413. Chow Chow
414. Dalmatian
415. Lhasa Apso
416. Poodle
TERRIER GROUP
417. Bull Terrier
418. Cairn Terrier
419. Miniature Schnauzer
420. Parson Russell Terrier
421. Scottish Terrier
422. Smooth Fox Terrier
423. West Highland White Terrier
424. Wire Fox Terrier
Rev. 1/6/2016
TOY GROUP
451. Cavalier King Charles Spaniel
452. Chihuahua
453. Italian Greyhound
454. Maltese
455. Miniature Pinscher
456. Papillon
457. Pekingese
458. Pomeranian
459. Poodle
460. Pug
461. Shih Tzu
462. Silky Terrier
463. Toy Fox Terrier
464. Yorkshire Terrier
HOUND GROUP
465. Afghan Hound
466. American Foxhound
467. Basenji
468. Basset Hound
469. Beagle
470. Black and Tan Coonhound
471. Bloodhound
472. Dachshund
473. English Foxhound
474. Greyhound
475. Whippet
HERDING GROUP
425. Australian Cattle Dog
426. Australian Shepherd
427. Border Collie
428. Cardigan Welsh Corgi
429. Collie
430. German Shepherd Dog
431. Old English Sheepdog
432. Pembroke Welsh Corgi
433. Shetland Sheepdog
WORKING GROUP
434. Akita
435. Alaskan Malamute
436. Bernese Mountain Dog
437. Boxer
438. Bullmastiff
439. Doberman Pinscher
440. Giant Schnauzer
441. Great Dane
442. Great Pyrenees
443. Mastiff
444. Newfoundland
445. Portuguese Water Dog
446. Rottweiler
447. Saint Bernard
448. Samoyed
449. Siberian Husky
450. Standard Schnauzer
Page 81
Cats
500. Abyssinian
501. American Shorthair
502. Burmese
503. Cornish Rex
504. Devon Rex
505. Exotic
506. Maine Coon
507. Manx
508. Persian
509. Ragdoll
510. Russian Blue
511. Siamese
512. Sphynx
513. Turkish Angora
Rabbits
514. American Fuzzy Lop
515. Angora
516. Californian
517. Dutch
518. Dwarf Hotot
519. English Spot
520. Flemish Giant
521. Jersey Wooly
522. Holland Lop
523. Netherland Dwarf
524. New Zealand
525. Polish
526. Mini-Rex
527. Satin
Rev. 1/6/2016
Birds
528. Cockatiel
529. Cockatoos
530. Love Birds
531. Parakeet
532. African Gray Parrot
533. Canary
534. Macaw
535. Mynah
536. Rainbow Lorikeet
537. Society Finch
538. Sun Conure
539. Zebra Finch
Poultry
558. Chicken- Cornish
559. Chicken- Leghorns
560. Chicken- Rhode
Island Red
561. Chicken- Plymouth
Rock
562. Duck
563. Geese
564. Quail
565. Turkey
Other
566. Potbellied Pig
Small Mammals
540. Chinchilla
541. Degus
542. Ferret
543. Gerbils
544. Guinea Pig
545. Hamster
546. Hedgehog
547. Sugar Glider
Reptiles
548. Chameleon
549. Gecko
550. Iguana
551. Lizard
552. Bearded Dragon
553. Snake
554. Turtle
556. Frog
557. Toad
Page 82
Dairy Cattle
600. Ayrshire
601. Brown Swiss
602. Guernsey
603. Holstein
604. Jersey
Beef Cattle
605. Angus
606. Brahman
607. Charolais
608. Hereford
609. Simmental
610. Shorthorn
Swine
611. American Landrace
612. Berkshire
613. Chester White
Rev. 1/6/2016
614. Duroc
615. Hampshire
616. Yorkshire
Horse
617. Appaloosa
618. Arabian
619. Belgian
620. Clydesdale
621. Haflinger
622. Miniature
623. Morgan
624. Paint
625. Paso Fino
626. Percheron
627. Quarter Horse
628. Saddlebred
629. Standardbred (w/cart)
630. Tennessee Walking
Horse
631. Thoroughbred
632. Donkey
633. Mule
Goat
635. Alpine
636. Nubian
637. Angora
638. Boer
639. LaMancha
640. Oberhasli
641. Pygmy
642. Saanen
643. Toggenburg
Sheep
645. Cheviot
646. Columbia
647. Dorset
648. Hampshire
649. Jacob
650. Merino
651. Montadale
652. Rambouillet
653. Southdown
654. Suffolk
Page 83
Practicums (75 points)
Judges will not be able to explain or assist contestants in any way. All contestants will
perform the same selected skills. Animals used in all phases of the practicum will include
dogs, cats, rabbits, guinea pigs, gerbils, hamsters, rats, and mice, unless otherwise noted.
Skills to be tested will be selected from the practicum skill list. Four (4) different judges will
judge the practicums in 4 sections. Point values to be scored by each judge are as follows: (see
scorecards) Judge 1, 20 points; Judge 2, 20 points; Judge 3, 20 points; Judge 4, 15 points = 75
points possible
Scoring
1. Individual written test = 75 points
2. Identification = 50 points
3. Practicum = 75 points
Total = 200 points
Total Team: 200 points x 4 individuals = 800 points
References
Test Reference
1. Veterinary Assisting Fundamentals, and Applications, 1st Edition, Beth Vanhorn and
Robert W. Clark, Delmar Publishing
The following resources may be used as supplementary resources for tool identification and
practicums:
1. Animal Care Training Program Series
2. Principles and Practice of Veterinary Technology – current edition
3. Veterinary Science 3rd Edition
4. Veterinary Science: Preparatory Training for the Veterinary Assistant. Faries. ISBN:9780-9849115-0-9. Order Online: http://www.agrilifebookstore.org/Veterinary-SciencePreparatory-Training-p/vm-001.htm
Rev. 1/6/2016
Page 84
Veterinary Science
Handling and Restraining Practicum
Carrying a Cat
Participant Name: ____________________ Chapter: __________________
Participant must talk through practicum steps with judge.
Criteria
1. The student ensures that the cat is calm and happy.
2. The student places one hand on the front of the cat’s
body to control the head and front limbs.
3. The student places his/her other hand under the
abdomen and rump to control the rear limbs.
4. The student pulls the cat close to their body for support.
TOTAL POINTS
Points
Possible
6
Points
Earned
7
6
6
25
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 85
Veterinary Science
Using a Cat Bag
Points
Possible
Criteria
1. The student obtains the cat bag and unzips the top all the
way open.
2. The student scruffs the cat and lifts it into the bag in one
swift motion while supporting the hind end.
3. The student wraps the Velcro strap around the cat’s neck
and immediately zips up the bag.
4. The student uses the proper zippered opening to expose the
front limb.
5. To remove the cat, the student removes the Velcro strap
first, then unzips the bag and removes the cat by scruffing
and supports hind end.
TOTAL POINTS
Points
Earned
4
5
5
5
6
25
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 86
Veterinary Science
Removing a Cat from a Cage
Criteria
1. The student opens the cage door and calls the cat by name.
Points
Possible
5
2. The student scruffs the cat with one hand and lifts it up.
3. The student cradles the cat’s abdomen with their other hand
and removes the cat from the cage.
4. With the cat still scruffed, the student places the cat under
one arm close to their body and closes the cage door with
their free hand.
5. The student carries the cat close to their body to its
destination.
5
TOTAL POINTS
25
Points
Earned
5
5
5
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 87
Veterinary Science
Applying a Cat Muzzle
Points
Possible
Criteria
1. The student selects a muzzle of appropriate size for the
cat.
2. The student places the cat in sitting or sternal position on
exam table.
3. The student positions the muzzle properly in his/her
hands.
4. The student approaches the cat from behind with the
muzzle in both hands while another person restrains cat.
5. The student brings the muzzle up to the cat’s face in one
swift motion.
6. The student secures the muzzle.
TOTAL POINTS
Points
Earned
4
3
3
5
5
5
25
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 88
Veterinary Science
“Cat Stretch”
(Restraint of the Cat in Lateral Recumbency)
Criteria
1. The student places the cat on an examination table.
2. The student scruffs the cat with one hand and lifts it off of
the table enough to grasp both hind legs with his/her other
hand.
3. The student lays the cat on its side with the hind legs
stretched rearward.
4. The student spoke to the patient in a calm and affectionate
manner during the procedure.
TOTAL POINTS
Points
Possible
6
Points
Earned
7
6
6
25
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 89
Veterinary Science
Restraint of the Cat for the Femoral Venipuncture
Criteria
1. The student places the cat on an examination table.
2. The student scruffs the cat with one hand and lifts it off of
the table enough to grasp both hind legs with his/her other
hand.
3. The student lays the cat on its side
4. The student tucks top rear leg and tail while occluding
with side of hand.
TOTAL POINTS
Points
Possible
6
Points
Earned
7
6
6
25
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 90
Veterinary Science
Restraint of the Cat for Jugular Venipuncture
Points
Possible
Criteria
1. The student places the cat in sternal recumbency with its
chest close to the edge of the table.
2. The student holds the head up, away from the chest; this
can be achieved by cupping a hand underneath the jaw and
extending and tilting the head upward.
3. The student’s other hand grasps the front legs and extends
them down off the edge of the table.
4. The student uses arm and elbow to restrain the cat’s body
close to the student’s body.
5. The student spoke to the patient in a calm and affectionate
manner during the procedure.
TOTAL POINTS
Points
Earned
5
5
5
5
5
25
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 91
Veterinary Science
Restraint of the Cat for Cephalic IV Catheter Placement
Points
Points
Possible Earned
Criteria
1. The student places the cat in sternal recumbency on an
examination table.
2. The student scruffs the cat with his/her right hand and
extends the left front limb forward, i.e., grasping the elbow
in the palm of his/her hand with thumb on the top of the
elbow joint.
3. The student allows the judge to grasp the left front paw and
extend the limb toward him/her.
4. The student occludes the vein by pressing down on the top
of the elbow joint with his/her thumb and then rotating his/
her thumb laterally.
TOTAL POINTS
6
7
6
6
25
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 92
Veterinary Science
Applying a Gauze Dog Muzzle
Criteria
1. The student selects proper type of material and length.
2. The student places the dog in sitting or sternal position on
exam table or floor.
3. The student makes a loop in the gauze and approaches the
dog from behind.
4. The student places the loop on the dog’s face with the tie
on top.
5. The student quickly tightens the loop, and then crosses
the ends under the dog’s face.
6. The student brings the ends back behind the dog’s head
under the ears and ties in a quick-release bow.
TOTAL POINTS
Points
Possible
2
Points
Earned
4
4
5
5
5
25
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 93
Veterinary Science
Applying a Commercial Dog Muzzle
Criteria
1. The student selects appropriate muzzle.
2. The student places the dog in sitting or sternal position on
exam table or floor.
3. The student comes from behind the dog’s head with the
muzzle in one hand.
4. The student brings the muzzle up to the dog’s face and
slips it on while grasping the strap with the other hand.
5. The student secures the muzzle.
6. The student checks for proper fit (one finger inserted
under the strap).
TOTAL POINTS
Points
Possible
3
Points
Earned
4
4
5
4
5
25
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 94
Veterinary Science
Removing a Dog from a Floor Level Cage or Kennel
Points
Possible
Criteria
1. The student places a leash in one hand with a large loop
open and ready to place over the dog’s head.
2. While blocking the opening, the student opens the cage
door enough to slip the hand holding the leash into the
cage.
3. The student slips the leash over the neck of the dog and
gently tightens the leash around the neck.
4. The student opens the door and allows the dog to exit the
cage.
5. The student keeps the dog to their side while maintaining
a slight tension on the leash.
TOTAL POINTS
Points
Earned
5
5
5
5
5
25
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 95
Veterinary Science
Restraint of the Dog in Sternal Recumbency
Criteria
1. The student puts a noose leash on the dog.
2. The student begins with the dog sitting.
3. The student places one arm around the dog’s neck and
places the other arm around the dog’s back to grasp the
forelimbs.
4. The student pushes the dog’s back with his/her body to
encourage the dog to lie down.
5. The student positions the dog so that head can be
examined.
TOTAL POINTS
Points
Possible
5
5
Points
Earned
5
5
5
25
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 96
Veterinary Science
Restraint of a Small Dog in Lateral Recumbency
Criteria
1. The student puts a noose leash on the dog.
2. The student places the dog in the standing position.
3. The student places his/her right arm across the dog’s
neck and reaches between the front legs to grasp the
dog’s right forelimb in right hand.
4. The student places left arm over the dog’s back and
reaches for the dog’s right rear limb; just proximal
to the hock.
5. With the dog’s body close, the student gently lifts
the limbs while allowing the dog’s body to move to
the table; the dog should be on its right side.
6. The student allows the dog to relax for a couple
seconds, not releasing the grasp on the limbs.
TOTAL POINTS
Points
Possible
4
4
Points
Earned
4
4
5
4
25
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 97
Veterinary Science
Restraint of the Dog for Venipuncture of the Lateral
Saphenous Vein
Criteria
1. The student places a noose leash on the dog.
Points
Possible
2
2. The student places the dog in the standing position.
3. The student places his/her right arm across the dog’s neck
and reaches between the front legs to grasp the dog’s right
forelimb in right hand.
4. The student places left arm over the dog’s back and reaches
for the dog’s right rear limb; just proximal to the hock.
5. With the dog’s body close, the student gently lifts the limbs
while allowing the dog’s body to move to the table; the dog
should be on its right side.
6. The student allows the dog to relax for a couple seconds,
not releasing the grasp on the limbs.
7. The student uses left hand to hold the limb tightly in the
area just distal to the stifle, which will occlude the vein.
2
TOTAL POINTS
25
Points
Earned
3
4
4
3
7
_____________________________________ _______________________ Judge’s
Signature
Date
Rev. 1/6/2016
Page 98
Veterinary Science
Restraint of the Dog for Jugular Venipuncture
Points
Criteria
Possible
6
2. The student places dog in sternal position.
6
3. The student holds the head up under the jaw, away from the
chest (can be achieved by cupping hand underneath the
7
muzzle and by pushing the head upward.)
4. The student’s other hand grasps the front legs and extends
6
them over the end of the table.
TOTAL POINTS
Points
Earned
25
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 99
Veterinary Science
Restraint of the Dog for Cephalic Venipuncture
Points
Criteria
Possible
4
2. The student restrains the dog in sternal recumbency.
4
3. The student stands on the dog’s right side; wrapping his/
4
her right arm around the dog’s neck.
4. The student holds the dog’s left forelimb with elbow in the
palm of his/her hand; extend the limb forward toward the
4
person performing the procedure.
5. With the elbow of the dog in his/her palm, the student rotates his/her thumb up so it is on top of the limb at the bend
of the elbow.
6. The student occludes the vessel with the thumb, rotates the
thumb laterally.
TOTAL POINTS
Points
Earned
5
4
25
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 100
Veterinary Science
Restraint of a Rabbit
Points
Criteria
Possible
1. The student approaches the rabbit calmly and quietly.
5
2. The student scruffs the rabbit with one hand while gently
5
lifting the front end.
3. The student’s other hand immediately reaches under the
hind limbs and holds them (not allowing the hind limbs to
5
dangle).
4. The student rests the rabbit’s body on the arm with the
5
hand holding the hind limbs.
5. The scruffing hold is released and the hand is moved to
5
hold the elbow of the opposite arm..
25
TOTAL POINTS
Points
Earned
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 101
Veterinary Science
Haltering Cattle
Points
Possible
Criteria
1. The student places crown piece of halter over ears, then
slips nose through nosepiece.
2. The student properly adjusts the halter such that the nose
band crosses over bridge of nose halfway between the
nostrils and eyes.
3. The student ensures that the adjustable portion of the nose
band is under the chin, not across the bridge of the nose.
4. The student keeps the standing end or lead rope portion on
the left side of the cow.
TOTAL POINTS
Points
Earned
6
7
6
6
25
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 102
Veterinary Science
Haltering a Horse
Criteria
Points
Possible
1. Without quick movements and loud noises, the student properly approaches the
patient at a 45 degree angle to the patient’s left shoulder.
4
2. The student places end of the lead rope over the horse’s neck and passes sufficient
length of lead to form a handheld loop around the horse’s neck.
4
3. Holding the handheld loop in their right hand, with their left hand, the student
slipped the nose-band of the halter over the nose.
4
4. With their right hand under the horse’s neck, the student passes the crown strap
over the head and behind the ears and attaches the end to the appropriate place on the
halter.
4
5. The student snaps the end of the lead to the lead ring of the halter and undrapes the
lead rope from the horse’s neck.
4
6. The student adjusts the halter so it is snug enough that the nose piece could not fall
over the end of the nose, but not so tight that the halter cut or rubbed the horse or
restricted jaw movement or breathing.
5
TOTAL POINTS
25
Points
Earned
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 103
Veterinary Science
Tying a Bowline Knot
Points
Criteria
Possible
1. The student makes a loop in the long end of the rope such
5
that the short end of the rope overlaps the long end.
2. The student passes the short end of the rope up through
5
the loop.
3. The student reaches under the long end of the rope and
grasps the short end such that it wraps around the long
5
end.
4. The student passes the short end of the rope back through
5
the loop in the opposite direction of the first pass.
5. The student tightens the knot by pulling on both long and
short ends.
TOTAL POINTS
Points
Earned
5
25
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 104
Veterinary Science
Tying a Half Hitch
Points
Criteria
Possible
1. The student places the rope over a pole or tie area.
6
2. The student passes the short end of the rope over and
under the long end.
3. The student passes the short end through the loop.
4. The student pulls the loop tight.
TOTAL POINTS
Points
Earned
7
6
6
25
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 105
Veterinary Science
Tying a Reefer’s Knot
Points
Criteria
Possible
1. The student places the rope over a pole or tie area.
6
2. The student passes the short end over and under the long
7
end.
3. The student makes a fold or bight in the short end and
6
passes it over and under the long end.
4. The student pulls securely on the long end and loop of
the short end.
TOTAL POINTS
Points
Earned
6
25
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 106
Veterinary Science
Tying a Square Knot
Points
Criteria
Possible
1. The student takes one piece of rope and passes the right
6
end over and under the left end.
2. The student passes the “new” right end under and over the
“new” left end; or the student passes the “new” left end
7
over and under the “new” right end.
3. The student pulls securely on both ends.
6
4. The student unties the knot by pushing the opposite ends
6
together.
25
TOTAL POINTS
Points
Earned
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 107
Veterinary Science
Placing a Tail Tie
Points
Criteria
Possible
1. The student lays the rope over the tail at the tip of the tail
5
bone.
2. The student folds all the tail hairs up over the rope.
5
3. The student passes the short end of the rope behind the
5
tail, and makes a fold or bight in it.
4. The student passes the fold or bight over the folded tail
and under the rope, which is looped around the tail.
5. The student pulls tight.
TOTAL POINTS
Points
Earned
5
5
25
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 108
Veterinary Science
Clinical Procedures Practicum
Administering Aural Medication
Points
Criteria
Possible
1. The student applies gloves.
3
2. The student cleans ears.
3
3. The student successfully administered the medication into
5
the ear canal without contamination of the applicator tip.
4. The student applies proper amount of medication into the
4
ear as noted by the veterinarian.
5. The student massages the base of the outside of the ear
canal causing a swishing sound from the medication
4
moving around in the ear canal.
6. The student wipes any solution that may have leaked onto
3
the outside of the ear flap or hair.
7. The student disinfects the medication dispenser with
3
alcohol and places in appropriate area.
TOTAL POINTS
25
Points
Earned
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 109
Veterinary Science
Administering Ophthalmic Medication
Points
Criteria
Possible
1. The student wipes any discharges from the patient’s eye
4
using a gauze sponge or cotton ball.
2. The student opens the end of the ophthalmic medicine and
holds in one hand.
3. The student, using the free hand, uses the index finger and
thumb to pull the upper and lower lids apart to open the
eye.
a. The student’s thumb pulls the lower lid down and the
index finger pulls the upper lid upward.
b. The student’s other finger may rest on the head of the
animal.
4. The student gently tilts the head upward.
5. The student applies the drops or ointment gently into the
eye, counting each drop or applying the proper amount of
ointment.
6. The student releases the eyelids.
7. The student allows the animal to blink to move the
medication throughout the eye.
TOTAL POINTS
Points
Earned
3
5
3
4
3
3
25
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 110
Veterinary Science
Administering Topical Wound Treatment
Criteria
1. The student cleans area as necessary.
2. The student uses a tongue depressor to transfer an amount
of topical medication if the container is for multiple doses.
3. The student applies the ointment onto the area in a circular
motion, starting at the center of the wound and gently
working outward.
4. The student does not contaminate the medication by
touching items that touched the animal.
5. The student cleans the area and puts items away.
TOTAL POINTS
Points
Possible
5
Points
Earned
5
5
5
5
25
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 111
Veterinary Science
Administering Topical Parasiticide
Points
Criteria
Possible
1. The student selects appropriate dose by weight.
10
2. The student applies topical parasiticide by following
15
product directions.
25
TOTAL POINTS
Points
Earned
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 112
Veterinary Science
Administering an Intramuscular Injection
Points
Criteria
Possible
1. The student selected the proper site for administration.
5
2. The student rubs an alcohol saturated cotton ball over the
4
injection site.
3. The student directs the needle through the skin and in to
4
muscle mass.
4. The student aspirates the plunger on the syringe; if no
4
blood is noted, inject the substance slowly.
5. The student withdraws the needle and places in the
sharps container.
6. The student massages the area where the injection was
given and praises the patient.
TOTAL POINTS
Points
Earned
4
4
25
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 113
Veterinary Science
Administering a Subcutaneous Injection
Points Points
Criteria
Possible Earned
1. The student lifts the skin using the thumb and forefinger of
one hand. Form a triangle or tent with the skin.
2. The student wipes the area with an alcohol-soaked cotton
ball.
3. The student uses the other hand to insert the needle into the
skin at the base of the tent or triangle parallel to the body.
4. The student releases the skin once the needle is placed.
5. The student aspirates the end of the plunger, looking for any
signs of blood entering the syringe; if no blood enters the
syringe, administer the injection.
6. The student withdraws the needle and places in the sharps
container.
7. The student rubs the injection site with one hand and praises
the patient.
TOTAL POINTS
4
3
3
3
5
4
3
25
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 114
Veterinary Science
Bandage Application
Criteria
Points
Possible
1. The student applies a strip of 1” or 2” tape along the cranial aspect of a limb and one strip
on the caudal aspect of a limb to prevent slipping; tape extends beyond the end of the
limb.
2
2. The student applies gauze pad on wound.
1
3. The student applies primary layer using cotton roll by applying distally to the end of the
area and then proximally to cover the entire surface; apply cotton at slight angle. Wrap is
not too tight, cutting off circulation.
2
4. The student applies the cotton roll smoothly and evenly; preventing wrinkling.
1
5. The student applies each layer of cotton so that it overlaps the previous layer.
1
6. The student applies gauze roll as secondary layer distally to the end of the area and then
proximally to cover the entire surface; gauze is not too tight, cutting off circulation.
2
7. The student applies the gauze at a slight angle.
1
8. The student applies the gauze layer smoothly and evenly, preventing wrinkling.
1
9. The student applies each layer of gauze so that it overlaps the previous layer.
1
10. The student applies desired amount with a slight extension beyond the end of the primary
layers.
1
11. The student applies the vet wrap tertiary layer by applying distally to the end of the area
and then proximally to cover the entire area.
2
12. The student applies the vet wrap at a slight angle.
1
13. The student applies the vet wrap smoothly and evenly, preventing wrinkling.
1
14. The student applies each layer of vet wrap so that it overlaps the previous layer.
1
15. The student applies to desired amount with the edges of the bandages extending slightly
beyond the secondary layer.
1
16. The student applies 1” or 2” adhesive tape to the proximal end and the distal end of the
bandage edges; half of the tape layer is attached to the bandage and half of the tape layer
is attached to the hair.
2
17. The student places a small amount of tape along the last edge of the vet wrap at the end of
the bandage opening.
2
18. The student checks the patient’s toes for swelling and temperature.
2
TOTAL POINTS
___________________________________________
Judge’s Signature
Rev. 1/6/2016
Points
Earned
25
__________________________
Date
Page 115
Veterinary Science
Bandage Removal
Points
Points
Criteria
Possible Earned
1. The student works from the proximal end to the distal end
3
of the bandage.
2. The student places the long, blunt blade of the bandage
scissors against the skin and slightly under the bandage
3
edge.
3. The student keeps the blade flat against the skin and at the
3
tip raised slightly upward in contact with bandage.
4. The student places superficial bandage layers between
scissor blades.
5. The student begins cutting proximally; peeling the
bandage layers away from patient using a firm motion.
6. The student unpeels or cuts layers moving toward the
distal portion of the bandage.
7. The student gently removes each layer of bandage.
8. The student notifies the veterinarian when bandage has
been removed.
9. The student cleans up work area.
TOTAL POINTS
3
3
3
3
2
2
25
______________________________________ _______________________
Judge’s Signature
Rev. 1/6/2016
Date
Page 116
Veterinary Science
Filling a Syringe
Points
Criteria
Possible
1. The student determines the drug or vaccine and amount to
2
be placed in the syringe.
2. The student selects the proper-sized syringe, needle length
4
and gauge.
3. The student prepares a cotton ball saturated with alcohol.
2
4. The student places the cotton ball on the top of the vial and
2
wipes the rubber stopper area.
5. The student places the vial upside down in one hand with
the fingers curling around the vial securely.
6. The student uncaps the needle and inserts the needle into
the rubber top of the vial.
7. The student withdraws the proper volume.
8. The student removes the needle from the vial.
9. The student gently taps or snaps the edge of the syringe to
remove an air bubbles, or slightly expel the air by pushing
the end of the plunger.
10. The student places needle and syringe in the sharps
container.
TOTAL POINTS
Points
Earned
2
2
4
2
2
3
25
______________________________________ _______________________
Judge’s Signature
Rev. 1/6/2016
Date
Page 117
Veterinary Science
Fecal Flotation with Fecalyzer
Points
Possible
Criteria
1. The student selected about 1⁄4 teaspoon of feces and
placed it into a fecalyzer.
2. The student added enough flotation solution to fill the
fecalyzer about half full.
3. The student mixed the feces into solution until no large
fecal particles remain.
4. The student places insert into fecalyzer.
5. The student filled the vial with more solution until there
was a visible meniscus at the top.
6. The student placed a cover slip on top of the fecalyzer.
7. The student describes allowing the vial to sit undisturbed
for 10-15 minutes.
8. The student describes carefully removed the cover slip
without tilting it and placed it on a microscope slide.
TOTAL POINTS
Points
Earned
3
3
3
3
3
3
3
4
25
______________________________________ _______________________
Judge’s Signature
Rev. 1/6/2016
Date
Page 118
Veterinary Science
Open a Gown and Gloves
Criteria
1. The student selected the appropriate gown size.
2. The student selected the appropriate glove size.
3. The area where the gown and gloves were placed was
dry and level.
4. The gown is opened without contamination and the flaps
are opened in the correct order.
5. The student checked the chemical indicator to ensure
sterility.
6. The gloves are opened without contamination.
7. The student tied or assisted with tying the surgery gown
aseptically.
TOTAL POINTS
Points
Possible
3
3
Points
Earned
3
4
4
4
4
25
______________________________________ _______________________
Judge’s Signature
Rev. 1/6/2016
Date
Page 119
Veterinary Science
Opening a Surgery Pack
Points
Criteria
Possible
1. The student placed the surgery pack on a clean, dry
2
surface.
2. The student removed or tore the tape securing the
2
package.
3. The student opened the first flap away from them.
4
4. The student opens the side flaps without reaching across
4
open pack.
5. The student opens the flap towards them.
4
6. The student opened the pack without contamination.
5
7. If internal wrap is present, student does not contaminate.
2
8. The student stepped away so the surgeon or scrub nurse
5
could complete the opening of the pack.
25
TOTAL POINTS
Points
Earned
______________________________________ _______________________
Judge’s Signature
Rev. 1/6/2016
Date
Page 120
Veterinary Science
Prepare a Surgical Pack for Sterilization
Points
Points
Criteria
Possible
Earned
1. The student gathered the appropriate instruments and
4
instrument pan if applicable.
2. The student gathered the appropriate linen supplies if
applicable.
3. The student selected the appropriate packaging material
and chemical indicator.
4. The student assembled the pack correctly by following
the instructions on the checklist or recipe.
5. The student appropriately selected and placed the
chemical indicator.
6. The student appropriately selected and utilized
packaging material.
TOTAL POINTS
4
4
5
4
4
25
______________________________________ _______________________
Judge’s Signature
Rev. 1/6/2016
Date
Page 121
Veterinary Science
Surgical Preparation
Points
Criteria
Possible
1. The student applied antiseptic scrub to the site.
4
2. The student prepped the site with a clean surgical sponge
4
beginning at the incision site and worked toward the edges.
3. The student discarded the sponge once it reached the edge
4
of the clipped area.
4. The student did not bring the sponge back to the incision
4
site once it was moved away from the incision site.
5. The student wiped the site with a rinse solution using a
clean surgical sponge following the same pattern as when
4
scrubbing with the antiseptic.
6. The student repeated the scrub and rinse a minimum of 3
5
times or until the final rinse sponge was clean.
25
TOTAL POINTS
Points
Earned
______________________________________ _______________________
Judge’s Signature
Rev. 1/6/2016
Date
Page 122
Veterinary Science
Prescription Filling
Points
Points
Criteria
Possible Earned
1. The student reads and interprets prescription.
5
2. The student selects the correct drug and concentration.
4
3. The student places the pill counting tray on the pharmacy
counter with the channel to the left and the open plate in
1
front of him/her.
4. The student pours the medication tablets or capsules onto
1
the tray plate.
5. The student opens the channel cover.
1
6. The student uses a spatula or tongue depressor to push
1
groups of tablets or capsules into the channel.
7. The student tilts the tray to return the unused medicine into
the stock bottle.
8. When the student has counted the desired amount of
medication, he/she closes the channel cover and lift tray to
place the channel spout into the medicine vial or container.
9. The student places the closed vial on the counter.
10. The student appropriately fills out label with prescription
information.
TOTAL POINTS
1
5
1
5
25
______________________________________ _______________________
Judge’s Signature
Date
Rev. 1/6/2016
Page 123
Veterinary Science
Removal of Sutures
Points
Criteria
Possible
1. The student clearly visualized and inspected the
5
incision site.
2. If there were problems with the incision site, the
5
student informed the veterinarian.
3. If there were no problems with the incision, the student
5
removed the sutures.
4. The student used the correct tool to remove the sutures.
5. The student did not cause unnecessary harm or
discomfort to the patient.
TOTAL POINTS
Points
Earned
5
5
25
______________________________________ _______________________
Judge’s Signature
Rev. 1/6/2016
Date
Page 124
Animal Management
Important Note:
Purpose
The purpose of the Animal Management Career Development event is to provide students
the opportunity to demonstrate knowledge and skills associated with companion animals in
the pet industry.
Event Rules
Each school may enter one team made up of an unlimited number of participants. The top 4 scores
will be considered the team score of record.
Event Format
Each contestant will have to complete the total event, consisting of the online written test,
identification test, and a skills practicum.
Written Test (75 points)
1. The onsite written test will be 75 questions worth one point each. Questions will be
limited to books and chapters listed in the reference section of these rules.
2. The written test questions will cover the following animals: Dogs, cats, rabbits, guinea
pigs, chinchillas, ferrets, amphibians, reptiles, birds, hedgehogs, sugar gliders and pocket
pets.
3. Products or items of equipment to be tested are listed under the identification section of
these rules.
4. Information for test questions will be limited to those books, chapters, and/or pages listed
in the resource section.
1. Fifty slides will be presented to contestants to identify on a multiple choice test. Each
breed or item to be identified will be worth one point each.
2. Slides to be identified will be broken down as follows:
A. Dogs 15
Rev. 1/6/2016
Page 125
B.
C.
D.
E.
F.
G.
H.
Birds (small) 4
Birds (large) 4
Reptiles and amphibians 6
Cats 6
Rodents and miscellaneous animals 6
Rabbits 3
Products and feeds 6
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
Bullmastiff
Labrador Retriever
Soft Coated Wheaten
Terriers
St. Bernard
Bull Terrier
Leonberger
Vizsla
Cairn Terrier
Maltese
Weimaraner
Cane Corso
Mastiff
West Highland
Cavalier King Charles
Spaniel
Chesapeake Bay Retriever
Miniature Pinscher
White Terrier
Miniature Schnauzer
Whippet
Chihuahua (all varieties)
Newfoundland
Yorkshire Terrier
Rev. 1/6/2016
Page 126
Birds (small varieties)
Cordon Bleu Finch
Cockatiel
Lutino
Grey
Pied
Pearl
Green Singing Finch
Cutthroat Finch
Parakeet
Quaker Parrot
Red-eared Waxbill
Society Finch
Strawberry Finch
Parrolets
Zebra
Canary
Common
Red Factor
Gloster
Sun Conure
English
Common
Lovebird
Fischer
Peach Faced
Masked
Nanday Conure
Normal
Fancy
Birds (large varieties)
African
Congo
Timneh
Blue and Gold Macaw
Goffins Cockatoo
Sulphur Crested Cockatoo
Green Winged Macaw
Umbrella Cockatoo
Blue Fronted Amazon
Mollucan Cockatoo
Yellow Naped Amazon
Double Yellow Headed
Orange Winged Amazon
Amazon
Scarlet Macaw
Rev. 1/6/2016
Page 127
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
vitticeps)
Milk Snake (Lampropeltis
sp.)
Reticulated Python
(Python reticulates)
Blue Tongue Skink (Tiligua
sp.)
Oriental Fire-Bellied Toad
Rosy Boa (Lichanura sp.)
(Bombina orientalis)
Brown Anole (Anolis
sagrei)
Painted Turtle
(Chrysemys picta)
Russian Tortoise
(Horsfield's Tortoise)
(Agrionemys horsfieldii)
Burmese Python (Python
bivittatus)
Poison Dart Frogs
Dendrobates tinctorius
Savannah Monitor
(Varanus exanthematicus)
California King Snake
(Lampropeltis californiae)
Poison Dart Frogs
Dendrobates auratus
Spiny Tailed Agama
(Uromastyx aegypticus)
Common Boa Constrictor
(Boa constrictor)
Poison Dart Frogs
Dendrobates leucomelas
Sulcata Tortoise
(Geochelone sulcata)
Corn Snake (Elaphe guttata)
Poison Dart Frogs
Dendrobates azureus
Tokay Gecko (Gekko
gecko)
Crested Gecko
(Rhacodactylus ciliatus)
Rainbow Boa (Epicrates
sp.)
Veiled Chameleon
(Chamaeleo calyptratus)
Green Iguana (Common
Iguana) (Iguana iguana)
White’s Tree Frog
(Dumpy Tree Frog)
(Litoria caerulea)
Water Dragon
(Physignathus sp.)
Green Anole (American
Chameleon) (Anolis
carolinensis)
Rev. 1/6/2016
Page 128
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
Rat
Abyssinian
American
Peruvian
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. 1/6/2016
Page 129
Bird Feeds
Canary mixed seed
Large Hookbill pellet
Cockatiel pellet
Sunflower Seed
Parakeet Mix pellet
Canary pellet
Small Hookbill
mixed seed
Cockatiel mixed seed
Finch mixed seed
Large Hookbill mixed seed
Small Hookbill pellet
Millet Spray
Parakeet Mix mixed seed
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
Bird Products and Supplies
bird bath
cuttle bone
parrot cage
bird net
finch cage
parrot toy
bird spray or wash
finch nest
perches
Rev. 1/6/2016
Page 130
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
Practicums
1. Each contestant will perform all four practicums worth 25 points each.
2. The judges will not assist contestants in any way.
Rev. 1/6/2016
Page 131
Scoring
Individual
1. Written test - 75 points
2. Identification - 50 points
3. Practicum - 4 x 25 = 100 points
Total = 225 points possible
Team
1. 225 x 4 individual scores = 900 points
References
Test Reference
A. 1. Small Animal Care and Management. Third edition, Dean M. Warren
2016 – Chapters 7, 9, 11, 13, 15, 17, 19, 21
2017 – Chapters 8, 10, 12, 14, 16, 18, 20
General References
1. The following resources may be used as supplementary for the
identification portion of the CDE:
A. ARBA Standards and Rabbit Guide Chart
B. Dog Laboratory Learning Kit- CMS
C. Rabbit Laboratory Learning Kit- CMS
Rev. 1/6/2016
Page 132
Animal Management Practicum Skills Scorecard #1
Pocket Pet Practicum
A judge will score students on ONE of the three areas of 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.
2. 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.
Dog/Cat/Rabbit/Guinea Pig/Chinchilla/Ferret/Hedgehog/Sugar Glider Practicum
A judge will score students on ONE of the three areas 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. 1/6/2016
Page 133
Reptile and Amphibian Practicum
A judge will score students on ONE of the three areas for a total of 25 points. All students will
be judged on the performance of the SAME skills
TOTAL 25 PTS.
Bird Practicum
A judge will score the students on ONE of the three areas for a total of 25 points. All
students will be judged on the performance of the SAME skills.
TOTAL 25 PTS.
Rev. 1/6/2016
Page 134
Aquarium Management
Important Note:
Please thoroughly read the Introduction and General Rules Section at the beginning of this handbook
for complete rules and procedures that are relevant to all Ohio FFA Career Development Events.
Purpose
The Aquarium Management CDE is designed to evaluate students’ knowledge of fish-keeping
trends and practical application of skills in the aquarium industry.
Event Rules
1. Each school may enter an unlimited number of dues paid FFA members as
participants. The top 4 scores will be considered the “team” and the top 4 scores will
be the team score of record.
2. Each contestant will have two hours to complete the total event, consisting of a written
test (online prior to the event), an identification test, and skills practicums.
Event Format
Onsite Test (75 points)
1. The online test will be 75 multiple choice, matching, and/or true/false questions worth
one point each.
2. The test will cover all aspects of aquarium management listed below and be allocated
as follows:
A. Freshwater Aquarium Questions – 85% or 64 questions
1. Fish-keeping industry and/or history of fish-keeping
2. Fish anatomy and physiology
3. Decorations/Themes/Plants
4. Selecting equipment (Tank type/size, filtration, heaters, lighting, ect.)
5. Setting up the tank and/or introducing fish
6. Fish compatibility and selection
7. Water chemistry
8. Routine maintenance
9. Troubleshooting
10. Nutrition and feeding
11. Disease
Rev. 1/6/2016
Page 135
12. Breeding
B. Marine aquarium Questions – 15% or 11 Questions
1. Selecting Equipment
2. Water chemistry and/or fish physiology
3. Setting up and decorating the tank
4. Routine maintenance
1. Fifty slides, live specimens, or pictures will be presented to contestants who will
identify them on a multiple choice type test. Each specie, variety, or item to be
identified will be worth one point each. Slides, live specimens, or pictures to be
identified will be broken down as follows:
A. Freshwater/brackish water fish (25 pts.)
B. Marine fish/invertebrates (7 pts.)
C. Aquarium equipment (7 pts.)
D. Aquarium plants (5 pts.)
E. Fish diseases (3 pts.)
F. Fish foods (3 pts.)
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)
Rev. 1/6/2016
Page 136
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)
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)
Rev. 1/6/2016
Page 137
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)
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)
Rev. 1/6/2016
Page 138
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.)
Aquarium Equipment
activated carbon - loose or
cartridge
air tubing - flexible
air tubing - rigid
air valve
airstone - all types
algae scraper/scubber-all
types
alkalinity test kit
ammonia test kit
automatic feeder (silicone)
betta barracks
bio-balls
box filter
breeding grass
breeding net/traps
brine shrimp hatchery
brine shrimp net
chlorine test kit
canister filter
Rev. 1/6/2016
dirt magnet (sponge)
Filter
automatic feeder
filter floss
power filter with bio-wheel
cartridge
protein skimmer
Hydrometer
siphon tube for power filter
siphon tubing
fluorescent bulb
non-submersible heater
full hood
gang valve
glass canopy
gravel vacuum/cleaner
incandescent bulb
live rock
Net
nitrate test kit (all types)
pH test kit (strips/solutions)
planting stick
power head
water pump
submersible heater
tank divider
thermometer - all types
trickle filter (wet-dry)
overflow box
sump filter
Refugium
ultraviolet sterilizer
undergravel filter
water hardness test kit (strips)
worm feeder
zeolite - loose or cartridge
diaphragm air pump
Page 139
Aquarium Plants
amazon swordplant
ambulia
anacharis aka elodia
banana plant
cabomba
corkscrew vallisneria
jungle vallisneria
Foxtail
Hairgrass
Hornwort
Hygrophilla
Ludwigia
water sprite
java fern
Fish Diseases
ichthyopthirius
cotton mouth
Dropsy
Velvet
hole in the head
fin and tail rot
Fish Foods
blood worms
brine shrimp
brine shrimp eggs
Krill
freeze-dried
Flake
granules
pellets
tubifex
Practicum (75 points)
1. A minimum of 4 judges is required for this portion of the CDE. Each contestant will
perform a total of four practicums. (See scorecards). Judges will NOT be able to
explain or assist a contestant in any way.
2. All contestants will perform the same selected skills.
3. The 75 points allotted for the practicum will be divided between the 4 judges as
follows:
A. Judge 1 - 20 points
B. Judge 2 - 20 points
C. Judge 3 - 20 points
D. Judge 4 - 15 points
3. Animals, products, and/or supplies to be tested will be limited to those listed in the
identification portion of these rules.
Scoring
1. Individual
A. Online test 75 points
B. Identification 50 points
C. Practicum 75 points
Total Maximum Individual Score = 200 points
2. Team
A. 200 points x 4 individuals = 800 points
Rev. 1/6/2016
Page 140
References
The following resources will be used to prepare the written portion of the test:
1. Books
A. The Everything Tropical Fish Book, DeVito, Carlo and Skomal, Gregory, Adams
Media Corporation, 2000
B. The Complete Idiot’s Guide to the Freshwater Aquariums, Wickam, Mike, Alpha
Books, 1998
C. The Complete Idiot’s Guide to Saltwater Aquariums
D. The Conscientious Marine Aquarist: A Commonsense Handbook for Successful
Saltwater Hobbyists, Fenner, Robert, TFH Publications Inc., 2008
E. The Manual of Fish Health, Andrews, Chris, Exell, Adrian, and Carington,
Neville, Firefly Books, 2010
F. Aquarium Fish Breeding, Hemdal, Jay, Barron’s Educational Series, 2003
2. Internet
A. www.liveaquaria.com
B. www.fishchannel.com
C. www.aqua-fish.net
D. www.badmanstropicalfish.com
E. www.wetwebmedia.com
F. www.masna.org
G. www.reefcentral.com
Rev. 1/6/2016
Page 141
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
Water Testing: Specific Gravity
1.
2.
3.
4.
Identify the correct equipment - hydrometer _____/5 (use swing arm hydrometer)
Use equipment correctly _____/5
Read specific gravity correctly _____/5
What is correct specific gravity for most marine tanks? _____/5
Water Testing: Read a PH Test (strips or color block)
1.
2.
3.
4.
5.
Select correct equipment _____/2
Run test correctly _____/3
Read pH correctly _____/5
Is range acid/neutral/basic? _____/5
Is this correct pH for this tank? _____/5
Water Testing: Nitrate Test Marine Tank (strips or color block)
1.
2.
3.
4.
5.
Ran test correctly _____/5
Used non-contaminating techniques of adding chemicals and shaking vials _____/3
Read the level correctly_____/4
Is this an acceptable level? _____/3
Water Testing: Ammonia (strips or color block)
1.
2.
3.
4.
Ran test correctly _____/5
Read the level correctly _____/5
Is this an acceptable level? _____/5
Total ________ /20
Rev. 1/6/2016
Page 142
Name____________________________________
School ___________________________________
Judge will score student on ONE of the following skills for a total of 20 points. All students
Equipment Use: Siphon Starting
1. Select correct equipment _____/5
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
1.
2.
3.
4.
Assemble equipment correctly _____/5
Use proper/safe procedure for starting the filter _____/5
Filter operates correctly _____/5
Equipment Use: Adjust a Heater
1.
2.
3.
4.
Use correct/safe procedure for installing heater _____/5
Explain how to adjust temperature _____/5
What is the ideal temperature? _____/5
Total _______ /20
Rev. 1/6/2016
Page 143
Name_____________________________
School ____________________________
Judge will score student on ONE of the following skills for total of 20 points. All students will
be judged on the performance of the SAME skills.
Troubleshooting: Decorating
1.
2.
3.
4.
Does tank have an appropriate plant selection/arrangement? _____/5
Does tank have appropriate selection/use of substrate material? _____/5
Does tank provide adequate hiding for both bottom dwellers and others? _____/5
Does this tank have adequate and appropriate decorations? _____/5
Troubleshooting: Filtration
1.
2.
3.
4.
Is under gravel filter installed/operating correctly? _____/5
Ability to correct problem _____/5
Explain how the UG filter works _____/5
Are additional filters necessary? If so, what type? _____/5
Troubleshooting: Overall
1.
2.
3.
4.
5.
What is wrong with this tank? _____/5
Ability to correct the problem(s) _____/5
Identify type of lighting and cover used in this tank _____/4
Identify type of filtration used in this tank _____/4
Recommend changes to equipment _____/2
Total _______ /20
Rev. 1/6/2016
Page 144
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
1. Select correct equipment _____/5
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.
2.
3.
4.
Determine temperament of fish (community/aggressive _____/4
Suggest other species that could live in same tank_____/5
Name tank furnishings and /or plants that would be good for this fish _____/3
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. 1/6/2016
Page 145
Important Note:
Purpose
The cooperative education CDE is an educational activity designed to stimulate students to
learn ways of doing business in America with emphasis on agricultural cooperatives.
Event Rules
Each school may enter an unlimited number of dues paid FFA members as participants for
online testing. The top four (4) scores will be considered the “team” and the top four (4)
scores will be the team score of record.
Event Format
An online test consisting of 65 multiple choice plus 10 problem solving questions relating to
agricultural cooperatives will be administered to each contestant. Contestants will be given 55
minutes to complete the online exam.
Scoring
1. District/State
A. Individual - 75 questions x 2 points = 150 Possible Points
B. Team - 150 points x 4 individuals = 600 Total Possible Points
References
1. Understanding Your Cooperatives, computer disks and other materials are available
from The Ohio Council of Farmer Cooperatives, 2120 Fyffe Road, The Ohio State
University, Columbus, OH 43210-1099.
2. Understanding Cooperatives- USDA-RBS Cooperative Services
3. Farmers, Cooperatives and USDA- A History of Agricultural Cooperative Service by
Wayne Rasmussen- USDA-RBS Cooperative Services
Rev. 1/6/2016
Page 146
4. Co-ops 101- An Introduction to Cooperatives USDA- RBS, Cooperative Information
Report 55.
5. How to Start a Cooperative- USDA-RBS, Cooperative Information Report7.
6. What Co-op Directors Do, Cooperative Information Report 14
7. What the Co-op Manager Does, Cooperative Information Report 16
8. What Co-op Employees Do. Cooperative Information Report 18.
9. Understanding Cooperatives, Cooperative Information Report 45, sections 1-15.
10. Ohio Council of Cooperatives Website- http://agbusmgt.ag.ohiostate.edu/occ/
All above listed resources are available from the USDA-RBS Cooperative Services, Stop 3254,
1400 Independence Avenue SW, Washington, DC 20250-3250.
Rev. 1/6/2016
Page 147
Dairy Cattle
Important Note:
Purpose
The dairy cattle CDE is an educational activity designed as a practical method of teaching
students to select quality dairy cattle. Students will be challenged with pedigree evaluation, sire
selection, linear evaluation, a written test, placing classes and written class reasons.
Event Rules for Prelims
participants, the top 4 scores will be considered the team score of record.
2. Students must come prepared with clipboards. A protective covering for their
scorecards in case of inclement weather is a necessity!
Event Format
Preliminary
1. An online written test consisting of twenty-five (25) multiple choice questions relating
to the business of dairy management, milk production, processing and marketing. Each
question will be valued at two (2) points. There may be questions on Linear Evaluation
on the exam. A maximum of twenty (20) minutes will be allowed for the written test.
2. A minimum of four classes of four dairy animals that will be placed on type.
Classes will consist of heifers, young cows or mature cows. Each class is worth
fifty (50) points.
A. All classes will be selected from the five (5) major breeds of dairy cattle:
Ayrshire, Brown Swiss, Guernsey, Holstein, and Jersey. However, priority will be
given to selecting quality cattle in the breeds available and not necessarily to
having all breeds represented in the placing classes.
B. Contestants will be permitted to view the animals from all angles but will not be
permitted to handle them.
C. Contestants will have a minimum of 12 minutes to place each class.
D. Animals will be numbered 4-3-2-1 left-to-right as viewed from the rear. The
holders will wear numbers that identify the animals.
Rev. 1/6/2016
Page 148
3. A minimum of four classes of five objective questions regarding factors on four of
the five classes of dairy cattle. Each question class will be allotted twenty-five (25)
points.
4. One pedigree evaluation class with no animals present. Fifty (50) points will be
allotted for this class. Pedigrees are to be evaluated on the following criteria:
A. The animal’s ability to transmit valued production and type traits to its
offspring.
B. Other factors including completeness (number of daughters or records),
accuracy (predictability), level of performance (type and production), and
profitability.
5. A sire selection placing class. The student will be given four bull pedigrees and
performance data and one cow’s pedigree and performance data. The student will
then place the four bulls according to mating desirability with the cow. This section
will be worth fifty (50) points.
Finals
1. The top ten (10) teams in the Dairy Cattle Preliminaries, made up of 4 of the top 6
scores, will return to the finals at a later date.
2. Any individual in the top ten individually and not part of a top ten team is eligible to
participate as an individual.
2. Each participant will place three (3) classes and give three (3) sets of oral reasons for
final state rankings. Heifers, cows, and dry cows in the 5 major breeds are
considered potential classes.
3. Each placing class will be worth 50 points.
4. Oral reasons will be given in another location immediately following the evaluation
of the classes.
5. Participants may not use notes during delivery of oral reasons. Points will be
deducted for the use of notes during delivery of reasons.
6. Each set of reasons will be worth 50 points.
7. Participants will have a minimum of 20 minutes to prepare each set of oral reasons.
8. FFA Official Dress (event appropriate) is recommended for this event. (Black
slacks and boots are acceptable)
Dairy Cattle Plan B:
Plan B may be implemented if live animals are not permitted on the CDE site due to
quarantine of livestock. This CDE will substitute video and/or slide presentations of classes in
conjunction with the current management exam, pedigree class and sire selection classes.
Rev. 1/6/2016
Page 149
Scoring
Preliminary
1. Individual
A. 25 question online test = 50 points
B. 5 placing classes = 250 points
C. 4 question classes = 100 points
D. 1 pedigree class = 50 points
E. 1 sire selection class = 50 points
Total Possible 500 points
2. Team
A. 500 points x 4 individuals = 2000 Total Possible Points
Finals
1. Individual
A. Preliminary Score = 500 points
B. 3 placing classes = 150 points
C. 3 sets of oral reasons = 150 points
Total Possible 800 points
2. Team
A. 800 points x 4 individuals = 3200 Total Possible Points
Tiebreakers
Preliminary
1. Individual
A. Total placing score
B. Total score of pedigree and sire selection classes
C. Online exam score
D. Consistency between placing scores
2. Team
A. Total team-placing score
B. Total team score of pedigree and sire selection classes
C. Total team online exam score
D. Consistency between high and low individual placing scores
Finals
1. Individual
Rev. 1/6/2016
Page 150
A. Oral reasons score
B. Class evaluation score
C. Online Exam Score
D. Consistency between high and low reasons score
2. Team
A. Total oral reasons score
B. Total evaluation score
C. Total online exam score
D. Consistency between high and low total individual oral reasons score
Special Awards
Individual
1. 1st and 2nd place oral reasons
Team
1. 1st place team oral reasons
References
Test Reference: Dairy Cattle Science 4th ed.
2016: 1, 5, 9, 13, 17, 21, 25, 29, 33, 37, 41, 45
2017: 2, 6, 10, 14, 18, 22, 26, 30, 34, 38, 42, 46
2018: 3, 7, 11,15, 19, 23, 27, 31, 35, 39, 43, 47
2019: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44
1. Linear- Linear Classification Program, Holstein Association, 1 South Main Street,
Brattleboro, VT 05301.
2. Dairy Cattle Judging Techniques, George W. Trimberger and William M. Etgen,
Prentice Hall.
3. Techniques of Judging Dairy Cattle, Dr. Dennis A. Hartman, Professor of Dairy
Science, VPI. Order from above individual at 2709 Mt. Vernon Lane, Blacksburg, VA
24060.
4. Dairy (4-H) Bowl, Questions from OSU 4-H Extension Service Addition to
references: July 1, 2003
5. For sire selection help go to www.holsteinfoundation.org link to “programs” then
link to “workbooks” and scroll to “pedigree Questions & Answers” and “Build
Your Knowledge of Sire Summaries” for PDF files of the workbooks. This is the
quickest link we could get on this page. There is an example work problem for sire
selection that is the same format, but more explicit than the use of the scenario.
Rev. 1/6/2016
Page 151
Dairy Handlers
Important Note:
Purpose
To recognize the contributions of the holders in presenting each animal to its’ best advantage
for the contestants in the dairy cattle contest.
Event Rules Listed on current registration sheet.
1. Each school is eligible to nominate students to serve as holders in the dairy cattle
contest. Nominees must be certified by the local agriculture education teacher. A
letter, written by the Ag Instructor, with the names, ages, and a list of experience with
showing dairy cattle per student must be sent to the CDE Coordinator at least thirty
(30) days prior to the state event.
2. If more individuals wish to enter the Dairy Handlers CDE than can be accommodated,
individuals will be accepted on a first come, first serve basis according to the date
their entry was received by the CDE Coordinator. Individuals that do not pre-register
will not be guaranteed the opportunity to participate in the CDE.
3. Participants must have prior experience showing and handling dairy cattle previous
to the Dairy Cattle CDE.
4. Due to using different breeds, each contestant must handle the animals they are
assigned.
5. Contestants will not participate in either the preparation or fitting of the animal(s)
assigned.
6. A general email will be sent with the lists of participants, time and place to show.
7. Contestants will be expected to lead the assigned animal(s) to the CDE area, present
the animal during the event, return the animal after the event, and secure the
animal(s) unless otherwise instructed before leaving.
8. Identification halters will be provided by the CDE Superintendent.
9. Contestants must return number cards and other borrowed items to the contest
Superintendent.
10. A total of thirty (30) holders are needed for the program.
11. Contestants must wear show white.
.
Rev. 1/6/2016
Page 152
Event Format
Evaluation of each contestant shall include the following criteria:
1. Personal appearance
2. Control of the assigned animal(s)
3. Poise and calmness of the holder
4. The contestant’s ability to demonstrate competence in the following areas:
A. To “set up” the assigned animal to its best advantage
B. To move the animal(s) as requested by the ringmaster
C. To maintain the animal(s) in their most advantageous pose or showing posture
D. To effectively restrain and avoid exciting the assigned animal(s)
Scoring
The attached scorecard will be the basis for evaluation of the holder.
Awards
1. All holders shall be recognized and no defined quotas shall be assigned for gold,
silver, and bronze ratings.
2. Top ten rated holders will receive a plaque. All others will be listed alphabetically. In
addition, the first place dairy holders will be given the opportunity to apply as holders
at the National FFA contest. There is no guarantee that the National FFA will select
our nominees.
3. The second, third, fourth, and fifth place dairy holders will be given the opportunity to
apply as a holder at the Big “E” CDE in West Springfield, Massachusetts. Again, there
is no guarantee of selection. The rate of $50.00 is provided for travel expenses for the
national and $35.00 each for the “Big E.”
Factors to Consider in Scoring Holders Contestant’s Score
1.
2.
3.
4.
Appearance of the holder - 10 Points
Control of animal(s) by the holder - 20 Points
Poise and calmness of the holder - 20 Points
Demonstrate competence in the following areas – 40 Points
A. To set up the assigned animal to its best advantage
B. To maintain the animal(s) in its most advantageous pose
C. To effectively restrain, as well as to avoid exciting the assigned animal(s)
D. To move the animal(s) as requested by the ringmaster
4. Display a cooperative, courteous, helpful, positive attitude - 10 Points
Total Score 100
(by CDE superintendent)
1-10th place individuals
Rev. 1/6/2016
Page 153
Important Note:
Purpose
Environmental and natural resource education has a responsibility to ensure an educated public
and provide students prepared to enter careers in the environmental and natural resource
industry. The purpose of the environmental and natural resource career development event is to
stimulate student interest and to promote environmental and natural resource instruction in the
agricultural education curriculum and to provide recognition for those who have demonstrated
skills and competencies as a result of environmental and natural resource instruction.
Event Rules
1. Each team will consist of four (4) dues paid FFA members. The state CDE will consist
of a maximum of 25 teams with five teams each selected from the top schools in the
areas of Soils (Rural and Urban), Forestry, Nature Interpretation, and Wildlife
Management with the remaining five teams representing schools in the Natural
Resource Taxonomy area.
2. No team, team member, or team coach shall visit the contest facilities to observe the
contest site and/or the specimens one week prior to the CDE. Any infraction will
disqualify the team from the CDE.
3. Under no circumstances will any contestant be allowed to touch or handle contest
specimens during the CDE. Any infraction of this rule will disqualify the contestant
from the CDE.
4. Observers will not be permitted in the CDE area while the contest is in progress.
5. Participants must come to the event prepared to work in adverse weather conditions.
The event will be conducted regardless of the weather. Participants should have
rainwear, warm clothes and appropriate footwear.
6. Unsafe procedures or practices will result in a team’s disqualification from that
portion of the CDE.
Rev. 1/6/2016
Page 154
CDE Format
The CDE will be divided into the following three parts:
1. Online Exam – Objective Test
2. Fifty multiple-choice questions from environmental science materials will be used for
the test. This phase of the CDE will test the individual student’s knowledge and
understanding of basic principles and concepts. This portion of the CDE will be held
on-line prior to the event. Team Activity
A. Students, as a team, will be provided a scenario that deals with an
environmental/natural resource problem. Topics could include the following and
will be announced one month prior to the competition:
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
B. Teams will be required to develop an oral presentation that addresses the questions
posed in the annual scenario.
C. Teams will present a summary of their findings using Microsoft PowerPoint or a
similar program during their scheduled presentation time.
D. Teams will have ten minutes of prep time prior to their oral presentation.
Rev. 1/6/2016
Page 155
E.
Teams will be required to give an oral presentation using Microsoft PowerPoint or
a similar program justifying the decisions made by the team. The team will have
eight minutes to make the oral presentation.
F. Teams will be required to answer questions in regards to the decision reached by
their team. The question period will be eight minutes in length.
3. Annual Team Practicums - Teams will participate in the following four practicums
each year. A total of 30 minutes plus travel time will be allotted for each practicum.
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. 1/6/2016
Page 156
Equipment
Students and/or teams must provide the following materials and equipment for the CDE.
Failure to bring required items may result in disqualification from certain portions of the CDE.
1. Each participant is required to bring and wear eye protection and disposable gloves for
any of the chemical tests conducted.
2. Each team is required to bring a projector and laptop computer with a PowerPoint or
similar presentation program for the team activity. Presentations are to be prepared in
advance and based on the provided scenario. There will be no internet connections
allowed. Teams may bring any materials they feel are necessary to present this portion
of the CDE.
3. Each participant should bring a clipboard and two (2) No. 2 pencils.
4. Each participant may bring an electronic calculator. Calculators used in this event
should be battery operated, non-programmable, and silent. Calculators should have
only these functions- addition, subtraction, division, multiplication, equals, percent,
square root, +/- key, and one memory register. No other calculators are allowed to be
used during the event.
5. Teams must supply all practicum materials. The official test kits are listed in the
rules. You may use another brand but the results will be calculated with the kits
posted.
Scoring
Online Exam (200 points)
Each participant will take the exam as an individual and will receive a score out of 50 points.
The four team scores will be added together for the overall written exam score out of 200 points.
Team Activity (200 points)
1. PowerPoint presentation = 50 points
2. Oral presentation = 75 points
3. Questions = 75 points
Annual Team Practicums (400 points)
Teams will participate in the following four practicums each year. A total of 30 minutes plus
travel time will be allotted for each practicum.
1.
2.
3.
4.
Water Analysis - (100 points)
Soil Analysis - (100 points)
GPS Locations - (100 points)
Environmental Analysis - (100 points)
Rev. 1/6/2016
Page 157
References
This list of references is not intended to be inclusive. Other sources may be utilized. The
following list contains references that may prove helpful during event preparation.
1. National Council for Agricultural Education’s material - “Applied Environmental
Sciences” To order contact CMS at The Ohio State University at: 614-292-4848 or fax
800-292-4919 or online at http://cms.osu.edu/
2. Wildlife Science Manual Instructional CD-ROM: The Core Catalog, National FFA
Organization product number CAERT-WSM. 888-332-2668 fax orders to 800-3666556 or on line at www.ffaunlimited.org/caop
3. Environmental Science and Technology. Porter, Lee, Turner and Hillan. Interstate
Publishers, Inc. 1997. PO Box 50 Danville, IL 61834-0050
4. Managing Our Natural Resources. Camp and Daughtery. Delmar Publishers, Inc.
1988. Albany NY.
5. Wildlife Management, Stutzenbaker, Scheil, Swan, Lee and Mattics, Interstate
Publishers, Inc. 1999.
6. Natural Resources and Environmental Technology, Lee, Interstate Publishers, Inc.
2000.
7. Environmental Science for Agriculture and the Life Sciences. Albany, NY. Delmar
Publishers 1994.
8. Our Natural Resources and Their Conservation. Kircher, H.B., Wallace, D.L., &
Gore, D.J. Danville, IL. Interstate Publishers, Inc. 1992.
9. Soil Science: Evaluation, Interpretation, and Management of Soil. Columbia, MO.
Instructional Materials Laboratory, University of Missouri, phone: 800-669-2465.
10. The Global Ecology Handbook. What You Can Do About the Environmental Crisis.
Courson, W.H. (Ed.). Boston, MA. Beacon Press 1990.
11. Biological Science, an Ecological Approach. Dubuque, IA. Kendall Hunt Publishers,
1992
12. Introduction to Forestry Science. L.DeVere Burton. Delmar Publishers, 2000.
13. Agriscience & Technology. L. DeVere Burton. Delmar Publishers, 1992.
Non-Native Species Resource List
1.
2.
3.
4.
5.
6.
7.
U.S. Fish and Wildlife Service
U.S. Park Service
U.S. Dept. of Interior
U.S. Forest Service
Ohio Department of Natural Resources
Gulf of Mexico Program
Minnesota Sea Grant 2305 East 5th St. Duluth, MN 55812, Phone: 218-726-6191
www.ansc.purdue.edu/sgnis
Rev. 1/6/2016
Page 158
Sea Grant has developed a CD-ROM titled “Your Exotic Species One-Stop
Information Shop!”
Internet Locations
Search Engines: Type in “exotic species”, “non-native species”, “non-indigenous species”.
Make sure to include quotations in search.
1. www.nbii.gov/invasive
2. www.glifwc.org
3. www.flmnh.ufl/fnps/exotics
4. www.gmpo.gov
Practicum Resource List
1. Field Manual for Water Quality Monitoring: An Environmental Education Program
For Schools by Mark K. Mitchell, M.S., and William B. Stapp, Ph.D. (11th edition)
Kendall/Hunt Publishing Company, Dubuque, Iowa. ISBN 0-7872-3730-2. (or most
current edition)
2. Peterson Field Guides and Audubon Field Guides to Mammals, Eastern Birds,
Wildflowers, Reptiles and Amphibians.
3. Newcomb’s Field Guide to Wildflowers.
Contact your local SWCD Office for assistance with the soil analysis section.
Official Test Kits
1. Water Analysis
A. LaMotte Dissolved Oxygen Code 5860
B. LaMotte Wide Range pH Code 2120
C. Aquatic Ecosystems 1-800-422-3939
2. Soil Analysis
A. Know how to use a dot grid and read a laser and receiver or optical level, grade
rod, and tripod (which will be provided).
3. GPS Locations
A. Etrex Legend or similar unit
4. Environmental Analysis (none)
Rev. 1/6/2016
Page 159
Team: ______________________________
Chapter No.: ______________________
ENVIRONMENTAL ANALYSIS SCORECARD
Your assignment is to analyze the given ecosystem with the following aspects in mind:
Total Score:
QUESTION
POSSIBLE
POINTS
Identify and list the TEN marked organisms (both native and non-native)
that can be found within the marked boundaries of this site.
SCORE
20
Identify and list TEN additional species (native and/or non-native) that can
be found within the site.
20
Identify and list the different habitat components found with the marked
site.
20
Identify which stage(s) of succession exists within the marked site:
pioneer, field, early successional, mid successional, late successional, or
climax community. In addition, list two supporting reasons why.
10
Identify the limiting factors for the given species as evidenced within the
marked boundaries of the site and recommend management practices
needed for these species to be successful.
30
100
__________________________
Judge’s Name
Rev. 1/6/2016
___________________________
Judge’s Signature
_____________
Date
Page 160
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
ON
POI
1
NT
ANSWER
NEEDED
POSSIBLE
POINTS
refer to site
20
2
refer to site
20
3
refer to site
20
4
longitude / latitude
10
5
waypoint name
20
6
distance
10
SCORE
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.
__________________________
Judge’s Name
Rev. 1/6/2016
___________________________
Judge’s Signature
_____________
Date
Page 161
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
and
Hydrologi
c
Grou
p
Cover Description
CN
Acres
Product of
CN x Acres
Possible
Points
Unknown:
Score
10
40
CN (weighted) = total product =
total area
=
Use CN =
(10 points)
Score:
SLOPE CALCULATION
Answer
Possible
Points
Elevation of Point #1
5
Elevation of Point #2
5
Change in Elevation
5
Distance from #1 to #2 (in feet)
15
Score
10
Calculated Percent Slope
___________________________ ___________________________ _____________
Judge’s Name
Rev. 1/6/2016
Judge’s Signature
Date
Page 162
TEAM ACTIVITY SCORECARD
CATEGORY
1
2
3
POSSIBLE SCORE
PowerPoint Presentation (50 points)
• Introduction
• Clearly identify the problem(s)
• Short term goals discussed
• Long term goals discussed
• Short term and long term goals are measurable
• Demonstrates knowledge and experience in subject area
• Possible solutions analyzed
• Recommendations discussed
• Clearly addresses the scenario
• Summary/Conclusion
Oral Presentation (75 Points)
• Participation of all team members
• Logical progression of material
• Delivery professional, organized and well thought out
• Presentation clear and effective
• Team attitude
Questions (75 Points)
• Each member of the team responds to at least one question
• Confidence shown
• Effectiveness and accuracy of each response
TOTAL
5
5
5
5
5
5
5
5
5
5
15
15
15
15
15
20
15
40
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.
___________________________
Judge’s Name
Rev. 1/6/2016
__________________________
Judge’s Signature
_____________
Date
Page 163
Team: ______________________________
Dissolved Oxygen
Fecal Coliform
pH
B.O.D.
Temperature
Temp upstream____C
Total Phosphorus
Nitrates
Turbidity
Total Solids
Chapter No.: ______________________
WATER ANALYSIS SCORECARD
Weighting
Test Results
Q-Value
Factor
_____ % saturation
0.17
_____colonies/100 ml
0.16
_____ units
0.11
_____ mg/l
0.11
0.10
______C
______ mg PO4/l
______ mg NO3/l
______ ft or NTU
______ mg/l
Answer
Total
Possible
Points
10
10
10
0.10
0.10
0.08
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
90-100 Excellent
70-89 Good
50-69 Medium
25-49 Bad
0-24 Very Bad
Total: ________________
(10 points for form)
Score: _________________
MACRO-INVERTEBRATE TALLY
GROUP 1 TAXA
Water Penny Larvae
Mayfly Nymphs
Stonefly Nymphs
Dobsonfly Larvae
Caddisfly Larvae
Riffle Beetle Adult
Other Snails
NUMBER OF TAXA
X INDEX VALUE 3
CUMULATIVE INDEX
VALUE:
Rev. 1/6/2016
GROUP 2 TAXA
Damselfly Nymphs
Dragonfly Nymphs
Cranefly Larvae
Beetle Larvae
Crayfish
Scuds
Clams
Sowbugs
NUMBER OF TAXA
X INDEX VALUE 2
GROUP 3 TAXA
Blackfly Larvae
Aquatic Worms
Midge Larvae
Pouch Snails
Leeches
NUMBER OF TAXA
X INDEX VALUE 1
STREAM QUALITY ASSESSMENT
Excellent (>22) _______ Good (17-22) _________
Page 164
Score
(20 pts. for form)
Fair (11-16) ________
Poor (<11) _________
Score: ___________
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.
___________________________
Judge’s Name
Rev. 1/6/2016
___________________________ _____________
Judge’s Signature
Date
Page 165
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. 1/6/2016
Page 166
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.
Dissolved Oxygen
Fecal Coliform
pH
B.O.D.
Temperature
Temp upstream 11 C
Total Phosphorus
Nitrates
Turbidity
Total Solids
Test Results
_83 % saturation
2500 colonies/100 ml
_7.5_ units
3_ mg/l
2_ C
Q-Value
92
17
92
70
90
Weighting
Factor
0.17
0.16
0.11
0.11
0.10
Answer
Total
15.64
2.72
10.12
7.7
9.0
Possible
Points
10
Score
10
10
1 mg PO4/l
3 mg NO3/l
_29_ ft or NTU
350_ mg/l
40
90
53
53
WATER QUALITY INDEX RANGES
90-100 Excellent
70-89 Good
50-69 Medium
25-49 Bad
0-24 Very Bad
0.10
0.10
0.08
0.07
4.0
9.0
4.24
3.71
Total:
66.13
(10 points for form)
Score: ______________
MACROINVERTEBRATE TALLY
GROUP 1 TAXA
3 TAXA
Water Penny Larvae
Mayfly Nymphs
Stonefly Nymphs
Dobsonfly Larvae
Caddisfly Larvae
Riffle Beetle Adult
Other Snails
NUMBER OF TAXA
X INDEX VALUE 3
CUMULATIVE INDEX
VALUE:
15
(20 pts. for form)
GROUP 2 TAXA
A
A
6
Damselfly Nymphs
Dragonfly Nymphs
Cranefly Larvae
Beetle Larvae
Crayfish
Scuds
Clams
Sowbugs
NUMBER OF TAXA
X INDEX VALUE 2
GROUP
A
B
Blackfly Larvae
Aquatic Worms
Midge Larvae
Pouch Snails
Leeches
A
B
A
A
6
NUMBER OF TAXA
X INDEX VALUE 1
STREAM QUALITY ASSESSMENT
Excellent (>22) _______ Good (17-22) _________
Fair (11-16) __X______ Poor (<11) _________
Score: ___________
Rev. 1/6/2016
Page 167
3
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.
___________________________
Judge’s Name
Rev. 1/6/2016
___________________________
Judge’s Signature
_____________
Date
Page 168
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. 1/6/2016
Page 169
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
CeB
F1B
Lg
Md
MnD3
Brookston Silty Clay Loam
Celina Silt Loam, 2-6% slopes
Fox Loam, 2-6% slopes
Lanier Sandy Loam
Medway Silt Loam
Miamian Clay Loam, 12-18% slopes
B (drained) / D (undrained)
C
B
A
B
C
LAND COVER CHOICES
Land Cover
Hydrologic Group
Runoff Curve Number
Straight-row Crops, Good Residue
A
B
C
D
64
75
82
85
Woods, Fair Condition
A
B
C
D
36
60
73
79
Commercial/Business District
A
89
Rev. 1/6/2016
Page 170
Pasture/Rangeland, Good
B
C
D
92
94
95
A
B
C
D
39
61
74
80
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. 1/6/2016
Page 171
Equine Management
Important Note:
Purpose
The horse management CDE is an educational activity designed as a practical method of teaching
students current horse evaluation and selection techniques and management.
Event Rules
1. Each school may enter an unlimited number of dues paid FFA members as participants,
the top 4 scores will be considered the “team” and the top 3 scores will be the team score
of record.
2. Students should bring clipboards and must bring sharpened No. 2 pencils.
3. Any assistance given to a team member from any source, except from the contest
officials will disqualify the team member from the contest.
4. The contest will consist of:
A. Two halter classes
B. One performance class
C. A tack and equipment identification session
D. A written examination
E. One class of hay
Event Format
Preliminary
1. Halter Classes
A. Two classes of four horses each from the following breeds will be selected for the
purpose of placing:
Appaloosa
Arabian
Draft
Rev. 1/6/2016
Morgan
Paint
Quarter
Saddlebred
Standardbred
Thoroughbred
Page 172
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
Saddlebred
Arabian
Paint
Standardbred
Draft
Quarter
Throughbred
B. Performance classes will be judged as presented (unsoundness 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. Hunter Under Saddle (Hunt Seat)
7. Trail
8. Hunter Hack
C. The performance class will include five objective questions.
Special Note: Depending upon the availability of horses, any one breed of horses may be
used more than once in the halter classes and performance classes.
3. Onsite Written Test
A. The onsite written test will consist of a maximum of fifty(50) objective questions. The
reference that will b e used for writing the test is Equine Science 4th Edition. See the
test reference section of these rules to see the chapters covered for the current year.
4. Identification
A. Forty-five (45) items will be displayed for each contestant to identify. The list below
contains all the possible items that may appear on the test.
B. Items may be displayed as slides, photographs, or actual specimens.
General Equipment and Tack
Ankle boots
Artificial vagina
Banding gun
Boot hooks
Boot jack
Bot egg knife
Breast collar
Breeding hobble
Cooler
Cribbing strap
Rev. 1/6/2016
Hobbles
Horse blanket
Horse clippers (electric)
Horse sheet
Insemination pipette
Lariat
Lead shank or rope
Leg wraps
Lunge line
Lunge whip
Shedding blade
Sliding boots
Soft finish brush
Stall guard
Standing martingale
Stethoscope
Stiff body brush
Sweat scraper
Syringes
Tail sets
Page 173
Curry comb
Dressage whip
English breast strap
English spurs
Feed tub
Finishing brush
Full neck sweat
Halter
Hay net
Mane comb
Mouth speculum
Palpation sleeve
Quarter boots
Riding bat
Riding crop
Rubber groom mitt
Running martingale
Shackles
Thermometer
Throatlatch sweat
Tooth float
Trailer tie
Twitch
Water bucket
Western breast strap
Western Spurs
Bits Bridles and Saddles
O ring snaffle
D ring snaffle
Bit guards
Egg but snaffle
Full check snaffle
Half check snaffle
Billy Allen bit
Bridoon snaffle
Correction bit
Curb or grazing bit
Pelham bit
Kimberwicke bit
Hackmore or Bosal
Liverpool bit
Tom Thumb bit
Medium shank snaffle
Walking horse bit
Dr. Bristol bit
Gag bit
Side pull bridle
Weymouth bridle
Western saddle
Cut back English saddle
Hunt seat saddle
Dressage saddle
English reins
English saddle pad
English stirrups
English girth
Flack girth
Cavesson
Figure 8 noseband
Racing or cross country reins
Western girth
Flank girth
Saddle or cantle bags
Western reins
Western stirrup
Western saddle pad
Western show halter
Arab show halter
Curb chain or strap
Lip strap
Bridle cheek piece
Shoes and Farrier Equipment
Anvil
Bar or Heart Bar Shoe
Clinch cutter
Clinching tongs
Easy boot
Farrier apron
Fire tongs
Hoof knife
Hoof nippers
Hoof Pick
Horse shoe nail
Racing aluminum shoe
Rasp
Rocker toe shoe
Scotch bottom shoe
Shoe pad
Shoe wedge pad
Shoe with borium
Shoe with chalks
Shoe with side clip
Shoe with toe clip
Shoe with trailer
Driving Equipment
Blinders
Breast strap
Check rein
Collar
Rev. 1/6/2016
Crupper
Driving harness
Driving lines/reins
Driving whip
Hames
Surcingle
Page 174
Forages, Weeds Grains and Minerals
Ground limestone
Wheat Bran
Barley (steam rolled)
Beet pulp
Bluegrass
Buckhorn plantain
Molasses
Oats (whole or processed)
Orchard grass
Perennial rye grass
Burdock
Red clover
White clover
Wild carrot
Wild cherry
Wild mustard
Poisonous Plants:
Bracken fern
Japanese yews
Jimson weed
Pokeweed
Chickory
Corn (whole or processed)
Dandelion
Dicalcium phosphate
Fescue
Fox tail
Salt or trace mineralized salt
Soybean oil meal
Sweet clover
Teasel
Thistle
Timothy
Alfalfa
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
Class of Hay
Contestants will be required to place one (1) class of hay.
Finals
1. Team Activity (250 points)
Part 1 – Practical Application Activities – 200 points (50 points per activity)
Participants will be answering questions and gathering information from practical
application activities. Teams will complete four activities. Participants will have ten
minutes for each activity. Examples of practical activities include feed/hay selection
and selecting equipment to properly shoe a horse.
Rev. 1/6/2016
Page 175
Part 2 – Team Scenario and Presentation – 50 points
Following completion of the practical application activities, this part of the team
activity requires all members of the team to work cooperatively to complete the
problem-solving portion. Teams will orally present solutions to problems found in the
given scenario. Teams will have ten minutes to organize and prepare information and
ten minutes to present solutions to judges. Judges may ask clarifying questions to the
teams. For a sample scenario, see the reference section of this handbook. Examples
topics include:
1.
2.
3.
4.
5.
2.
Nutrition
Management
Anatomy
Marketing/current trends
Animal welfare (care and well-being)
Placing Classes and Oral Reasons
1. The top 10 teams from the Equine Preliminary, made up of 4 of the top 6 individual
scores from each team, will return to the finals at a later date.
2. Any individual in the top ten individually and not on a top ten team is eligible to
return for the finals.
3. Participants will place and give oral reasons for one halter class selected from the
following breeds:
Appaloosa
Arabian
Draft
Morgan
Paint
Quarter
Saddlebred
Standardbred
Thoroughbred
3. Participants will place and give oral reasons on one performance class selected from the
following breeds:
Appaloosa
Morgan
Saddlebred
Arabian
Paint
Standardbred
Draft
Quarter
Throughbred
A. Performance classes will be judged as presented (unsoundness 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.
2.
3.
4.
5.
6.
7.
8.
Western Horsemanship
Hunt seat Equitation
Western Pleasure
Western Riding
Reining
English Pleasure (Saddle Seat)
Hunter Under Saddle (Hunt Seat)
Trail
Rev. 1/6/2016
Page 176
9.
Hunter Hack
5.
Oral reasons will be given in another location immediately following the evaluation
classes.
Participants may not use notes during delivery of reasons. Points will be deducted for
the use of notes.
Each class is worth 50 points for each set of reasons.
Participants will be given 20 minutes minimum to prepare each set of oral reasons
FFA Official Dress (event appropriate) is recommended for this event. (Black
6.
7.
8.
9.
Scoring
Preliminary
1. Individual (490 points)
A. 2 halter classes - 100 points
B. 1 halter question class - 50 points
C. 1 performance class - 50 points
D. 1 performance question class - 50 points
E. 1 hay class - 50 points
F. Written exam - 100 points
G. Identification - 90 points
2. Team (1470 points)
A. 490 points x 3 individuals = 1470 points
Finals
1. Individual (690 points)
A. Score from Preliminary Round - 490
B. 1 Halter Class – 50 points
C. 1 performance class – 50 points
D. 2 sets of oral reasons – 100 points
2. Team
A. 690 points x 3 individuals = 2070
B. Team Activity – 250 points
Total possible points - 2320 points
Tie Breakers
Preliminary
1. Individual
A. Performance class total
B. Halter class total
C. Exam Score
Rev. 1/6/2016
Page 177
D. Consistency between high and low placing scores
2. Team (based on the scores of the top three (3) individual scores)
A. Total performance class score
B. Total halter class score
C. Total exam score
D. Consistency between high and low total placing scores
Finals
1. Individual
A. Oral reason score
B. Performance class score from finals
C. Halter class score from finals
D. Consistency between oral reasons scores
2. Team (based on the scores of the top three (3) team individuals)
A. Team activity score
B. Total oral reasons score
C. Total placing scores from final
D. Consistency between high and low individual oral reasons totals
Special Awards
Individual
1. 1st and 2nd place oral reason scores
Team (using top 3 individual overall scores)
1. 1st place team oral reasons score
References
Test Reference
1. Equine Science 4th Edition, by Rick Parker (Thompson Delmar Publishing)
Assignment of chapters by years:
2016 – 1, 5, 9, 13, 17
2017 – 2, 6, 10, 14, 18
2018 – 3, 7, 11, 15, 19, 21
2019 – 4, 8, 12, 16, 20, 22
2. The following items can be purchased from the Extension Service:
A. Beginning Horse Management (Circular #174)
B. Light Horse Selection (Circular 175)
C. Equine Nutrition (Bulletin #762)
D. Equine Reproduction and Genetics (Circular #185)
Rev. 1/6/2016
Page 178
E. Equine Science by Rick Parker (Thompson Delmar Publishing)
F. Learning Laboratory Horse Skillathon Kit (OSU CMS)
G. The Horse by Evans, Hintz, Van Vleck, Borton (2nd Edit
Rev. 1/6/2016
Page 179
Important Note:
Please thoroughly read the Introduction and General Rules Section at the beginning of
this handbook for complete rules and procedures that are relevant to all Ohio FFA
Career Development Events.
Purpose
To provide students with the opportunity to make a practical application of the
knowledge and skills learned in the production agriculture curriculum in solving
typical farm management problems. This CDE should stimulate interest in the farm
management instructional program and as a result help students to become more
effective farm managers.
Event Rules
1. Each school may enter an unlimited number of dues paid FFA members
as participants, the top 4 scores will be considered the “team” and the top
3 scores will be the team score of record.
2. Team members may use solar or battery-operated calculators during
the contest. Each team member must furnish his or her own
calculators.
Event Format
The CDE will consist of two parts: a multiple-choice online test and a problem solving
practicum. Ninety (90) minutes are allotted for the completion of the CDE.
1. Multiple Choice Test
A. The online written test is designed to test the team members’
understanding of economic principles in farm business management.
Multiple choice questions, some related to problem situations, form the
basis for testing this understanding of the application rather than
definition identifications.
B. Team members will work as individuals and each will complete the
written test.
C. There will be 50 multiple-choice questions.
D. One hundred (100) points are allotted for this portion of the CDE with each
question worth two points.
Rev. 1/6/2016
Page 180
2. Problem Solving Practicum
A. The problem-solving portion of the CDE is designed to determine
the team members’ ability to apply economic principles of farm
business management to actual problems and to define the
decisions that need to be made.
B. Team members will work as individuals and complete all problems
assigned.
C. There will be 40 multiple-choice questions.
D. Two hundred (200) points are allotted for this section of the CDE.
Scoring
Individual
1. Online test - 100 points
2. Problem solving practicum – 200 points
Total possible – 300 points
Team
300 points x top 3 individuals = 900 possible points
References
1. Jobes, Steward, Casey and Purcell - Farm and Ranch Business Management
(most current edition) Deere and Company, John Deere Publishing, East Moline,
Illinois 61244
2. Kay, Edwards, and Duffy Farm Management , McGraw-Hill Book Co., New
York, NY (most current edition)
3. Farm Business Management Career Development Event, National FFA Supply
Service, National FFA, Indianapolis, IN. (Published annually in March after each
event)
4. Resource Information and Definitions:
http://www.ffa.org/programs/cde/html/cde_events.ht m#fbm
Secondary References
1. Deere and Company: http://www.deere.com
2. Bowers, Love and Kletke (1994) Machinery Replacement Strategies. Deere and
Company, John Deere Publishing, East Moline, Ill 61244. www.deere.com
Technical References
1. Farmers Tax Guide, published by Department of the Treasury Internal Revenue
Service, can be obtained from the IRS Forms Distribution Center in your state or
the IRS website, http://www.irs.gov/publications/p225/index.html
Rev. 1/6/2016
Page 181
2. Farm Financial Standards Council Financial Guidelines for Agricultural
Producers, http://www.ffsc.org/
3. Assorted educational materials are available on hedging, forward contracting
and commodity futures trading from any of the following addresses. (Chicago
Board of Trade Page, http://www.cbot.com/ or Chicago Mercantile Exchange
Page, http://cme.com
A. Chicago Board of Trade, LaSalle at Jackson, Chicago, Illinois 60604
B. Chicago Mercantile Exchange, 30 South Wacker Drive, Chicago, Illinois
60604
C. Kansas City Board of trade, 4800 West Main Street, Kansas City, Missouri
64112
D. Mid- America Commodity Exchange, LaSalle at Jackson, Chicago, Illinois
60604
E. New York Cotton Exchange, 4 World Trade Center, New York, NY 10005
F. New York Mercantile Exchange, Commodity Exchange Center, 4 World
Trade Center, New York, NY 10048
4. Doane Agricultural Services, 11701 Borman Drive, St. Louis, Missouri 63146.
Doane provides a variety of educational materials related to farm and ranch
management.
5. Cooperative Extension Service in your county. Contact your local extension agent
for access to farm and ranch management educational materials.
Rev. 1/6/2016
Page 182
Floriculture
Important Note:
Development Events.
Purpose
The Floriculture CDE is an educational activity designed as a practical method of teaching
students to identify various horticulture plants, disorders, insects and diseases that affect
the floriculture industry.
The skills students learn in evaluating floriculture products provide opportunities for them
to become better producers and consumers of these products. The written test and the
practicum will truly test the student’s ability to handle practical situations in the
floriculture industry.
Event Rules
1. Each school can have an unlimited number students take the online test, 4 of the
top 6 individual scores from each school qualify for the state finals.
2. A team will consist of four members with all four scores counting toward the
team total.
3. Under no circumstances will any contestant be permitted to touch or handle
plant materials being used for identification purposes.
4. Any communication between contestants during the CDE will disqualify the
contestant(s) from the CDE.
5. No team, team member, or team coach shall visit the CDE facilities to observe
plant materials within a week of the event date. Any group or individual reported
and proven to be doing this will be disqualified from the competition.
6. Any contestant caught cheating during the CDE will be disqualified.
7. Contestants must bring clipboards and No. 2 pencils.
8. No cell phones, pagers, walkie-talkies or any other communication
devices are allowed.
9. No programmable calculators are allowed.
Rev. 1/6/2016
Page 183
Event Format
The CDE will consist of two phases:
Preliminary
1. Written Exam (50 points, online - 40 minutes)
An exam consisting of 50 multiple-choice will be administered online prior to
the event. Each question will be worth 1 point. Problem-solving and
identification questions will be incorporated into the exam.
Finals
A. Plant Identification – 35 total specimens. Students will:
1. Identify all 35 by common name only
2. Identify 15 by scientific name
B. Other Identification – 50 specimens consisting of:
1. 20 insects, diseases and deficiencies
2. 25 supplies and equipment
3. 5 floral arrangements and corsages
C. Placing Classes – 5 classes
D. Practicum – 2 skills
Component Descriptions
1. Plant Identification (75 points, 50 minutes)
A. 35 specimens from the following list will be displayed for contestants to
identify by common names. Contestants will also be responsible for
identifying 15 of these specimens by their scientific names. The
scorecard will be like the attached list of plant materials except the
common names will be in alphabetical order. Scientific names from the
flowering pot plant and foliage pot plant sections of this guide will also
be listed in alphabetical order. All plants, cut flowers, live and dried
floral materials will be tested and listed alphabetically on the scorecard.
Fresh Flowers
Acacia - Acacia dealbata
Yarrow - Achillea filipendulina
Monkshood - Aconitum napellus
Agapanthus - Agapanthus africanus
Allium - Allium sp.
Ginger - Alpinia purpuata
Alstroemeria - Alstroemeria hybrids
Queen Anne’s Lace - Ammi majus
Anemone - Anemone coronaria
Rev. 1/6/2016
Gerbera - Gerbera jamesonii
Gladiolus - Gladiolus hybrids
Gladiolus (miniature) Gladiolus x colvillei
Gypsophilia - Gypsophila paniculata
Sunflower – Helianthus annuus
Heliconia - Heliconia sp.
Hydrangea - Hydrangea macrophylla
Iris - Iris hybrids
Leptospermum - Leptospermum sp.
Page 184
Banksia - Banksia prionotes
Bouvardia - Bouvardia sp.
China Aster - Callistephus chinensis
Pincushion Protea - Leucospermum
cordifolium
Liatris - Liatris spicata
Lily - Asiatic - Lilium hybridum
Lily - Oriental - Lilium
hybridum
Caspia - Limonium latifolium
Statice – annual - Limonium sinuatum
Stock - Matthiola incana
Orchid - Cattleya - Cattleya sp.
Bells of Ireland - Moluccella laevis
Cornflower - Centaurea cyanus
Daffodil - Narcissus pseudonarcissus
Waxflower - Chamelaucium uncinatum
Nerine Lily - Nerine hybrids
Larkspur - Consolida ambigua
Oncidium Orchid - Oncidium hybrids
Lily of the Valley - Convallaria
majalis
Star of Bethlehem - Ornithogalum
thyrsoides
Orchid - Cymbidium - Cymbidium sp
Orchid - Phalaenopsis - Phalaenopsis sp.
Delphinium - Delphinium elatum
Pink Mink Protea - Protea neriiifolia
Orchid - Dendrobium - Dendrobium sp.
Ranunculus - Ranunculus asiaticus
Chrysanthemum- spray Dendranthemum x grandiflorum
Rose - spray - Rosa hybrids
Chrysanthemum - standard –
Dendranthema x grandiflorum
Rose - standard - Rosa hybrids
Carnation - Dianthus caryophyllus
nana
Rose Sweetheart - Rosa hybrids
Carnation (miniature) - Dianthus
caryophyllus nana
Solidago - Solidago sp.
Heather - Erica sp.
Stephanotis - Stephanotis floribunda
Lisianthus - Eustoma grandiflorum
Bird-of-Paradise - Strelitzia reginae.
Forsythia - Forsythia x intermedia
Lilac - Syringa vulgaris
Freesia - Freesia hybrids
Tulip - Tulipa hybrids
Gardenia - Gardenia augusta
Calla Lily - Zantedeschia sp.
Anthurium - Anthurium andraeanum
Snapdragon - Antirrhinum majus
Monte Casino Aster - Aster ericoides
Astilbe - Astilbe hybrids
Fresh Foliages – Common
Rev. 1/6/2016
Page 185
Silver Fir - Abies alba
Noble Fir - Abies procera
Sprenger Asparagus Fern - Asparagus
densiflorus ‘Sprengeri’
Tree Fern - Asparagus
pyramidalis
Plumosus - Asparagus setaceus
Boxwood - Buxus sempervirens
Camellia - Camellia japonica
Cedar - Cedrus sp.
Emerald Palm - Chamaedorea sp.
Croton - Codiaeum
variegatum
Scotch Broom - Cytisus
scoparius
Horsetail - Equisetum hyemale
Eucalyptus - Eucalyptus sp.
Salal - Gaultheria shallon
Galax - Galax aphylla
English Ivy - Hedera helix
Holly - Ilex aquifolium
Myrtle - Myrtus communis
Oregon Fern - Nephrolepis exaltata
White Pine - Pinus strobus
Pittosporum – Pittosporum tobira
Leatherleaf, Baker fern - Rumohra
adiantiformis
Smilax – Ruscus aculeatus
Huckleberry - Vaccinium ovatum
Bear Grass - Xerophyllum tenax
Foliage Plants
Century Plant – Agave sp.
Chinese Evergreen - Aglaonema
species
Norfolk Island Pine - Araucaria
heterophylla
Parlor Palm - Chamaedorea species
Spider Plant - Chlorophytum comosum
Grape ivy - Cissus rhombifolia
Croton - Codiaeum variegatum
Jade Plant - Crassula argentea
Dumbcane - Dieffenbachia species
Dracaena marginata - Dracaena cincta
‘Marginata’
Corn Plant – Dracaena
Fragrans ‘Massangeana’
Nerve Plant – Fittonia
verschaffeltii
Prayer Plant - Maranta leuconeura var.
erthroneura
Boston Fern - Nephrolepis exalta
Pony Tail Palm – Nolina tuberculata
Baby Rubber Plant - Peperomia obtusifolia
Heart-leaf Philodendron - Philodendron
scandens oxycardium
Aluminum Plant - Pilea cadierei
Snake Plant - Sansevieria trifasciata
Umbrella Tree – Schefflera actinophylla
Dwarf Schefflera - Schefflera arboricola
Peace Lily – Spathiphyllum hybrids
Pothos - Epipremnum aureum
Arrowhead plant- Syngonium podophyllum
Weeping Fig - Ficus benjamina
Wandering Jew - Tradescantia zebrina
Rubber Plant - Ficus elastica
Rev. 1/6/2016
Page 186
Supplies and Equipment (30 items)
General Supplies
Florist’s Tools
Dried Floral Material
Flowering Potted Plants
Crocus - Crocus sp.
Cyclamen - Cyclamen persicum
Florist’s Chrysanthemum - Dendranthema X
x grandiflorum
Poinsettia - Euphorbia pulcherrima
Persian Violet - Exacum affine
Amaryllis - Hippeastrum vittatum
Hyacinth - Hyacinthus orientalis
Hydrangea - Hydrangea macrophylla
Kalanchoe - Kalanchoe blossfeldiana
Easter Lily - Lilium longiflorum
Thunb.
Grape Hyacinth - Muscari sp.
Paper White Narcissus - Narcissus
tazetta
Cineraria - Pericallis x hybrida
Moth Orchid - Phalaenopsis sp.
Hardy Primrose - Primula vulgaris
Florist’s Azalea - Rhododendron sp.
African Violet - Saintpaulia ionantha
Christmas Cactus - Schlumbergera x
buckleyi
Thanksgiving Cactus –
Schlumbergera truncata
Gloxinia - Sinningia speciosa
Tulip - Tulipa hybrids
Bedding Plants
Ageratum
Angelonia
Bacopa
Calibrachoa
Celosia
Coleus
Diascia
Dusty miller
Florist’s Impatiens
Fuchsia
Geranium
Lobelia
Marigold
New Guinea Impatiens
Non-stop Begonia
Osteospermum
Pansy
Petunia
Petunia- Wave
Portulaca
Salvia
Snapdragon
Streptocarpus
Sweet Alyssum
Sweet Potato Vine
Torrenia
Verbena
Vinca
Vinca – Vine
Wax Begonia
Zinnia
Vegetables/Herbs
Basil
Cabbage
Onion
Oregano
Pepper
Leaf Lettuce
Thyme
Tomato
2. Other Identification (50 points, 50minutes)
A. 50 specimens from the following list will be displayed for the
contestants to identify by their common name.
Rev. 1/6/2016
Page 187
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
Bud Vase
Greenhouse Containers
Azalea Pot
Ribbon Sizes
#3
Centerpiece Bowl
Bulb Pan
#9
Compote
Hanging Basket
#40
Ginger Vase
Standard Pot
Rose Bowl
4.5” Pot
Wires
18 gauge
6.5” Pot
24 gauge
12” Pot
28 gauge
Rev. 1/6/2016
Page 188
Insects, Disease, & Deficiencies (15 items)
Insects
Aphid
Fungus Gnat
Greenhouse Whitefly
Mealybug
Scale
Shore Fly
Silverleaf Whitefly
Two-spotted Spider
Mite
Western Flower
Thrips
Leaf Oedema
Diseases
Bacterial leaf Spot
Bacterial Stem Rot
Botrytis Blight
Damping Off
Fungal Leaf Spot
Fungal Stem Rot
Powdery Mildew
Pythium Root Rot
Disorders
Ethylene Leaf Epinasty
Deficiencies
Iron Deficiency
Nitrogen Deficiency
Phosphorus
Deficiency
Potassium Deficiency
Magnesium
Deficiency
Leaf abscission
Floral Arrangements and Corsages (5 items)
Cascading Bouquet
Circular Mound
Colonial Bouquet
Diagonal
Double End Corsage
Equilateral Triangle
Hand-Tied Bouquet
Hogarth
Horizontal
Isosceles Triangle
Right Triangle
Scalene Triangle
Topiary
Fan
Vertical
3. Placing Classes (50 points, 20 minutes)
Plants and flowers in each pot or container will be judged as a group and placed first,
second, third, and fourth. Plants or flowers may not be touched or handled.
A. Cut flowers - Four containers from one or more of the following groups will be
judged.
 Alstroemeria
 Carnations
 Roses
 Spray Chrysanthemums
The following 100 point scale may be used as a basis for evaluation:
 Condition 25 (uniformity, freedom from bruise and blemish, substance)
 Form 20 (uniformity, immature or over mature, size and proportion)
 Stem and Foliage 20 (uniformity, strength and/ or straightness, foliage quality,
size and proportion)
 Color 20 (uniformity, intensity)
 Size 15 (uniformity, deduct points in relation to development and conditionoversized or undersized)
Rev. 1/6/2016
Page 189
B. Flowering Potted Plants - Four plants from one or more of the following groups will
be judged:
 African Violet
 Chrysanthemum
 Geranium
 New Guinea Impatiens
The following 100 point scale may be used as a basis for Evaluation:
 Cultural Perfection 40
 Floriferousness (effect of floriferousness) 20
 Size of Plant 20
 Color of Bloom 10
 Size of Bloom 10
C. Foliage Plants - Four plants from one or more of the following groups will be
judged:
 Boston fern
 Dieffenbachia
 English Ivy
 Philodendron
 Spathiphyllum
 Schefflera
 Cultural Perfection (health and vigor) 35 points
 Size of Plant 35 points
 Form or Symmetry 30 points
D. Flower Arrangement - Four arrangements from one of the following classes will be
judged:
 Circular mound b. Hogarth
 Horizontal d. L-shaped
 Scalene triangle
 Symmetrical triangle
 Vertical
 Design 50 (balance, proportion, emphasis, unity, harmony)
 Color 20
 Mechanics 15
 Condition 15
4. Practicum (70 points)
On the day of the event, the event director will select two of the following four
practicums in which all contestants will participate. The practicums to choose from
include:
Rev. 1/6/2016
Page 190
A. Planting rooted cuttings - (35 points, 5 minutes) Contestants will be given 10
rooted cuttings. They will select 5 cuttings to plant in a 6 1/2 inch azalea pot.
Appropriate potting mix, label, and pencil are provided for each contestant to
use in completing this task. The time limit is five minutes. The rooted cuttings
will be evaluated as follows:
 Selection of uniform cuttings (5 points)
 Filling pot with soil to proper depth (5 points)
 Proper placement of cuttings (5 points)
 Planting to proper depth (5 points)
 Labeling of pot (5 points)
 Watering of potted cuttings (5 points)
 General appearance - freedom from handling damage (3 points
B. Performing a Parts Per Million (PPM) Fertilizer Calculation (20 points, 15 minutes)
Students will be given a sheet of PPM formulas and instructions for calculating a
quantity of a complete fertilizer to weigh out for dissolving in a fertilizer stock tank
to produce a given PPM nitrogen fertilizer solution produced by a fertilizer stock
tank injector. Students will then be asked to calculate the PPM of phosphorous and
of potassium that also are present in the nitrogen fertilizer solution. Regular
calculators may be used. The calculations will be evaluated as follows:
a. Proper labeling of the answers (1 point per answer, 4 points total)
b. The correct numerical answer for each calculation to the nearest 0.1 (4 points
per answer, 16 points total, including 1 point for the proper rounding to the
nearest 0.1 per answer)
C. Making a corsage - (35 points, 15 minutes)
In this phase of the event, the student will construct a single spray corsage using
a minimum of three flowers plus foliage, filler, and a bow. When arriving at the
practicum site, the student will find stems of flowers, foliage, filler, floral tape,
wire, ribbon, mist bottle, corsage pins, corsage bags and/or boxes. Each school
must provide their own floral shears and cutting tools. A fifteen-minute time
limit will be allotted for completion of this task. The finished product will be
evaluated as follows:
 Product is finished (5 points)
 Design shape and style (5 points)
 Harmony of materials (5 points)
 Bow (5 points)
 Mechanics (5 points)
 Packaging (5 points)
 Originality (3 points)
E. Making a bud vase - (35 Points, 7 min.) In this phase of the event, the student
will construct a bud vase with a bow, suitable for an office desk. When
arriving at the practicum site, the student will find a bud vase, flowers, foliage,
Rev. 1/6/2016
Page 191
wire, ribbon and/or accessories. Each school must provide their own floral
shears and cutting tool. A seven minute time limit will be allotted for
completion of this task. The finished product will be evaluated as follows:
 Product is finished (5 points)
 Design shape and style (5 points)
 Harmony of materials (5 points)
 Bow (5 points)
 Mechanics (5 points)
 Proportion (5 points)
 Originality (5 points)
**Sample scorecards are located in the back of this guide.**
Equipment and Supplies
Each school will be responsible for providing a toolbox equipped with enough floral shears, wire
cutters, and knives for each contestant from the school. Toolboxes should be clearly identified with
the school’s name on the outside of the box, and should be presented at registration.
Scoring
1. Individual
A. On-line Test - 50 points
B. Plant Identification - 75 points
C. Other Identification - 50 points
D. Placing Classes - 50 points
E. Practicums - 70 points
Total Possible - 295 points
2. Team
295 points x 4 individuals = 1180 total possible points
References
1. Anderson, G.A. 1995. Floral Design and Marketing. Columbus, OH: Curriculum
Materials Service.
2. Beytes, C. 2011. Ball Red Book, Volume 1, 18th Edition. Greenhouses and Equipment.
Batavia, IL: Ball Publishing.
3. Nau, J. 2011. Ball Red Book, Volume 2, 18th Edition, Crop Production. Batavia, Il: Ball
Publishing.
4. Griner, C.P. 2002. Floriculture: Designing and Merchandising, 2nd Edition. New York:
Delmar Publishers.
5. McMahon, R. W. 2011. Introduction to Greenhouse Production. 3rd Edition. Columbus,
OH: OSU Department of Communications and Technology.
Rev. 1/6/2016
Page 192
6. Powell, C.C. & Lindquist, R.K. 1997 Ball Pest and Disease Manual, 2nd Edition.
Chicago, IL: Ball Publishing.
Additional Books and Manuals
1. Pi Alpha Xi National Honorary Society. A Manual for Flower Judging, 9th Edition.
Copies available for $7.00 from:
Dr. Terry Ferriss
Department of Plant and Earth Science
University of Wisconsin-River Falls
410 S. 3rd St.
River Falls, WI 54022
2. Boodley, J.W. & Newman, S. E. 2009. The Commercial Greenhouse, 3rd. Edition.
Kentucky: Delmar Cengage Learning.
3. Nelson, P.V. 2011. Greenhouse Operation and Management, 6th Edition. Upper
Saddle River, New Jersey: Prentice Hall.
Rev. 1/6/2016
Page 193
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
Labeling of pot
/5
/5
Watering of potted cutting
General appearance
TOTAL POINTS =
Rev. 1/6/2016
/5
/3
/ 33
Page 194
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 =
to stock tank
oz/100 gallons X dilution ratio # X # stock tank gallons
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 2020-20 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. 1/6/2016
Page 195
PRACTICUM 3 – MAKING A CORSAGE SCORE CARD
Contestant Name _________________________
School _________________________________
Product is finished
/5
Design shape and style
/5
Harmony of materials
Bow
/5
/5
Mechanics
/5
Packaging
/5
Originality
/3
TOTAL POINTS =
Rev. 1/6/2016
/ 33
Page 196
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 =
Rev. 1/6/2016
/ 33
Page 197
Food Science and Technology
Important Note:
Purpose
To stimulate learning activities in food science and technology related to the food industry and to
assist students in developing a good working knowledge of sound principles used in a team
decision-making process.
Objectives
1. To encourage FFA members to gain an awareness of vocational and professional
opportunities in the field of food science and technology, marketing and management
occupations.
2. To give FFA members the opportunity to experience group participation and leadership
responsibilities in a competitive food science and technology program.
3. To help FFA members develop technical competence and personal initiative in a food
science and technology occupation.
4. To provide opportunities for FFA members to participate in activities where they gain an
appreciation for cooperative effort in the food industry.
Event Rules
1. The contest will be limited to 20 teams. Each district may send two chapters. Any spaces
not filled by a district can be filled by another district, as determined by CDE Coordinator.
2. The team will consist of four (4) team members with all four (4) team member’s scores
being totaled.
3. It is highly recommended that all participants be in official dress.
Event Format
This career development event will be a four-person team activity. All team members will
participate in all of the activities. This career development event will involve 1,340 total points per
team. Individual scores will not include the product development team score. The food science and
technology career development event will consist of four activities:
1. An on-line objective test (100 points)
2. A team product development project (400 points)
Rev. 1/6/2016
Page 198
3. A practicum in food safety and quality (90 points)
4. A practicum in sensory evaluation (45 points)
Equipment
1. Materials student must provide
A. Each participant must have a clean, free of notes, clipboard.
B. Two sharpened No. 2 pencils.
C. Each team must have at least one electronic calculator. Calculators must be silent,
battery operated, and non-programmable.
2. Materials provided to student
A. Colored pencils or markers will be provided for the product development activity.
B. Water will be provided for taste testing.
3. Materials not permitted
A. No scissors, tape, glue, markers, etc. will be allowed.
B. Students are not permitted to bring coffee, saltines, water, etc. for use during sensory
evaluation.
Note: Participants should not use cologne or fragrant lotions before or during the contest.
Violators may be removed from the activity and/or disqualified.
Team Activities
1. Team Product Development Project (400 points)
A. Each team will receive a marketing scenario describing a need for a new or
redesigned product that would appeal to a potential market segment. This
scenario will contain a description of the existing marketing situation,
competition, and potential target market segment to be served by the new
product. It is the task of the team to design a new or reformulated food product
or reformulate an existing product.
B. The team will be responsible for understanding and using the following concepts:
 Formulation of product to meet specified market requirements.
 New package design to reflect developed product.
 Nutritional label development and adjustments.
 Processes and equipment used to produce and package the product.
 Provide quality and safety control programs (i.e. quality tests, good
manufacturing practices (GMP), and hazard analysis critical control point
analysis (HACCP).
C. Each team will be provided with materials and necessary information to create the
principal display panel and information panel of the product’s package.
D. The team will have 60 minutes to respond to the marketing scenario and reformulate
or develop a new product, calculate nutritional data, develop a label that includes the
principal display panel, nutritional label, and ingredient statement. At the end of the
Rev. 1/6/2016
Page 199
time period the team will turn in a written summary of answers to the questions
asked in the scenario, as well as portions of the label previously mentioned.
E. The general topic of the product development activity will be provided to the
eligible teams approximately one week prior to the state competition.
F. The written answers to the questions are worth 300 points and will cover the
following topics formulation, marketing, nutrition, quality control, product
processing/packaging, food safety, economics.
G. The label components are worth 100 points and need to include:
 Principal Display Panel – includes all necessary elements, conveys information,
and contains elements that appeal to the consumer.
 Information Panel – includes all necessary elements and correct calculations of
nutrition facts (%DV not necessary for nutrients; vitamins and minerals should
just be reported as weight (not %DV).
1. Test
A. The test will be administered online prior to the CDE. The objective questions
administered during the Food Science and Technology examination will be
designed to determine each team member’s understanding of the basic principles of
food science and technology. It will encompass the knowledge required of all of the
other activities in the contest as well as material from Food Science: The
Biochemistry of Food and Nutrition.
B. Team members will work individually to answer each of the 50 questions. Each
person will have 40 minutes to complete the examination. Each question will be
worth 2 points. Points will only be awarded for correct answers. The total number of
points possible for this activity will be 100 points per individual (400 points per
team).
2. Practicums -Each team member will compete individually in both practicums.
A. Food Safety and Quality
 Customer Inquiries
Each participant will be given five (5) scenarios representing general consumer
inquiries. Participants must determine if the consumer inquiry reflects a quality
or safety issue (3 points each) and determine if the concern or hazard is
biological, chemical, or physical in nature (3 points each). Refer to explanation
document for additional information. Participants will be given approximately
10 minutes to complete this activity. The total number of points for this activity
will be 30 points per individual (120 points per team).
 Food Safety/Sanitation Problem Identification
Each participant will be shown six (6) pictures. The pictures may or may not
show a violation of good manufacturing practices (GMPs), sanitation, food
handling/storage and other pre-requisite programs. A list of violation
categories including the option of no violation will be provided. Participants
Rev. 1/6/2016
Page 200
will identify which category best describes each picture. Participants will be
given 15 minutes to complete this activity. The total number of points for this
activity will be 30 points per individual (120 points per team).
GMP Violation Categories
• improper personal hygiene
• improper sanitation
• improper food handling
• improper chemical use/storage
• improper pest management
• no violation
 Food Analysis
This practicum consists of six (6) questions. The question may be a
description of a product and an attribute that needs tested OR a picture of an
instrument. Students will select the name of the instrument from the provided
list. The current instrument list includes: pH meter, texture analyzer,
moisture analyzer, water activity meter, Brookfield viscometer, Bostwick
consitometer, scale, metal detector, colorimeter/color sorter. Refer to
explanation document for additional information. Participants will be given
15 minutes to complete this activity. The total number of points for this
activity will be 30 points per individual (120 points per team).
B. Sensory Evaluation
 Triangle Taste Tests
Three (3) different triangle tests will be conducted. Participants are expected to
evaluate the three samples provided and identify which one is different through
flavor, aroma, visual cues and/or textural differences. Participants are not
required to consume (swallow) samples. Samples may be any of the following:
food, beverage, prepared solutions (sweet, sour, salty, etc.). Samples may contain
food allergens, including but not limited to milk, eggs, peanuts, tree nuts, fish,
shellfish, soy, and wheat. Participants will be given approximately 10 minutes to
complete this activity. The total number of points for this activity will be 15
points per individual (60 points per team).
 Flavor Identification
Participants will be expected to taste a single sample and discern the flavor. A
multiple choice list of four possible flavor choices will be provided. The
participant must select which choice best matches the sample. A different list
will be provided for each of the three (3) samples that make up this section.
Flavors may include but are not limited to fruits, vegetables, florals, savory,
sweeteners, etc. Participants will be given approximately 10 minutes to
complete this activity. The total number of points for this activity will be 15
points per individual (60 points per team).
 Aroma Identification
Rev. 1/6/2016
Page 201
Each participant will be asked to identify the aroma in each of the 5 sample vials.
A list of all 29 possible aromas will be provided. Participants will be given
approximately 10 minutes to complete this activity. The total number of points
for this activity will be 15 points per individual (60 points per team).
Aromas
Cinnamon
Chocolate
Maple
Oregano
Basil
Lemon
Lime
Orange
Vanilla
Almond
Smoke
Cherry
Butter
Menthol
Grape
Garlic
Peppermint
Clove
Nutmeg
Ginger
Banana
Coconut
Strawberry
Licorice (anise)
Pine
Onion
Raspberry
Molasses
Molasses
Wintergreen
Scoring
Section
Objective Test
Food Safety & Quality Practicum
Customer Inquiry (5 scenarios x 6 pts each)
Food Safety/Sanitation ID (6 picts x 5 pts each)
Food Analysis (6 questions x 5 pts each)
Sensory Evaluation Practicum
Triangle Tests (3 sets x 5 pts each)
Flavor Identification (3 samples x 5 pts each)
Aroma Identification (5 aromas x 3 pts each)
Total Individual Points
Team Product Development Project
Written Proposal
Label Design
Individual Points (235 pts x 4 members)
TOTAL TEAM POINTS
Section
Points
Total Points
100
90
30
30
30
45
15
15
15
235
400
300
100
940
1340
Tiebreakers
Should a tie occur in the overall team placing, the highest team product development score
will break the tie. If this score does not break the tie, then the highest number of total points
earned from the objective test (adding all four team member scores) will break the tie. To
Rev. 1/6/2016
Page 202
identify the high individual for this event in case of a tie, the highest examination score will be
used as the first tiebreaker, followed by the highest Food Safety and Quality Practicum score,
as the second tiebreaker.
References
This list of references is not intended to be inclusive. Other sources may be utilized and
teachers are encouraged to make use of the very best instructional materials available. The
Test and teacher’s resource binder - Product Development
1. A Food Labeling Guide, 2008, Food and Drug Administration Center for Food Safety
and Applied Nutrition, Section III. General Food Labeling Requirements - Focus on
different parts of label, location of each part, and elements required on each part.
Exact dimensions, type size, etc. are not important.
http://www.fda.gov/Food/GuidanceRegulation/GuidanceDocumentsRegulatoryInfor
mation/LabelingNutrition/ucm064866.htm
General
1.
2.
3.
4.
5.
6.
7.
8.
9.
Introduction to Food Science, 2001, Parker, Delmar Learning
Food Science and Safety, 2nd ed., 2004, George J. Seperich, Prentice Hall
Publishers.
Principles of Food Sanitation, 5th ed., 2006, Norman G. Marriott and Robert B.
Gravani, Springer Science + Business Media, Inc.
Institute of Food Technologists website, http://www.ift.org/knowledge-center/learnabout-food-science.aspx
USDA Food Safety and Inspection Service website,
http://www.fsis.usda.gov/Food_Safety_Education/index.asp
Penn State Cooperative Extension Food Safety website,
http://extension.psu.edu/food-safety Check out sections for Processors,
Entrepreneurs, and Educators.
Principles of Food Science, Janet Ward, 2007, The Goodheart-Willcox Company,
Inc. (lab workbook available)
Food Science: The Biochemistry of Food and Nutrition, 5th ed., 2006, Kay Mehas
and Sharon Rodgers, McGraw-Hill/Glencoe.
Understanding Food Science and Technology, Peter Murano, 2003, Wadsworth,
Cengage Learning.
Teacher Reference
1.
Rev. 1/6/2016
Elementary Food Science, 4th ed., 1996. Ernest Vieira, Chapman & Hall. (Good
reference for information on different processing operations.)
Page 203
Student Name: ____________________________ School Name: ___________________
Ohio FFA Food Science and Technology Career Development Event
All answers must be recorded on scantron sheet. (Ohio Multi Purpose Form B)
Find the corresponding Number on the back side of the scantron sheet. You must fill in all three digits
including “0”
Aroma Identification
Triangle Tests
(3 points each)
(5 points each)
Sample
Codes
1. _____
001 – Cinnamon
002 – Chocolate
003 – Maple
004 - Oregano
005 – Basil
006 – Lemon
007 – Lime
008 – Orange
009 – Vanilla
010 – Almond
011 – Smoke
012 – Cherry
013 – Butter
014 – Menthol
015 – Grape
016 – Garlic
017 – Peppermint
018 – Clove
019 – Nutmeg
020 – Ginger
021 – Banana
022 – Coconut
023 – Strawberry
024 – Licorice (anise)
025 – Pine
026 – Onion
027 – Raspberry
028 – Molasses
029 - Wintergreen
2. _____
3. _____
4. _____
5. _____
Food Safety/Sanitation ID
Which one sample is
different?
26. _____
27. _____
28. _____
Flavor Identification
(5 points each)
29. _____
30. _____
31. _____
(5 points each)
Picture
51. _____
52. _____
53. _____
54. _____
55. _____
56. _____
Violation Categories
001 – Improper personal hygiene
002 – Improper sanitation
003 – improper food handling
004 – Improper chemical use/storage
005 – Improper pest management
006 – No violation
Food Analysis
(5 points each)
Customer Inquiry
(3 points each)
76. _____
77. _____
78. _____
79. _____
80. _____
61. _____
62. _____
63. _____
64. _____
65. _____
66. _____
81. _____
82. _____
83. _____
84. _____
85. _____
Instructions for filling in scantron sheet (Ohio Multipurpose Form B)
In all sections you must fill in a number in all three boxes,
including the “0”at the beginning of number codes.
Aroma ID – back side of sheet in first row of boxes (1 – 5)
Triangle Test – back side of sheet in 2nd row of boxes (26 – 28)
Flavor ID – back side of sheet in 2nd row of boxes (29 – 31)
Customer Inquiry – bake side of sheet 4th row boxes (76 – 85)
Food Safety & Sanitation – back side of sheet 3rd row (51 – 56)
Food Analysis – back side of sheet 3rd row boxes (61 – 66)
Instrument List
001 – PH meter
002 – Texture analyzer
003 – Moisture analyzer
004 – Water activity meter
005 – Brookfield viscometer
006 – Bostwick constitometer
007 - Scale
008 – Metal detector
009 – Colorimeter/color sorter
Student Work Sheet
Student keeps after Contest
Food Science and Technology – Career Development Event
Rev. 1/6/2016
Page 204
Highlights of Updates to Ohio State Contest beginning with 2014 Event
Food Safety and Quality Practicum
Customer Inquiry – Each participant will be given five scenarios representing general consumer
inquiries. Participants must determine if the consumer inquiry reflects a quality or safety issue (3
points each) and determine if the concern or hazard is biological, chemical, or physical in nature (3
points each). The format of this section has changed for 2014. Participants will no longer write a
letter in response to the customer.
Food Safety/Sanitation ID – Each participant will be shown 6 pictures. The pictures may or may not
show a violation of good manufacturing practices (GMPs), sanitation, food handling/storage and
other pre-requisite programs. A list of violation categories including the option of no violation will
be provided. Participants will identify which category best describes each picture. The category
list has changed for 2014. Improper sanitation has been added as a category and safety hazard
has been removed as a category.
Food Analysis - This practicum consists of six questions. The question may be a description of a product
and an attribute that needs tested OR a picture of an instrument. Students will select the name of the
instrument from the provided list. A list of possible instruments will be available in advance of the
contest. This section is new for 2014.
Sensory Evaluation Practicum
Triangle Tests – Three different triangle tests will be conducted. Participants are expected to evaluate
the three samples provided and identify which one is different through flavor, aroma, visual cues
and/or textural differences.
Flavor Identification – Three samples will be provided. Participants will be expected to discern the
flavor of each sample by taste. A list of possible flavor choices will be provided. The participant
must select which choice best matches the sample. Flavors may include but are not limited to
fruits, vegetables, florals, savory, sweeteners, etc. This section is new for 2014.
Aroma Identification – Participants will be asked to identify five different aromas from vials provided.
A list of potential aromas will be provided.
Aromas
Cinnamon
Chocolate
Maple
Oregano
Basil
Lemon
Lime
Orange
Vanilla
Almond
Rev. 1/6/2016
Smoke
Cherry
Butter
Menthol
Grape
Garlic
Peppermint
Clove
Nutmeg
Ginger
Banana
Coconut
Strawberry
Licorice (anise)
Pine
Onion
Raspberry
Molasses
Molasses
Wintergreen
Page 205
CUSTOMER INQUIRY – FOOD CONTAMINATION EXPLANATIONS
Each participant will be given a representative consumer inquiry received by a food processing
company. After reading the inquiry, the participant must determine if the inquiry describes a
food quality or food safety problem then indicate whether the nature of the problem is primarily
biological, chemical, or physical.
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. 1/6/2016
Page 206
EXAMPLE: Customer Inquiry Scenarios
Scenario A
Dear Company: I was enjoying one of your tv dinners and I found a small splinter of wood. I was
glad that I didn’t eat it! That would have hurt.
76. The situation in Scenario A can best describe as which of the following:
Food Safety Issue
Food Quality Issue `
77. Scenario A’s concern or hazard can best be described as which of the following:
Biological
Chemical
Physical
Scenario B
Dear Company: I had purchased a bag of your potato chips the other day. All the chips were
broken in the bottom of the bag. What a mess to eat.
78. The situation in Scenario B can best describe as which of the following:
Food Safety Issue
Food Quality Issue `
79. Scenario B’s concern or hazard can best be described as which of the following:
Biological
Chemical
Physical
Scenario C
Dear Company: My wife bought a gallon of your milk the other day. When we opened it, it was
already bad. The cap kind of popped off the top of the container and it smelled awful. We dumped
it out.
80. The situation in Scenario C can best describe as which of the following:
Food Safety Issue
Food Quality Issue
81. Scenario C’s concern or hazard can best be described as which of the following:
Biological
Chemical
Physical
Scenario D
Dear Company: I drank some of your egg nog and it was very tasty. However, about 4 hours later
I had stomach cramps and spent the next several hours in the bathroom. I wanted to let you know
the product code so no one
else gets sick.
82. The situation in Scenario D can best describe as which of the following:
Food Safety Issue
Food Quality Issue
83. Scenario D’s concern or hazard can best be described as which of the following:
Biological
Rev. 1/6/2016
Page 207
Chemical
Physical
Scenario E
Dear Company: This morning I opened up a package of your strawberry yogurt. It smelled
different than usual, more like chlorine from a swimming pool. I tasted it any way, and sure
enough it tasted just like it smelled.
84. The situation in Scenario E can best describe as which of the following:
Food Safety Issue
Food Quality Issue
85. Scenario E’s concern or hazard can best be described as which of the following:
Biological
Chemical
Physical
Rev. 1/6/2016
Page 208
FOOD SAFETY AND SANITATION PROBLEM IDENTIFICATION
EXPLANATION
Updates Effective for 2014 Contest
Each participant will be shown 6 pictures. The pictures may or may not show a violation of good
manufacturing practices (GMPs), sanitation, food handling/storage and other pre-requisite
programs. A list of violation categories including the option of no violation will be provided.
Participants will identify which category best describes each picture. If there is not a violation
shown in the picture, the student will choose “no violation.” The category list has changed for
2014. Improper sanitation has been added as a category and safety hazard has been removed as a
category.
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 a complete list of GMP’s go to
http://www.fda.gov/food/guidanceregulation/cgmp/default.htm and select full text of 21 CFR Part
110.
GMP Violation Categories
1. Improper personal hygiene
2. Improper sanitation
3. Improper food handling
4. Improper chemical storage
5. Improper pest management
6. No violation
*For 2014 Contest and beyond, Safety Hazard has been removed as a category and Improper
Sanitation has been added.
Examples 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. Improper Sanitation
- Non-food contact surfaces (shelving, racks, and any item in the production area that does
not directly touch food) shall be free from dirt and food debris and maintained in good
repair.
- Food contact surfaces shall be free from dirt and food debris.
Rev. 1/6/2016
Page 209
-
All physical facilities (floors, walls, and ceilings) shall be maintained in good repair.
All processing equipment and utensils shall be designed and of such material and
workmanship as to be effectively cleanable, and shall be properly maintained.
Processing areas shall be free from clutter, maintenance equipment and personal items.
Processing and storage room floors should be designed to assure drainage of water during
clean-up.
3. Improper Food Handling & Storage
- 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. Fooda that require refrigeration shall be stored,
transported, and received at 41 degrees Fahrenheit or below.
- Food shall be stored at least 6 inches off the ground to prevent contamination. Pallets or
racks may be used.
- Processed foods shall not contain any foreign materials such as glass, metal, wood, or toxic
substances.
- Raw foods and ready-to-eat foods shall be stored in separated areas with proper
identification.
- Canned food items shall be of good condition with no damage along the seams of the can.
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.
- Dumpster lids should remain closed.
Rev. 1/6/2016
Page 210
Food Analysis Practicum Explanation (New to contest in 2014)
Background: Food products are analyzed for a variety of reasons including compliance with legal and labeling
requirements, assessment of product quality, determination of nutritive value, detection of adulteration, and research
and development. Sensory analysis is a method that is often used to guide the below parameters. Sensory analysis is
often the ultimate test for the acceptance or rejection of a particular food product, however; there are a number of
disadvantages: it is time consuming and expensive to carry out, tests are not objective, and it cannot be used to provide
information about the safety, composition or nutritional value of a food. Ideally, a combination of analysis and
sensory data would allow a manufacturer to set parameters that are measurable in a rapid method that ultimately
relates to ensuring the overall liking of a product consistently. For these reasons objective analytical tests, which can
be performed in a laboratory or on a process line using standardized equipment and procedures, are often preferred for
testing food product properties that are related to specific sensory attributes.
Practicum: This practicum consists of six questions. The question may be a description of a product and an attribute
that needs tested OR a picture of an instrument. Students will select the name of the instrument from the provided list.
For 2014 & 2015 the instrument list will contain the following:
Instrument
pH meter
Analysis
pH is the measurement of the acidity or
alkalinity of a solution commonly
measured on a scale of 0 to 14. pH 7 is
considered neutral, with lower pH values
being acidic and higher values being
alkaline or caustic. pH is a commonly
used analytical measurements in food
processing.
Texture Analyzer
Texture analyzers are machines that can
press, pull, pierce, squash, twist and crush
samples of food in a way which tries to
mimic the end use as closely as possible.
Texture analyzers measure food texture in
a scientific, non-biased way that can be
repeated to give standardized assessment
methods. In many cases, these tests have
been developed to try to mimic our senses
to make the test as applicable to the
product as possible, for example, to
represent a biting action or a chewing
action.
Moisture
Analyzer
Measures moisture content of foods.
Moisture content affects physical and
chemicals aspects of food which relate
with freshness and stability during
storage.
Rev. 1/6/2016
Picture Example of Instrument
Page 211
Water Activity
Meter
Water activity (aw) is the measurement of
available water in a food.
Higher aw substances (>0.85) support
growth of bacteria.
Brookfield
Viscometer
Measures the viscosity (resistance of a
material to flow) of liquid and semisolids.
Bostwick
Constitometer
Measures consistency and flow rate of a
viscous material such as sauces and salad
dressings.
Scale
Weight – can be measured off line as a
periodic quality check or online so that
every unit is measured.
Metal detector
Detect presence of metal contaminants.
Rev. 1/6/2016
Page 212
Colorimeter /
Color Sorter
Color – Measurement of color in
comparison to a standard. This can be
used to maintain consistent baking, but it
can also be used to ensure the purity of
grains as they are processed (removes soy
beans from wheat)
EXAMPLE: Food Analysis Questions
Instrument List: pH Meter,Texture Analyzer, Moisture Analyzer, Water Activity Meter, Brookfield Viscometer,
Bostwick Constitometer, Scale, Metal Detector, Colorimeter / Color Sorter
61. Our company is a maker of potato chips. We like all our chips to be a golden yellow color. What
machine could help us in obtaining a consistent chip?
62. Our company makes carbonated beverages. The right acidity in our product ensures that it meets
our customers flavor expectation each and every can they drink. How can I measure the acidity of
the final beverage?
63. Our company processes fresh tomatoes to sell to both grocery stores as well as tomato canning
operations. We wash and grade tomatoes based upon ripeness (redness) and size. Tomatoes that
are a certain ripeness and specific size go to the grocery store everything else gets sent to the
cannery. Is there equipment that could speed up my grading/sorting process?
64. Our company bakes cookies. The cookies we make are known for thier homemade appearance and
flavor. To ensure they last to get to the consumer, we need to make sure they aren’t too dry that
they crumble, but they aren’t so wet that they aren’t cooked. What could I use to measure that?
65. Identify the machine shown in the following picture used to measure the flow rate of spaghetti
sauce.
66. Identify the machine shown in the following picture used to measure how easily the cracker breaks.
IDEAS FOR PREPARING A PRACTICE AROMA KIT
Rev. 1/6/2016
Page 213
Tasting can actually be just as helpful as smelling in many cases. You can always put the real
food in some hot water, like 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. 1/6/2016
Page 214
EXAMPLE OF PRODUCT DEVELOPMENT SCENARIO
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. 1/6/2016
Page 215
EXAMPLE OF PRODUCT DEVELOPMENT SCENARIO CONT.
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/eatingdisorders/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. 1/6/2016
Page 216
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. 1/6/2016
Page 217
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. 1/6/2016
Page 218
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
Popcorn $0.12/oz
Corn puffs
NUTS
Peanuts $0.25/oz
Honey Roasted Peanuts
Cashews $0.35/oz
FRUIT/CHOCOLATE
Raisins $0.25/oz
Dried cranberries
Candy-coated chocolate
SEASONING
Honey $0.25/oz
Cinnamon Sugar
Spicy BBQ
Cheddar Cheese
Ranch $0.25/oz
Honey Mustard
PACKAGING
8 oz. foil pouch
8 oz. resealable foil pouch
(8) 1 oz. foil pouches in a
cardboard box
Rev. 1/6/2016
$0.08/oz
$0.10/oz
$0.30/oz
$0.35/oz
$0.20/oz
$0.25/oz
$0.25/oz
$0.25/oz
$0.25/oz
$0.05/package
$0.10/package
$0.15/package
Page 219
ITEM
Information
for
Calories
Total
Fat
g
Saturated
Fat
g mg
Cholesterol
Sodium
Total
Carbohydrate
mg g
Dietary
Fiber
G
Sugars
Protein
g
g
PRETZELS
Twists
Sticks
Nuggets
Rings
1 oz.
1 oz.
1 oz.
1 oz.
109
109
114
109
1
1
2
1
0
0
0
0
0
0
0
0
485
485
485
485
22
22
21
22
1
1
1
1
0
0
0
0
3
3
3
3
CRACKERS/PUFFS
Crackers
Graham crackers
Popcorn
Corn puffs
1 oz.
1 oz.
1 oz.
1 oz.
124
119
109
109
4
3
1
1
0
0
0
0
0
0
0
0
182
145
1
200
20
21
22
23
0
1
4
4
0
6
0
5
2
2
3
2
1 oz.
1 oz.
174
173
14
13
20
2
0
37
95
8
3
2
1
4
5
6
1 oz.
169
13
30
1
1
4
1 oz.
1 oz.
1 oz.
92
104
148
0
1
8
0
0
3
0
0
2
10
1
32
22
25
17
2
2
1
16
20
15
1
0
2
0.5 oz.
0.5 oz.
0.5 oz.
0.5 oz.
0.5 oz.
0.5 oz.
56
56
56
96
81
56
0
0
0
8
5
0
0
0
0
3
2
0
0
0
0
0
0
0
52
52
156
121
145
113
13
13
13
5
8
13
0
0
0
0
0
0
6
6
6
2
4
6
1
1
1
1
1
1
NUTS
Peanuts
Honey roasted
Peanuts
Cashews
FRUIT/CHOCOLAT
E
Raisins
Dried cranberries
Candy-coated
Chocolate
SEASONINGS
Honey
Cinnamon Sugar
Spicy BBQ
Cheddar Cheese
Ranch
Honey Mustard
Rev. 1/6/2016
59
Page 220
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
Added
Amount Used Total
Calories
oz.
TOTAL 8
Per Serving
Rev. 1/6/2016
Fat
g
Saturated
Fat
g
Cholesterol
Sodium
Total
Carbohydrate
Dietary
Fiber
Sugars
Protein
Price
mg
mg
g
g
g
g
$
oz.
1 oz.
Page 221
EXAMPLE
(Principal Display Panel) Chapter Number ________ Chapter Name _____________________
Draw Principal Display Panel on blank page below. Make sure to include all required elements.
Rev. 1/6/2016
Page 222
EXAMPLE
(Information Panel)
Chapter Number ________ Chapter Name ______________________
Nutrition Facts
Rev. 1/6/2016
Page 223
EXAMPLE
Answers to Questions Chapter Number ________ Chapter Name __________
PLEASE NUMBER YOUR ANSWERS! (They do not have to be answered in order.)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________________
Rev. 1/6/2016
Page 224
Forestry
Important Note:
Development Events.
Purpose
To provide recognition for those students who have demonstrated skills and
competencies as a result of forestry instruction.
Event Rules
participants, the top 4 scores will be considered the “team” and the top 4 scores will
be the team score of record.
2. Under no circumstances will any contestants be allowed to touch or handle plant
material during the contest. Any infraction of this rule will be a disqualification of the
contestant.
3. Observers will not be permitted in the CDE area while the event is in progress.
4. No CDE team, team member, or team coach shall visit the CDE facilities to observe
plant materials or facilities a week prior to the CDE. Any team, team member, or
team coach reported and proven to do so will be disqualified from competing in the
state CDE.
5. Any contestant caught cheating during the CDE will be disqualified from the event.
6. Contestants must come prepared to work in adverse weather conditions. The CDE will
be conducted regardless of the weather conditions. Contestants should have heavy
coats, other warm clothes, and appropriate footwear.
7. Written materials will be furnished for the contest. Contestants should provide
clipboards and 2- #2 lead pencils. Electronic calculators will be allowed.
Event Format
The CDE will be divided into the following five (5) parts:
1. Online General Knowledge (100 points)
A. Forty (40) multiple-choice questions (worth 2 points each) relating to areas of the
forestry industry will constitute the forestry general knowledge test. This phase
of the CDE will test the student’s knowledge and understanding of basic
principles of forestry and forestry problems. In addition, there will be five
Rev. 1/6/2016
Page 225
questions relating to “Timber Pricing Highlights” (worth 4 points each). This
test may also have questions pertaining to urban forestry general knowledge.
B. Contestants will have 40 minutes to complete the exam
2. Tree Identification (100 points)
A. Twenty-five (25) specimens from the following list will be displayed for
contestants to identify by common Ohio species names. A total of 15 minutes will
be allotted for completion of this section of the event. Each correctly identified
specimen will be worth four points. Leaf, twig/bud, fruit, bark, and/or form will
be used to identify species. There may be duplicate species.
Trees
Ash
Aspen
Basswood
Beech, American
Birch, Black
Birch, River
Birch, Yellow
Black Gum
Buckeye
Catalpa
Cedar
Cherry
Chestnut
Cottonwood
Elm
Fraser Fir
Hackberry
Hemlock
Hickory
Locust, Black
Maple, Sugar
Maple, Red
Maple, Silver
Oak, Black
Oak, Burr
Oak, Pin
Oak, Red
Oak, White
Pine, Red
Pine, Scotch
Pine, Virginia
Pine, White
Poplar, Yellow
Sassafras
Spruce, Norway
Sweet Gum
Sycamore
Tree of Heaven
Walnut, Black
3. Equipment Identification (100 points)
A. Twenty (20) pieces of equipment from the following list will be displayed for the
contestant to identify by technical names. A number will designate each piece of
equipment. This part of the event will be allotted 15 minutes for completion.
Equipment
Abney level
Altimeter
Axe, brush
Axe, double bit
Axe, single bit
Backpack fire pump
Bark gauge
Buck saw/bow saw
Bucket Truck
Cabling/Bracing (tree)
Cable/Grapple skidder
Rev. 1/6/2016
Felling wedge
Fiberglass measuring tape
Fire rake
Fire swatter
Fire weather kit
Forwarder
GPS receiver
Hand lens/field microscope
Hand Pruners
Hip chain
Horizontal grinder
Pruning saw
Pulski-forester axe
Rail tool
Range finder
Relaskop
Safety hardhat
Safety glasses
Staff compass
Soil sampler
Soil test kit
Steel tape
Page 226
Chainsaw
Chainsaw chaps
Chainsaw depth gauge
Chainsaw file
Chemical sprayer
Chipper
Climbing rope
Clinometer
Data recorder
Densiometer
Diameter tape
Increment borer
Lightening Protection
Loaders
Log choker
Log scale stick
Logging chains
Lopping shears
Lumber scale stick/Log
Rule
Mattock
Splitting maul
Peavy/Cant hook
Dot grid
Drip torch
Ear protectors
Evergreen shearing knife
Feller buncher
pH meter
Planimeter
Plastic flagging
Pole saw
Portable saw mill
Stereoscope
Survey instruments
Tub grinders
Tally book
Tally meter
Timber carrier
Tree caliper
Tree injector
Tree marking gun
Tree planting hoe/bar
Tree trimming belt and
saddle
Tree Scale Stick
Trimmer/brush cutter
Wedge prism
Wheel caliper
4. Timber Cruising (100 points) Weather Permitting
A. Using an International 1/4 inch scale stick, diameter tape or clinometer, each
contestant will measure pre-numbered trees to represent a timber stand for board
foot volume. The contestant must record the DBH, merchantable height (Merrit
Hypsometer Reading), board foot volume, and value of each marked tree. The
hypsometer reading will be at the nearest 1/2 log (8') for saw log with values
always rounding down to the nearest ½ log. Tree values will be rounded to the
nearest whole dollar.
B. Timber cruising will reflect industry standards. The following minimum
diameters and heights will be: Saw timber - DBH 12 inches and DOB top
diameter 10 inches (using the rule of 2” taper /1 log).
C. The contestant will be allowed 15 minutes to record the DBH and the height of
the marked trees and an additional 15 minutes to make volume recordings and
totals.
D. A total of 100 points will be allotted for this portion of the CDE. One point will
be allowed for the correct tree identification and 2 points each for the correct
DBH, correct height, correct board foot volume, and correct value. Ten points
will be allowed for the correct total board foot volume and correct total dollar
value per timber stand. Total points will be awarded if the contestant’s calculated
totals are within 10 percent, plus or minus, the CDE judge’s official totals. No
partial points will be awarded.
E. Refer to Tree I.D. specimen list for the tree species identification list.
Rev. 1/6/2016
Page 227
5. Practicums (200 points)
Contestants will complete two (2) practicums from the following rotated list. Each
practicum has a maximum score of 100 points. Three practicums will be rotated every
other year but only two will be selected from these three. Odd numbered practicums
will take place in odd years and even numbered practicums in even years. The year
will be determined by the year the contest takes place and the year the winning team
competes at the National Convention. If the weather does not permit timber cruising
to occur, then all three practicums may be used.
1.
2.
T.S.I. (Timber Stand Improvement)
A. The trees selected and designated for use in this part of the event may be all
of one species or a mixture of species.
B. An area will be selected and identified by ribbons, paint, rope, etc. It will
contain up to 25 marked trees within a timber stand that needs thinning or
some TSI work. All trees in the selected area will be considered as a forest
management site, and the participants using one of the following options will
score each marked tree:
 Harvest (utilize the tree)
 Leave - (tree should remain in stand for a good reason)
 Deaden - (Undesirable tree, not merchantable or beneficial to wildlife,
should be deadened or cut down and left in woods)
C. The participants will be given a “situation” concerning the forest
management objectives of the stand selected. This information will be given
to participants at the site before they start evaluation of the stand either
orally, by poster or a “handout” sheet. Information that will be needed to
help participants in their decisions will include:
 Markets available - (including hardwood)
 Wildlife habitat considerations - (scope, etc.)
 Present condition of stand
 Final goal of the management plan
D. Time: Participants will be given 30 minutes to make their decisions.
E. Four points will be given for each correct decision up to a maximum total
of 100 points, depending on the number of trees.
Map Reading - Legal Descriptions
A. Contestants will be furnished a U.S. geological survey map with specific
points marked for the contestant to identify. The contestant shall: know legal
descriptions, recognize topographic map symbols, understand the meaning of
map symbols, and identify the size and location of 40 acres or more in a
section.
B. Ten (10) positions on the map will be clearly marked with a number or arrow
pointing to the section, symbol, or area on the map to be identified.
EXAMPLES
Rev. 1/6/2016
Page 228
3.
 What is the legal description of the area boxed? NW 1/4 of SW 1/4, S
16, T4N, R2E
 What is the item located at this point? Church
 What is the acreage of the area enclosed? 120 acres
C. The U.S. Department of Interior Geological Survey Topographic Map
Information and symbols will be the official key. Legal descriptions will be
written or described according to the following: NW - Northwest, R – Range,
SE – Southeast, 1/4 - Quarter of a section (160 acres), S - Section (640 acres)
section, T - Township or a quarter of a quarter (40 of 160)
D. Thirty-minutes (30) will be allowed for this section of the CDE.
E. Ten (10) points will be awarded for each correct land parcel. All answers
must be correct; no partial credit will be given.
Chain Saw Part Identification and Troubleshooting
This practicum is divided into two parts:
A. Part 1 - In chain saw part identification each contestant will identify 10
common terms as parts of a chain saw. These parts will be labeled on a saw
or will be removed from the saw.
B. Part 2 - Troubleshooting - The contestant will identify ten (10) “problems” or
“troubles.” Each station will have a part, component, saw, or written
situation with problem areas clearly identified. The contestant may pick up
parts or the saw.
C. Thirty-minutes (30) will be allowed for completion of the entire
practicum.
D. Each correct answer will be valued at five (5) points each.
Chainsaw Parts List (Refer to parts list from Stihl)
Adjusting wheel of
quick-tensioner
Air filter
Bumper spike
Carburetor
Carburetor adjusting
screws
Chain brake
Chain catcher
Chain scabbard
Chain sprocket
Chain sprocket cover
Chain tensioner (front)
Chain tensioner (side)
Rev. 1/6/2016
Crankshaft
Piston
Decompression valve
Front hand guard
Front handle (handlebar)
Fuel filler cap
Rear hand guard
Rear handle
Shroud
Spark plug
Fuel pump
Guide bar
Handle of wingnut
Master control lever
Muffler
Oil filler cap
Oilomatic saw chain
Spark plug boot
Starter grip
Throttle trigger
Throttle trigger interlock
Twist lock
Page 229
Chainsaw Safety Equipment
Boots (Kevlar)
Face Shield
Hard hat
Chaps
Felling Path
Hearing protection
Dead Falls
Gloves
4. Compass
A. The student will furnish and use a hand compass and pacing to simulate the
determination of property lines on a tract of timber. The compass course will
have 10 marked points. The student will start at point 1 and record the
compass reading and distance to point 2. The contestant will do the same
from point 2 to point 3 and so on. The readings will be azimuth readings.
North will be defined as magnetic north.
B. Thirty-minutes (30) will be provided for this portion of the CDE. A total of
100 points are possible, 10 points for each numbered site. Five points for the
correct azimuth and five points for the correct distance. Partial credit will be
given with a deduction of one point for each 2 degrees or 2 feet the contestant is
off the correct answer.
5. Tree and Forest Problems
A. Symptoms of twenty (20) problems from the following list will be displayed
for participants to identify by common names. The symptoms will be
presented in one or more of the following forms:
 Actual sample
 Picture(s)/Slides
 Written description
 Written case history
B. A number will designate each set of symptoms representing a
disorder. There may be duplicate problems
C. Five points will be given for each problem that is correctly identified for a
total of 100 points.
Rev. 1/6/2016
Page 230
Air pollution
Flathead beetle
Needle cast
Aphid
Frost cracking
Nematode
Asian longhorn beetle
Frost damage
Powder post beetle
Autumn Olive
Girdling roots
Rot, butt or heart
Bagworms
Grapevine, wild
Rust
Beech bark Disease
Canker
Gypsy moth
Hail damage
Spider mite
Sawfly
1000 Cankerous Disease
Chemical damage
Chestnut Blight
Cicada
Cytospora
Damping off
Dutch elm’s disease
Emerald ash borer
Fall webworm
Hemlock Wooly Adelgid
Honeysuckle
Ice storm damage
Landscape equipment damage
Leaf miner
Leaf spot
Lightning damage
Livestock damage
Mechanical damage (other
than landscape equipment)
Multiflora Rose
Sunscald
Scale
Tornado damage
Tree of Heaven
Tent caterpillar
Wetwood or slime flux
White Pine Weevil
Wildlife damage
Windthrow
Fire damage
6. Forest Products
A. Twenty (20) wood products/samples will be displayed for participants to
evaluate and identify its tree species source from the approved tree specimen
list. There may be duplicate species. The wood products/samples will be
presented in one or more of the following forms:
 Actual Sample
 Picture(s)/Slides
 Written description
This will be a multiple-choice practicum. Five points will be given for each wood product or
sample that is correctly identified for a total of 100 points.
Scoring
Individual
1.
2.
3.
4.
5.
Online General Knowledge Test - 100 points
Tree Identification - 100 points
Equipment Identification - 100 points
Timber Cruising - 100 points
Practicums - 200 points
Rev. 1/6/2016
Page 231
Team
600 points x 4 individuals = 2400 Total Points
Tiebreakers
Individual Tiebreakers
1. Total Timber Cruising Score
2. Total Practicum Score
3. Total Tree Identification Score
4. Total Equipment Identification Score
5. Total Online Exam Score
Team Tiebreakers
1. Total Team Timber Cruising Score
2. Total Team Practicum Score
3. Total Team Tree Identification Score
4. Total Team Identification Score
5. Total Team Equipment Score
6. Consistency between high and low team individual scores
References
Test Reference
1. Introduction to Forestry Science 3rd Edition, Burton, L. Devere - ©2013
Assignment of chapter by years
2015 – Chapters 1, 9 13, 17, 18
2016 – Chapters 2, 5, 6, 10, 14
2017 – Chapters 3, 7, 11, 15, 19
2018 – 4, 8, 12, 16, 20
1. Crop Tree Management in Eastern Hardwoods-USDA
2. Chain Saw Owner’s Manuals (the most current Stihl Chainsaw Manual can be
purchased from your local dealer or from Stihl)
3. Stihl Chain Safety Manual- can be downloaded at
www.stihlusa.com/manuals/index.html
4. Ohio Timber Pricing Quarterly Sheets: ohiowood.osu.edu/timberreport.asp
5. TSI Reference Book (check National FFA Rules)
6. Harlow, W.M., E.S. Harrar, and F.M. White. Textbook of Dendrology. New York:
McGraw-Hill Book Company, 2000.
7. Silvics of Forests of United States, Handbook #271, U.S. Forest Service, P.O. Box
2417, 12th and Independence Avenue, SW, Washington, D.C. 20013.
Rev. 1/6/2016
Page 232
8. Braun, E. Lucy. The Woody Plants of Ohio. Columbus: The Ohio State University
Press, 1961.
9. Ohio State University Horticulture and Crop Sciences: www.hcs.ohiostate.edu/odnr/forestry.htm
10. Avery, Thomas E. and Harold Burkhart. Forest Measurements. Fifth Edition. New
York: McGraw-Hill, 2002.
11. Hicks, Ray Jr. Ecology and Management of Central Hardwood Forests. New York:
Wiley & Sons, 1998.
12. Wenger, Karl, ed. Forestry Handbook. 2nd Edition. New York: Wiley & Sons, 1984.
13. Choices in Silviculture for American Forests. Bethesda, MD: Society of American
Foresters, 1981.
Current Catalogs
1. Forestry Suppliers, Inc. 205 West Rankin Street, Jackson, MS 39204-0397
www.forestry-suppliers.com
2. The Ben Meadows Company, 3589 Broad Street, Atlanta, GA 30366,
www.benmeadows.com
Web Page Addresses for Review
1. www.fs.fed.us/na/morgantown/frm/stewardship/stewardship.htm
2. www.nass.usda.gov/oh/tmbrrpt.htm
3. www.usajobs.opm.gov
4. www.fs.fed.us/people/employ
5. www.cnr.vt.edu/dendro/dendrology
6. www.safnet.org
Supplemental Reference
Hobar disk (not used for general knowledge test)
Rev. 1/6/2016
Page 233
Team Number ______________ Student Name ____________________________________
Timber Cruising
DBH Class
SIZE
9" - 11"
11" - 13"
13" - 15"
15" - 17"
17" - 19"
19" - 21"
21" - 23"
23" - 25"
25" - 27"
27" - 29"
29" - 31"
31" - 33"
33" - 35"
35" - 37"
37" - 39"
39" - 41"
41" - 43"
43" - 45"
45" - 51"
51" - 61"
61" - 63"
CLASS
10”
12”
14”
16”
18”
20”
22”
24”
26”
28”
30”
32”
34”
36”
38”
40”
42”
44”
46”
48”
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. 1/6/2016
Page 234
TREE SCALE (International ¼ Inch)
DBH (in.)
12
14
16
18
20
22
24
26
28
30
32
34
36
38
40
42
½
1
30
40
60
70
90
110
130
160
190
220
260
290
330
370
420
460
60
80
100
140
170
210
250
300
350
410
470
530
600
670
740
820
Number
1½
Contents
80
110
150
190
240
290
350
410
480
550
640
730
820
910
1010
1100
Of 16 Ft.
2
In Board
100
140
180
240
300
360
430
510
600
690
790
900
1010
1130
1250
1360
Logs
2½
Feet
120
160
210
280
350
430
510
600
700
810
940
1060
1200
1340
1480
1610
3
3½
4
180
250
320
400
490
590
700
810
930
1080
1220
1380
1540
1700
1870
280
360
450
560
660
790
920
1060
1220
1380
1560
1740
1920
2120
310
400
500
610
740
880
1020
1180
1360
1540
1740
1940
2160
2360
Sawlog Scorecard
Tree Id
(1 point each)
DBH
(2 points each)
#16 Ft Logs
(2 points each)
Total volume in board feet per stand
Total value per stand $
Rev. 1/6/2016
Total Board
Ft. (2 points
each)
Total Value
(2 points each)
(5 points)
(5 points)
Page 235
Tree Id- (place # answer in first column of each timber cruising tree marked ID)
10. Ash
20. Cedar
30. Maple, Sugar
40. Pine, Virginia
11. Aspen
21. Cherry
31. Maple, Red
41. Pine, White
12. Basswood
22. Chestnut
32. Silver, Maple
42. Poplar, Yellow
13. Beech, American 23. Cottonwood
33. Oak, Black
43. Sassafras
14. Birch, Black
24. Elm
34. Oak, Burr
44. Spruce, Norway
15. Birch, River
25. Fraser Fir
35. Oak, Pin
45. Sweet Gum
16. Birch, Yellow
26. Hackberry
36. Oak, Red
46. Sycamore
17. Black Gum
27. Hemlock
37. Oak, White
47. Tree of Heaven
18. Buckeye
28. Hickory
38. Pine, Red
48. Walnut Black
19. Catalpa
29. Locust, Black
39. Pine, Scotch
Rev. 1/6/2016
Page 236
General Livestock
Important Note:
Development Events.
Purpose
The general livestock CDE is an educational program designed as a practical method of
teaching students to recognize quality production animals. The skills students learn in
evaluating general livestock should make them better livestock producers and consumers by
giving them practical experience in identifying and understanding characteristics that affect
production and quality.
Event Rules
Each school may enter an unlimited number of dues paid FFA members as participants. The
top 4 scores will be considered the team score of record.
Event Format
The rules listed below will be for the General Livestock Prelims. The top ten teams made up
from 4 of the top 6 scores will come back to OSU at a later date for the finals. The students
will place one class in each specie- beef, sheep and swine. Then they will give oral reasons on
each of the classes. The finals will determine who will represent Ohio at the National and Big
E events. Note: General Livestock Plan B may be implemented if live animals are not
permitted on the CDE site due to quarantine of livestock. This CDE will be held using
terminal livestock if permitted, as well as a management exam, video and/or slide
presentations of placing classes and skill-a-thon stations.
1. State Prelims
A. The online pre-test will include 25 general knowledge questions worth 2 points each
plus 5 market grid question worth 10 points each (Time: 26 minutes)
B. There will be 9 classes of livestock to judge: 8 placing classes (one market and one
breeding) from each of the species- beef, swine, sheep and goats and one K/C class
to be randomly rotated between the four species as livestock is available.
C. There may be data and scenarios on each of the classes.
D. Four of the eight placing classes will have 5 questions valued at 10 points per
question. Questions will be answered as the class is judged.
Rev. 1/6/2016
Page 237
E.
Performance records may be used in placing the keep/cull selection classes of beef,
sheep, swine, or goats. Performance criteria, when used, shall be based on
standards developed and used by: the Beef Improvement Federation, the Sheep
Industry Development Program, Inc., the National Swine Improvement Federation,
and Goat Association.
Beef Improvement Federation
Oklahoma State University
201 Animal Science
Colby, Kansas 67701
National Swine Improvement Federation
University of Minnesota
101 Peters Hall
1404 Gortner Ave.
St. Paul, MN 55108
Sheep Industry Development Program, Inc.
200 Clayton Street
Denver, CO 80206
2. General Livestock Finals
A. The top ten teams from the above General Livestock Preliminary will come back for
the finals at a later date.
B. The team must be made up from the top ten teams’ top 6 individuals.
C. The top ten individuals, if not on the top 10 teams, may participate as individuals in
the General Livestock Finals.
D. FFA Official Dress (event appropriate) is recommended for this event. (Black
E. Three classes of livestock, beef, sheep, swine, or goats will be used at the General
Livestock Finals and all three classes will have oral reasons.
F. Team Activity
1. Marketing exercise
2. Sire Selection with Scenarios
Scoring
Preliminary
1.
2.
3.
4.
5.
25 online exam questions at 2 points each = 50 points
5 online market grid questions at 10 points each = 50 points
8 placing classes at 50 points each = 400 points
1 Keep/Cull class = 50 points
20 questions on placing classes at 10 points each = 200 points
Total Possible Individual Score = 750 points
Team Possible Score - 4 individuals x 750 points = 3000 points
Rev. 1/6/2016
Page 238
Finals
Individual
1. Preliminary individual score – 750 points
2. 3 placing classes at 50 points each – 150 points
3. 3 sets of oral reasons at 50 points each – 150 points
Total Possible Individual Score – 1050 points
Team
1. 4 individuals x 1050 = 4200 points
2. Team Activity – 400 points
Total Possible Team Score – 4600 points
~Tie Breakers~
Preliminary
Individual
1. 8 placing classes total score
2. Keep/cull class score
3. Questions score
4. Consistency between high and low placing scores
Team
1. Total placing score
2. Total keep/cull score
3. Total questions score
4. Consistency between high and low total individual placing scores
Finals
Individual
1. Oral reasons total score
2. Placing classes scores from the finals
3. Online exam score
4. Consistency between high and low oral reasons score
Team
1. Team activity score
2. Total oral reasons score
3. Total placing score from finals
4. Consistency between high and low individual oral reasons totals
Rev. 1/6/2016
Page 239
References
Online Test Reference
1. James R. Gillespie, Modern Livestock and Poultry Production, 9th Edition
Assignment of chapters by years:
2016 – Chapters 1, 4, 5, 9, 13, 19, 22, 23, 28, 30
2017 – Chapters - 2, 6, 8, 11, 14, 18, 20, 24, 27, 29
2018 – Chapters – 3, 7, 10, 12,15, 16, 17, 21, 25, 26
CDE General References
1. Modern Livestock and Poultry Production, 9th Edition
2. judging101.com
3. Livestock Evaluation Videotape – CEV Series
4. The Livestock Judging Manual http://www.thejudgingconnection.com/pdfs/Livestock_Judging_Manual.pdf
Web Page References for Study
1. www.beefimprovement.org
2. www.nsip.org
3. www.nalf.org
LIVESTOCK CDE
Female Keep-Cull 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. 1/6/2016
Page 240
Grain Merchandising
Important Note:
Development Events.
Purpose
To stimulate interest in the area of grain merchandising and to make students aware of the
complex decision making process associated with merchandising agricultural products.
Event Rules
1. Each school may enter an unlimited number of dues paid FFA members as participants,
the top 4 scores will be considered the team score of record.
2. The top 10 individuals will participate in the finals.
Event Format
The state CDEs will consist of each student completing the following:
1. An online written test based upon classroom and laboratory instruction from the grain
merchandising lesson plans and manuals.
A. The top ten individuals, overall in the state online exam results, will interview
for the top ten individual placing in a final interview.
2. The state final CDE will consist of a 10-15 minute personal interview
regarding the student’s marketing knowledge.
A. Consult the scorecard for the scoring plan of the interview, for details
regarding the personal interview scoring.
Scoring
The scoring guide for the state CDE will be as follows:
1.
2.
3.
4.
State Online Test = 100 points
Interview = 200 points
Total Possible = 300 points
Top 4 scores x 100 = 400 total points possible for the team score.
Rev. 1/6/2016
Page 241
References
1. Grain Marketing - Student Manual, 1987.
2. Grain Marketing - Teacher Supplement, 1978.
3. Introduction to Hedging - Available from the Chicago Board of Trade along with
other outstanding reference materials that may be used.
Rev. 1/6/2016
Page 242
Grain Merchandising CDE
INTERVIEW SCORECARD
1.
Applicant’s knowledge of fundamental grain marketing and
merchandising: principles, concepts, and procedures






75 __________
Supply and Demand
Delayed Price
Hedging
Forward Contracting
Board of Trades
Puts and Options
2.
Applicant’s knowledge of current market prices, transportation
options, pricing, exporting, world situations, etc.
50 ___________
3.
Applicant’s ability to explain the role of government programs
as an option in grain merchandising and the ways in which
these options may be used to increase profits.
50 ____________
4.
Applicant’s ability to articulate responses, their appearance,
and poise.
25 ____________
TOTAL POINTS POSSIBLE (INTERVIEW)
TOTAL POINTS POSSIBLE (TEST)
TOTAL SCORE POSSILBE
Rev. 1/6/2016
200
100
300
______________
Page 243
Greenhand Quiz
Important Note:
Development Events.
Purpose
1. To increase the basic knowledge of students about their organization and its’
operations.
2. To keep FFA members current with the happenings in their organization.
3. To provide students with another incentive to participate in a competency-based
activity.
4. To provide instructors with another educational awards program to offer their students.
Eligibility
Any first-year agriculture education student that is an FFA member including first-year 7th and 8th
grade students are eligible to participate in the CDE.
Event Format
1. Online Test
A. Each school may enter an unlimited number of dues paid FFA members as
participants.
B. The top 4 scores will be considered the team score of record.
2. The online test consists of seventy-five (75) questions taken from the official
references.
Scoring
150 points x 4 = 600 points possible per team
References
Test References
1.
2.
3.
4.
5.
6.
7.
Official FFA Manual - current edition
FFA Student Handbook
Ohio FFA Constitution
Ohio History (FFA Center Archives pdf)
Ohio FFA CDE Handbook
ohioffa.org,
ffa.org
Rev. 1/6/2016
Page 244
Grooming
August 1, 2015
Important Note:
Development Events.
Purpose
Division I
The purpose of the Division I Grooming CDE is to evaluate students in maintenance grooming.
The skills tested in this division should give the student a foundation to build on so that they may
become a more skillful and knowledgeable groomer.
Division II
The purpose of the Division II Grooming CDE is to evaluate the student’s ability to perform a
retriever clip on a poodle. This trim requires competence in clipping and scissoring, which are
skills required to correctly groom any breed of dog.
Event Rules
Division I
1. Each school may enter an unlimited number of dues paid FFA members (novice as
participants, the top 2 scores will be considered the one half of the total Grooming
Team, the other two scores will come from Grooming II and will be the team score of
record.
2. Grooming I members can never have participated in Division II Grooming.
3. A team shall consist of two individuals from Division I and two individuals
from Division II.
Division II
1. Each school may enter two individuals in the state CDE.
2. Division II is the second half of the event and Division I is the first half.
3. Students do their own prep work.
4. Students must wear appropriate attire and shoes.
5. Contestants must furnish their own poodle and equipment, including extension cords.
6. Grooming Division I & Grooming Division II make up the complete team, two from
each.
Rev. 1/6/2016
Page 245
Event Format – Division I
Division I will consist of a written test, an identification test, and 2 skills practicums.
1. Onine Test – online prior to the event (75 points)
A. The online test will be 75 multiple choice, matching, and/or true/false questions
worth one (1) point each.
B. The test will cover all aspects of basic grooming, but information for test questions
will be limited to books, chapters, and/or pages listed in the reference section of
these rules.
C. Contestants will be given 60 minutes to complete the exam.
2. Identification (50 points)
A. Fifty (50) slides, pictures, or actual items to be identified on a multiple choice
type test will be presented. Each breed or item of equipment to be identified will
be worth one (1) point each. Slides, pictures, or actual items to be identified will
be broken down as follows:
 Dogs (26 points)
 Tools and Equipment (18 points)
 Cats (3 points)
 Parasites (3 points)
Cat Breeds
Abyssinian
American Shorthair
Birman
Cornish Rex
Exotic Shorthair
Main Coon Cat
Persian
Ragdoll
Siamese
Sphynx
Grooming Tools and Equipment
Clippers
Clipper blades
Combination/greyhound
comb
Curved shears
Dog snare
Dryers (any variety)
De-matting comb
De-matting rake
Flea comb
Grooming loop
Rev. 1/6/2016
Grooming post
Hemostat
Nail trimmers (plier,
scissor)
Kennel/Cage
Muzzle (any variety)
Hound glove
Nail file
Nail grinder
Palm brush
Pin brush
Rubber curry brush
Shears
Rake (various brands)
Shedding blade
Slicker brush
Snap-on comb
Thinning shears
Universal slicker brush
Page 246
Dog Breeds
Airedale Terrier
Chinese Crested
Papillon
Akita
Alaskan Malamute
Australian Shepherd
Chinese Shar Pei
Cocker Spaniel
Collie (all varieties)
Dachshund (all
varieties)
Doberman Pinscher
English Springer
Spaniel
French Bulldog
German Shepherd
Pembroke Welsh Corgi
Pomeranian
Poodle (all varieties)
Basset Hound
Beagle
Bernese Mountain Dog
Bichon Frise
Bloodhound
Portugese Water Dog
Pug
Rhodesian Ridgeback
Rottweiler
Scottish Terrier
Border Collie
German Shorthaired
Pointer
Boston Terrier
Boxer
Golden Retriever
Great Dane
Brittany
Havanese
Bulldog
Bullmastiff
Bull Terrier
Labrador Retriever
Leonbergers
Leonbergers
Cairn Terrier
Leonbergers Maltese
Cane Corso
Cavalier King Charles
Spaniel
Chesapeake Bay Retriever
Chihuahua
Mastiff
Shih Tzu
Siberian Husky
Soft Coated Wheaten
Terriers
St. Bernard
Vizsla
Weimaraner
West Highland White
Terrier
Whippet
Miniature Pinscher
Yorkshire Terrier
Shetland Sheepdog
Miniature Schnauzer
Newfoundland
Parasites
Fleas
Tapeworm segments
Rev. 1/6/2016
Lice
Ticks
Maggots
Ear mites
Page 247
3. Practicums (75 points)
A. The practicum will be judged in two sections by two separate judges. Point values to be
scored by each judge are as follows (see scorecards):
 Judge 1 = 40 points
 Judge 2 = 35 points
75 possible points
B. All contestants will perform the same practicum.
C. Skills to be judged will be selected from the following list:
 Animal handling correct application of various types of handling and restraint
equipment (see list)
 Basic grooming
 Trimming nails
 Bathing
 Pads
 Genitals
 Drying
 Cleaning and plucking ears
D. Equipment and supply use/ Equipment maintenance (clipper blade only)/
Shampoo dilution - correct use of tools, supplies and products (see previous list of
equipment and the list of products below)
E. Miscellaneous - Determining predominant breeds in mix breeds, anatomy identification,
and correct usage of vocabulary words or terminology.
 Make a bow
 Customer service
 Make an appointment
Products
Shampoos, conditioners
(various types, use/
applications, how to mix)
Clipper coolant and
disinfectant
Ear powder and ear
cleaning agents
Blade wash
Cologne
Detangling agents
Clipper oil and grease
Cauterizing agent
Flea sprays
Rev. 1/6/2016
Page 248
Scoring – Division I
Individual
1. Online Test = 75 points
2. Identification = 50 points
3. Practicum = 75 points
200 possible points
Team
1. 200 points x 2 individuals from Division I grooming = 400
2. 200 points x 2 individuals from Division II grooming = 400
800 possible points
References – Division I
Test Reference
1. Introduction to the Foundations of Dog Grooming – Karla Addington-Smith
General References
1. Cat Grooming, Oster booklet. Available FREE by writing Oster, Dept. RK. 5055
North Lydell Ave., Milwaukee, WI. 53217
2. Maintenance Grooming Workbook, (total book) Karla Addington-Smith. current
addition (available at [email protected]) - Introduction to the Foundations
of Dog Grooming - Karla Addington-Smith
3. The Complete Dog Book, Latest edition, American Kennel Club, Howell Book
House, Inc. New York, N.Y.
4. Notes From the Grooming Table. (Pages 20-75 only) Melissa Verplank CMG
2004 ISBN# 0-9754I28-0-9
5. AKC.org, Use for Breed ID
Rev. 1/6/2016
Page 249
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_
( ) 2. Apply
( ) 3. Apply
( ) 4. Restrain dog
( ) 5. Restrain dog_
( ) 6. Lift dog
_ ______/5 (name piece of equipment)
/5 (name piece of equipment)
/5 (name piece of equipment)
/5 (describe position)
_
/5 (describe position)
Basic Grooming Skills:
( ) 1. Trim nails
_/5
( ) 2. Pluck hair from ear
/5
( ) 3. Clean ear
/5
( ) 4. Identify canine coat type
(name of breed or specific anatomical area)
( ) 5. Describe grooming how to bath a dog/cat
( ) 6. Describe how to dry a dog/cat
/5
Total
Rev. 1/6/2016
/5
_/5
(not to exceed 40)
Page 250
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)
_/5
_/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)
_
( ) 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
Rev. 1/6/2016
/5
(not to exceed 35)
Page 251
Event Format – Division II
1. Times
A. Toy Poodles (under 10” at the shoulder) 1 hour
B. Miniature Poodles (over 10” and under 15” at the shoulder) 1 hour and 15 minutes
C. Standard Poodle (over 15” at the shoulder) 1 hour and 30 minutes
(Wicket should be available for measuring the dog if questions arise.)
2. Coat length on the feet, face and base of tail should be ¼” and the body coat should be
1” or long enough to see a discernible difference after being clipped.
3. The student should avoid competing with a dog possessing an extremely overgrown
coat. The degree of difficulty it adds can easily become overwhelming and prevent the
contestant from finishing in the allotted time.
4. Each dog used in the contest will have a vaccination certificate provided by a veterinarian
(a printed receipt) for Canine combo (according to your veterinarian’s standards) and
rabies. Dogs not meeting vaccination requirements will disqualify the contestant for
placing.
6. The following conditions may also lead to disqualifications (no placing):
A. dog biting (human or other animal)
B. failure of contestant to observe time calls
C. rough handling of a dog by contestant or cuts, nicks or clipper burn on a dog.
D. not completing the trim in the time allotted
E. dog showing signs of illness will not be allowed to participate
F. dogs must meet size and coat requirements
7. An additional half hour will be allowed for judging after the grooming session.
8. The poodle will be clipped in a retriever pattern as described in the reference
(notes from the grooming table page 471). Limited to 4F or longer.
9. Blades equivalent to or closer cutting than a #30 are not allowed.
10. The dog’s coat should be thoroughly cleaned and combed before the event begins. Nails
are to be manicured, anal glands are to be expressed, and ears and nose are to be cleaned
prior to the start of the event.
11. It is each contestant’s responsibility to select model animals that will best reflect quality
workmanship. Judges cannot be expected to give inequitable consideration to
contestants who choose to penalize themselves by selecting an unsuitable or fractious
animal on which to work.
12. Pre-judging accounts for 20 points but can have greater impact on the final score if not
done correctly and thoroughly. A coat not brushed, bathed and dried correctly will affect
the overall appearance and the quality of both the scissoring and clipping. It is extremely
important that the dogs be prepped to the very best of the student’s ability. The students
should know that special attention should be paid to the following areas: The dog should
be:
Rev. 1/6/2016
Page 252
13.
14.
15.
16.
A. Thoroughly brushed with a slicker brush, using the line brushing technique, and
tested with a comb, so that a comb inserted parallel into the coat will pull through
the coat without catching any tangles or mats. Special attention should be given to;
under and behind ears, under front legs, pasterns, flanks and hock areas. The dog
should be thoroughly brushed and combed both prior to, and after the bath.
B. Freshly bathed and clean, free of any external parasites. The dog should look,
feel and smell clean.
C. Dried properly with either the fluff drying or forced air drying techniques. The
coat should be free of curl or kink and stand-up off the body.
D. The ear canals and openings should be free of hair. The ear canals should be
cleaned of any wax or dirt. If a cotton ball inserted into the ear shows wax or
discoloration the ear is not clean.
E. Nails trimmed as short as possible without cutting nail quicks.
F. Sanitary trimming should be down prior to entering the contest ring. This
should include the genital and tummy area on both males and females, and the
pads of the feet. This does not include the entire foot or the base of tail, which
should be done in the ring.
G. If there are extenuating circumstances that prohibits the student from preparing
the dog to the best of their ability, it should be reported to the judge during the
Pre-judging process.
It is in the students’ best interest to participate in the competition with a good example
of the breed. A dog that is in good health, not too old or too young, and cooperative to
allow the student to show his or her best ability. A competition is stressful and an
exhausting environment for both competitor and dog. Preparation and choosing the
correct dog are important considerations for participating in the contest.
The choice of tools and proper usage will be noted as well as the handling of the dog.
The student MUST hold scissors correctly. This is to industry standards. See picture
with rules and this same information.
Each student will be interviewed by a judge for 20 points. (Possible questions listed
below) All areas are possible but not probable to be asked during competition:
 Blade lengths
 Blade Usage
 Spotting out medical concerns
 Coat types
 Brushing techniques
 Restraint techniques
 Problem solving
 Customer complaints/questions
 Unruly dogs
Rev. 1/6/2016
Page 253
Scoring – Division II
There will be a maximum of 2 judges of equal status. Judges will be permitted to examine dogs
before, during, and after the CDE.
Individual
The scores of the two judges will be added together to make up the individual
Division II score.
1.
2.
3.
4.
5.
6.
Overall appearance = 10 points
Quality of scissoring = 20 points
Quality of clipper work = 20 points
Execution of retriever clip = 20 points
Pre-judging = 10 points
Interview Questions = 20 points
100 points (per judge) x 2 = 200 possible points
Team
The two participants in Division II’s scores will be added to the top two participants’ scores from
Division I to make up the Grooming Team score.
1. 200 points (possible) x 2 individuals from Division I Grooming = 400
2. 200 points (possible) x 2 individuals from Division II Grooming = 400
800 possible points
References – Division II
1. Page 471 only from “Notes From the Grooming Table”. Melissa Verplank CMG. 2004
ISBN#0-9754I28-0-9
Note to Judges: Remember, this is a high school level competition. It is important to not only
comment on weak points, but also on their strong points to encourage students to continue with
their possible vocational choice.
Rev. 1/6/2016
Page 254
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
Clean
__Not dried
Properly
__Ears not
Plucked
__Pads not done
__Genitals not
done
Interview
Overall
Appearance
Use of
Scissors
Clippers
20
Topknot
Tail
Legs
Body
Technique
Quality
Total Points
Rev. 1/6/2016
10
20
Quality
Technique
Execution
Of
Retriever Clip
10
20
Pattern
Blades
20
100
Page 255
Job Interview
Important Note:
Development Events.
Purpose
The Ohio Job Interview CDE is designed for FFA members to practice and demonstrate the skills
needed in seeking employment in all areas of agriculture. Each part of this event simulates real
world experiences that students will have when seeking employment in the future.
Event Rules
1. The CDE will be divided into five divisions. Each comprehensive high school may bring one
representative in each division. Each career center may enter one student in Division 3,
Division 4 and Division 5 per taxonomy/program specific area.
2. Districts may send one individual from each division to the state CDE. A total of five students
will move on to the state from each district.
3. Official dress is required for this event.
4. There will be no observers during the CDE.
5. Contestants may be video recorded by their school only if approved by the contestant and their
advisor.
6. Participants must bring a typed cover letter and résumé as a result of his or her own efforts; no
fictitious information should be used in any portion of the CDE.
7. Participants in each division will be graded on their application, personal interview and follow
up letter. These scores will be totaled and the student with the highest score in each division
will be declared the division winner. All five division winners will compete in a second
interview with a second set of judges. These judges will use the second interview, a second
follow up letter and a telephone practicum to determine the representative for the national
CDE.
8. A student representing the state at the national level will not be eligible to compete in the state
contest again.
Event Format
Equipment
1. Students must provide their own writing utensils for the event.
Rev. 1/6/2016
Page 256
2. Students are encouraged, but not required to bring their portfolios and/or SAE record books to
use as supplemental documentation during the personal interview.
3. Students may also bring white out to use on the employment application if needed.
Activities
The job interview event is designed to help students practice their skills related to seeking
employment in agriculture. Students must choose one of the job postings listed in the contest rules
that best fits their career interest for the purpose of this CDE. Their career objective, cover letter,
and résumé must reflect the job posting for which they have chosen to apply. All documents
submitted by the contestants must reflect their current skills and abilities. No fictitious information
may be submitted.
Job Postings for Divisions 1-5
 Division 1: Open to Freshmen students only.
 Division 2: Open to Sophomore students only.
 Division 3: Open to Junior students only.
 Division 4: Open to Senior students only.
 Division 5: Open to first year members, Junior or Senior students only.
Students must pick one of the job listings that best fit their career choice. This choice must be
listed with the district results per student. Students will use the job posting and job description
when developing their résumé, cover letter, and preparing for their personal interview. A list of the
job titles can be found in this section of the rules. The actual job description and employer
information can be found at the back of this packet.
Job Titles











Horticulture - Internship position in landscaping
Food Science - Retail meat sales
Business - Sales associate
Production - Internship in a greenhouse production facility
Production – Farm worker
Companion Animal - Assistant pet groomer
Ag. Power - Small engine repair worker
Natural Resources- Internship with Metro Park
Agricultural Science – Lab Assistant Intern
Educational Leadership – After School Tutor
Animal Science – Animal Shelter Volunteer
Completed Prior to the Interview day
1. Cover Letter and Resume
A. The cover letter and résumé will not be scored, but if they do not meet the standards of
these rules, 100 points can be deducted from your total Job Interview Score for each one.
Otherwise, if standards are met, you will receive a check mark. (Samples on the webpage)
Rev. 1/6/2016
Page 257
B. The cover letter and résumé must be typed, single-spaced, on 8.5 x 11 inch white or
bonded paper. Only one side may be printed with no more than 10-point font and block
justified.
C. The cover letter should be addressed to the individual who is listed on the job description
for the specific job chosen.
D. The student’s résumé should not exceed one page. The reference list should be created as a
second, separate page.
E. Students may bring record books and or career portfolios as supplemental information, but
these items are not required. Content guidelines for each document may be found in this
packet
Completed the Day of the Interview
1. Application
A. Students will complete a standard job application.
B. A black or blue pen must be used and all information must be completed or marked “NA”
for not applicable on the application.
C. Students will have 15 minutes to complete the application.
D. Students will obtain the application when they check in with the secretary who registers all
of the participants on the day of the event.
E. A sample employment application is included in this packet; however, other similar forms
may be used.
2. Personal Interview
A. Students will have the opportunity to discuss their personal qualifications with at least two
interviewers during a personal interview.
B. Students will have15 minutes to discuss their qualifications, make impressions on the
interviewer(s) and ask questions about the company or the position.
3. Follow Up Letter
A. The student will complete the follow up letter electronically.
B. Students will have15 minutes after their personal interview to write the follow up letter.
C. Students are responsible for obtaining the name and address of the interviewer(s) for use in
their follow up letter.
D. Paper and envelopes will be provided.
E. The host school will specify what word processing program will be made available. A
computer aid will be able answer computer related questions for students unfamiliar with
the type system. (PC/Mac, with opening and saving of application)
F. An example of the correct format appearance is located at the end of these rules. Content
guidelines for this document may be found in this packet.
Finals
1. Telephone Practicum
A. Student will call to schedule second interview.
Rev. 1/6/2016
Page 258
B. Refer to the Telephone Interview Scorecard.
2. Complete second interview for job
A. Students will have the opportunity to discuss their personal qualifications with at least two
interviewers during a personal interview.
B. Students will have15 minutes to discuss their qualifications make impressions on the
interviewer(s) and ask questions about the company or the position.
3. Follow Up Letter
A. The student will complete the follow up letter electronically.
B. Students will have15 minutes after their personal interview to write the follow up letter.
C. Students are responsible for obtaining the name and address of the interviewer(s) for use in
their follow up letter.
D. Paper and envelopes will be provided.
E. The host school will specify what word processing program will be made available. A
computer aid will be able answer computer related questions for students unfamiliar with
the type system. (PC/Mac, with opening and saving of application)
F. An example of the correct format appearance is located at the end of these rules. Content
guidelines for this document may be found in this packet.
Scoring
Preliminary
1.
2.
3.
4.
5.
Cover Letter
Résumé
Application
Personal Interview
Follow Up Letter
Total Possible
0 pts.
0 pts.
100 pts.
500 pts.
150 pts.
750 pts.
Finals
1.
2.
3.
4.
5.
Cover Letter
Resume
Phone Interview
Personal Interview
Follow Up Letter
0 pts.
0 pts.
150 pts.
500 pts.
150 pts.
Tie Breakers
Ties will be broken in each division by the interview score. Since the same judges interview all
applicants in each division, there will be consistency with the scoring of the interview. The
interview score will also break tiebreakers in the final round.
Rev. 1/6/2016
Page 259
References
This list of references is not intended to be inclusive. Other sources may be utilized and teachers
contains references that may prove helpful during event preparation.
1.
Microsoft Word résumé templates
2.
101 toughest Interview Questions…and Answers That Win Jobs Daniel Porto, Daniel
Porto/Paperback/Published 1999
3.
Best Answers to the 201 Most Frequently Asked Question, Matthew J. Deluca,
Deluca/Paperback/Published 1996
4.
The Complete Job Interview handbook, John J. Marcus/Paperback/Published 1994
5.
Leadership Personal Development and Career Success Cliff Ricketts/Text/Delmar
Thomson Learning/2003
Rev. 1/6/2016
Page 260
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. 1/6/2016
Page 261
Ag Science: Research
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.
Ag Business
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. 1/6/2016
Page 262
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. 1/6/2016
Page 263
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. 1/6/2016
Page 264
Ag Power
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.
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. 1/6/2016
Page 265
Animal Science
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. 1/6/2016
Page 266
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. 1/6/2016
Page 267
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. 1/6/2016
Page 268
Cover Letter Check Off Sheet
Name __________________________________________________________
Chapter_________________________________________________________
Job Applied For _________________________________________________
Composition
Format:
If Found
X
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. 1/6/2016
Page 269
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. 1/6/2016
Page 270
Date:
EMPLOYMENT APPLICATION
Personal Information
Name (Last)
(First)
(Middle)
Home Address
City
Home Telephone
State
Business Telephone
Are you interested in (check all that apply)
Full-time
Part-time
Are you willing to relocate?
Are you 18 or older?
Temporary
Yes
Yes
Zip
May we contact you at work? ___ Yes ___ No
Position Applying For:
Date Available:
DO NOT WRITE IN THIS SECTION
Days and
hours
available to
work:
Summer
Day Mon Tues Wed Thurs Fri
Sat Sun
From
To
No
Are you willing to travel?
No
What percent
Yes
No
%
How did you hear of this opening?
Ever convicted of a crime? ____No ____ Yes
Explain:
Have you ever been involved in a shortage or
misunderstanding with respect to funds, merchandise, or
inventory, etc.?
No
Yes Explain:
Education
Type of
School
Name and Location of School
Degree/Area of
GPA
Study
No. of
Years Graduated
Attended
High School
Yes No
College
Yes No
Graduate
School
Business or
Trade School
Yes No
Yes No
Other
Yes No
List any professional license or registration you hold:
___________________________________________________________________________________________________
_
Special Skills
Computer software knowledge:
Other:
Military History
Military Branch of Service:
Rev. 1/6/2016
Technical Specialization:
Rank When Leaving:
Page 271
Employment History
DATES
NAME AND ADDRESS OF EMPLOYER
Name
From:
Your Job Title
SALARY
OR
WAGES
Starting
Supervisor
Final
Your Job Title
Starting
Supervisor
Final
Your Job Title
Starting
Supervisor
Final
POSITION HELD
AND
SUPERVISOR
LIST MAJOR
DUTIES
REASON FOR
LEAVING
mo. / yr.
Address
To:
City
State
mo. / yr.
Phone
Name
From:
mo. / yr.
Address
To:
City
State
mo. / yr.
Phone
Name
From:
mo. / yr.
Address
To:
City
State
mo. / yr.
Phone
References
Name
Occupation/Title
Address
Phone
Number
No. of Years
Known
1.
2.
3.
Goals
Please write your short and long term goals.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
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. 1/6/2016
Page 272
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. 1/6/2016
Page 273
Job Interview Follow-Up Letter Rubric
Name ____________________________________
Composition
Mastery
(Criteria)
4
Chapter ______________________
Proficient
3
2
Below Proficient
1
0
Weight
Letter is missing most
of the required parts.
X1
Correct format and
appearance (see rules)
Letter contains interviewers
address, date of writing,
employer’s address, salutation,
three paragraphs, closing, and
signature.
Letter contains most of the
required parts.
Punctuation
There are no punctuation
mistakes.
Letter contains one to four
punctuation mistakes.
Grammar
Letter is written using proper
and appropriate grammer.
Letter contains slight to
moderate grammar errors.
Spelling
There is no spelling mistakes
contained in the letter.
The letter contains one to
four misspelled words.
Addressed to employer from
the personal interview
The salutation is proper and
contains the proper title and
name for the person conducting
the interview.
The salutation lacks the
correct title for the person
conducting the interview
Letter contains more
than four punctuation
mistakes.
Letter contains poor
and improper
grammar.
The letter contains
more than four
misspelled words.
The salutation is
incorrect or
inappropriate for the
letter.
X1
X1
X1
X1
Composition Sub Total
Mastery
5
Proficient
4
3
Is the opening statement of the
first paragraph. Includes the
date of the interview and the
job for which you interviewed.
Expresses your interest in the
job and the company.
Exists in the letter but not in
opening statement of the 1st
paragraph or lacks date of the
interview or fails to identify
job you interviewed or fails
to reiterate your interest in
the job and company.
Is not clear or does not
exist or lacks most to
all of the needed
information.
Highlight of qualifications
Contained in the second
paragraph. Reiterates items
from interview and includes
additional details not included
in the interview or application,
may include clarifying data or
statements and asks questions
that you have.
Reiterates items from the
interview and may include
some additional details not
included in the interview, but
lacks clarifying data or
statements that can set you
apart form other candidates.
No additional questions.
Lacks details that
would distinguish you
from the others
interviewed
Highlight of the interview
Contained in the second
paragraph a statement
pertaining to a key point made
in the interview or a particular
strength that you can bring to
the company or the job.
A key point or strength is
mentioned but not tied
directly to how it would help
the company or qualify the
individual for the job.
Key point or strength
is mentions but does
not apply to the job or
there is no statement
made.
In the third paragraph further
action is suggested, may be
when you are available for
further interviews or when you
would be available to start
employment.
Suggest further action but
fail to be specific with time
or availability.
Further action is not
mentioned.
Provide a phone and email
where you can be reached and
the best time in which to
contact.
Provide the contact
information but do not give a
best time to be reached
Fail to give a contact
Content of letter includes:
Statement of gratitude for the
interview
Future action statement
Contact information provided
2
Below Proficient
1
0
Weight
X5
X5
X5
X5
X5
Content Sub Total
Rev. 1/6/2016
Page 274
Points
Addressing Envelope
Mastery
5
Proficient
4
3
Addresses - Employer , Return
Envelope addressed
correctly with no mistakes
in spelling or punctuation.
Envelope addressed but
contains mistakes in
spelling and punctuation.
Is deliverable
2
Below Proficient
1
0
Weig
ht
Envelope addressed in a
manner that makes
undeliverable.
X1
Envelope Sub Total
Grand Total
Rev. 1/6/2016
Page 275
Job Interview: Employment Application Scorecard
Name ______________________________ Chapter __________________________
Possible Points
Legible and neat
20
Punctuation
10
Grammar
10
Spelling
10
Completed accordingly (all sections complete
or marked NA for not applicable)
20
Signed by applicant
10
Information is consistent with résumé
20
Grand Total
Score
Specific Comments
100
Overall Comments:
Rev. 1/6/2016
Page 276
Job Interview: Personal Interview Scorecard
Name ______________________________________
Chapter ____________________________________
Possible Points
Appearance and Courtesy
50
Greetings and Introduction
50
Speech
Grammar
Vocabulary
Volume
Enunciation
Score
Specific Comments
50
Attitude and Personality
Poise
Temperament
Sincerity
50
Ability to convince or impress interviewer
Persuasiveness
Self-confidence
50
Knowledge and presentation of abilities
Educational experiences
Occupational experiences
Special activities
50
Reliability
Frankness
Consistency
Accuracy
50
Poise
Tact
Discretion
Questions asked of the interviewer
50
Career Objective
Degree to which the contestant had explained
a career objective
50
Conclusion of the interview
50
Grand Total
500
Overall Comments:
Rev. 1/6/2016
Page 277
Job Interview: Telephone Interview Scorecard
Name
Chapter _______________________________
Possible Points
Introduction
22
Initiative
22
Communicated effectively
26
Exhibited ambition and efficiency
30
Diplomatic and courteous
26
Gathered appropriate information
Contact name
Address
Date
Time
24
Grand Total
Score
Specific Comments
150
Overall Comments:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Rev. 1/6/2016
Page 278
Meats Evaluation and Technology
Important Note:
Development Events.
Purpose
1.
2.
3.
4.
5.
To develop employment skills for students who are interested in exploring or pursuing
career opportunities in the meat animal industry.
To assist the local agricultural education instructor in motivating students to become
knowledgeable consumers of meat and meat animal products and/or involved in the
industry of meat animal marketing and merchandising.
To encourage the development of broader analytical skills, critical thinking strategies
and an understanding of appropriate meat terminology for high school students.
To develop the ability to evaluate meat animal products in order to optimize economic
returns to producers and industry as well as to meet the needs of the consumer.
To develop good cooperation and communication skills in working together to
accomplish
Event Rules
1.
2.
4.
5.
6.
Participants will report to the event at the OSU Meats lab at the appointed time (see
email) for instructions.
Participants must come to the event prepared to work in a cold storage facility
(approximately 0 °C) for approximately two hours. Participants are required to wear:
A. Clean clothing
B. Hairnets
C. Warm clothing and footwear
D. While official FFA dress is not worn during the event, it is required for all awards
presentation activities.
All participants are expected to be prompt and at their stations throughout the event.
No provisions will be made for tardiness and will most certainly cause late
participants to lose event points.
No conversation will be allowed between participants after the event begins.
Conversation among participants constitutes disqualification.
Participants and official judges are to make their placing and identifications without
handling the meat.
Rev. 1/6/2016
Page 279
7.
Two minutes stand back time on placing classes will be utilized when possible.
Event Format
Online Test
participants.
2. The top 4 scores will be considered the “team” and the top 3 scores will be the team
score of record.
3. Participants will be given 20 minutes to complete the exam
Equipment
1.
2.
3.
4.
Each participant must bring two sharpened No. 2 pencils
Each participant should bring an electronic calculator. Calculators used in the event
should be battery powered, non-programmable and silent.
Participants must not bring any blank paper, notes, training aids, other electronic
items, purses or backpacks.
Students with special needs must contact the event superintendent prior to the event.
1.
Online test prior to event. Each participant will be given a written test of up to 25
questions relating to meat selection, storage, cookery, nutrition and safety. Questions
will be multiple-choice using a computer scorecard. Each question will be valued at 2
points. All questions will be based on materials taken from the “Meat Science and
Food Safety” DVD available through CEV Multimedia as listed on the resource
material list. See specific DVD chapters to be used each year below:
A. Even years: Meat Storage and Handling, Meat Cookery, Processed Meats and
Food Safety
B. Odd years: Legislation and History, Animal Care and Handling, Meat Nutrition,
Purchasing Meat
Examples for this section of the Meats Evaluation CDE are at the end of this
section.
2. Meat Formulation Problem Solving (on site)
A. Students will complete a meat formulation problem solving exercise. An example
is at the end of this section.
B. Nine questions are to be answered using the computerized scorecard. One
solution to the meat formulation problem will be worth 10 points. The other 8
questions are based on the correct formulation and will be valued at 5 points each
3. Retail Meat Cuts Identification
A. Students will identify 40 retail meats cuts found on the “Meats Identification
Card”. The official key (Retail Cuts Coding – Training Aid I) is located at the
end of the Meats Evaluation section of this handbook.
Rev. 1/6/2016
Page 280
B. Only the cuts listed are eligible to be used in this event.
C. Students will be given one (1) point for correct species identification, two (2)
points for correct primal cut identification, three (3) points for correct retail
trade name, and one (1) point for correct cookery. Answers will be recorded on
a computerized scorecard.
4. Placing of Six Classes
A. Six classes from the following list will be placed with selected placing completed
on the computerized scorecard. All classes will consist of four exhibits per class.
 Beef carcasses
 Retail cuts
 Pork carcasses
 Wholesale l pork cuts
 Lamb carcasses
 Wholesale beef cuts
5. Questions on Placing of Two Classes and Ten Questions
A. Two selected classes listed in “Individual Activities, Placing of Six Classes” will
be placed.
B. A total of ten questions will be asked covering two classes.
C. Answers will be transferred to the appropriate computerized scorecard.
 Sample Question: “Which beef carcass had the highest percentage of KPH
fat?”
Scoring
The event is divided into the following sections and scored as follows:
1.
2.
3.
4.
Online Test (up to 25 items) and Meat Formulation Problem Solving (9 items)
A. Test - 50 points
B. Meat Formulation - 50 points
Retail Meat Cuts Identification
A. 40 retail cuts – 280 points
Placing of Six Classes
A. Six classes – 300 points
Questions on Placing Classes
A. Ten Questions – 100 points
Total per individual - 780 points
Total per team (top 3 individual’s scores) - 2340 points
Tiebreakers
If a tie occurs, the following activities will be used in order to determine award recipients.
Individual
1. Identification Retail Meat Cuts
Rev. 1/6/2016
Page 281
2.
3.
4.
Placing of Six Classes
Questions About Classes Score
Meat formulation score
Team
1. Total identification retail meats cuts
2. Total placing score
3. Total questions on classes score
4. Total meat formulation score
References
teachers are encouraged to make use of the very best instructional materials available. The
Test References
1. “Meat Science and Food Safety” DVD available through CEV Multimedia
General References
1. Meats Identification Tutorial CD-ROM (MID-05) $99.00 available from the
National FFA Organization 1-888-332-2668 or on line at
http://www.ffaunlimited.org/pavicdeha.html
2. AMSA Meat Evaluation Handbook
3. AMSA Guide to Identifying Meat Cuts
4. USDS Marbling Photographs
Materials available from:
American Meat Science Association (AMSA)
1111 North Dunlap Avenue
Savoy, Illinois 61874
Phone: 217-356-5368
Fax: 217-398-4119 http://www.meatscience.org/
E-mail: [email protected]
Beef Ribeye Grids
Art Services, Inc.
3015 Earl Place, N.E. Washington, D.C., 20018
Phone: 202-526-5607
Preliminary Yield Grade Rulers
NASCO
901 Janesville Avenue
Rev. 1/6/2016
Page 282
P.O. Box 901
Fort Atkinson, WI 53538-0901
Phone: 1-800-558-9595
Fax: 920-563-8296
Meats Evaluation Materials
CEV Multimedia
P.O. Box 65265
Lubbock, TX 79464
Phone: 1-800-922-9965
National Cattlemen’s Beef Association
Customer service department for brochures and materials
1-800-368-3138
Example Meats Events/Classes/Materials
http://aggiemeat.tamu.edu/judging/meatjudging.html
http://animalscience.unl.edu/meats/id/
http://www.ca.uky.edu/agripedia/agrimania.html
http://www.meatscience.org/judging/default.html
http://www.meatscience.org/judging/Easter n.htm
The CEV Multimedia – Cuts Identification DVD
1020 SE Loop 289
Lubbock, TX 79404
Rev. 1/6/2016
Page 283
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. 1/6/2016
Page 284
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. 1/6/2016
Page 285
Pearson Square
1.
(D) Fat Content Difference Between
of Meat 1
B and C
(C)
Desired Fat Content
of Finished Batch
2.
(E) Fat Content Difference Between
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) Fat Content Difference Between
of Meat 1
(A) 10%
(D) 5
20%
(B) 25%
15 (Sum)
(E) 10
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. 1/6/2016
Page 286
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
February 10
Date
=
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
Bull meat
Boneless Chuck
75% lean trim
50% lean trim
Beef chuck
Beef hearts
Slaughter
Date
February 6
February 7
February 4
February 6
February 7
February 6
Temp.
Fat
Content
Price
33oF
35oF
32oF
31oF
37oF
32oF
8%
14%
25%
50%
12%
15%
$1.05
$1.00
$0.75
$0.55
$0.70
$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. 1/6/2016
Page 287
Which combination results in the lowest meat cost?
(1) Bull meat
8% fat
32
18% fat
(final)
50% trim
50% fat
10
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
14% fat
32
18% fat
(final)
50% trim
_____ 50% fat
4
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. 1/6/2016
Page 288
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)
(0.88)
6. Beef hearts and 75% lean trim
(0.68)
(0.97)
8.Beef
chuck meat and bull meat
(1.04)
9. 75%
lean trim and 50% lean trim
(0.67)
lean trim and bull meat
(0.87)
10. 50%
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. 1/6/2016
Page 289
Retail Cuts Code Sheet with Cookery
Species
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
Primal
B
B
B
C
C
C
C
C
C
C
C
C
C
C
D
F
F
F
F
F
F
F
Retail
Cut
89
15
10
26
03
04
06
13
45
20
48
21
29
58
47
49
55
34
56
59
60
64
Cooking
Method
M
M
M
M
M
M
M
D/M
D
M
M
D
D/M
D
D/M
D
D
D
D
D
D
D
F
F
F
G
G
H
H
H
H
I
I
I
I
I
I
I
I
I
I
I
N
63
62
40
28
54
22
13
45
50
08
09
43
14
46
51
52
36
57
39
61
82
D
D
D
M
D/M
D
D
D
D
D/M
D/M
M
D/M
D/M
M
M
D/M
D
D
D
M
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
Rev. 1/6/2016
Species
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Primal
Brisket
Brisket
Brisket
Chuck
Chuck
Chuck
Chuck
Chuck
Chuck
Chuck
Chuck
Chuck
Chuck
Chuck
Flank
Loin
Loin
Loin
Loin
Loin
Loin
Loin
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Beef
Loin
Loin
Loin
Plate
Plate
Rib
Rib
Rib
Rib
Round
Round
Round
Round
Round
Round
Round
Round
Round
Round
Round
Various
Cooking
Retail
Method
Cut
Corned
Moist
Flat Half, Bnls
Moist
Whole, Bnls
Moist
7-bone Pot-Roast
Moist
Arm Pot-Roast
Moist
Arm Pot-Roast, Bnls
Moist
Blade Roast
Moist
Eye Roast, Bnls
Dry/Moist
Eye Steak, Bnls
Dry
Mock Tender Roast
Moist
Mock Tender Steak
Moist
Petite Tender
Dry
Shoulder Pot Roast (Bnls)
Dry/Moist
Top Blade Steak (Flat Iron) Dry
Flank Steak
Dry/Moist
Porterhouse Steak
Dry
T-bone Steak
Dry
Tenderloin Roast
Dry
Tenderloin Steak
Dry
Top Loin Steak
Dry
Top Loin Steak, Bnls
Dry
Top Sirloin Cap Steak, Bnls Dry
Top Sirloin Steak, Bnls Cap
Off
Dry
Top Sirloin Steak, Bnls
Dry
Tri Tip Roast
Dry
Short Ribs
Moist
Skirt Steak, Bnls
D/M
Rib Roast
Dry
Ribeye Roast, Bnls
Dry
Ribeye Steak, Bnls
Dry
Ribeye Steak, Lip-On
Dry
Bottom Round Roast
Dry/Moist
Bottom Round Rump Roast Dry/Moist
Bottom Round Steak
Moist
Eye Round Roast
Dry/Moist
Eye Round Steak
Dry/Moist
Round Steak
Moist
Round Steak, Bnls
Moist
Tip Roast - Cap Off
Dry/Moist
Tip Steak - Cap Off
Dry
Top Round Roast
Dry
Top Round Steak
Dry
Beef for Stew
Moist
Page 290
Primal
N
N
Retail
Cut
83
84
Cooking
Method
D/M
D
P
E
44
P
E
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
E
E
E
E
E
E
E
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
J
J
J
J
J
J
K
K
K
L
N
N
Species
B
B
Rev. 1/6/2016
Cooking
Method
Dry/Moist
Dry
Species
Beef
Beef
Primal
Various
Various
Retail Cut
Cubed Steak
Ground Beef
D/M
Pork
Ham/Leg
25
D/M
Pork
Ham/Leg
Pork Fresh Ham Center
Slice
Pork Fresh Ham Rump
Portion
27
91
90
96
97
35
38
05
66
67
06
68
11
12
69
70
71
73
53
30
93
95
34
74
75
37
02
03
41
07
42
94
98
99
17
32
85
86
D/M
D
D
D
D
D
D
D/M
D/M
D/M
D/M
D
D
D
D/M
D
D
D
D
D
D
D
D
D
D
D
D/M
D/M
D/M
D/M
D/M
D/M
D
D
M
D/M
D
M
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Pork
Ham/Leg
Ham/Leg
Ham/Leg
Ham/Leg
Ham/Leg
Ham/Leg
Ham/Leg
Loin
Loin
Loin
Loin
Loin
Loin
Loin
Loin
Loin
Loin
Loin
Loin
Loin
Loin
Loin
Loin
Loin
Loin
Loin
Shoulder
Shoulder
Shoulder
Shoulder
Shoulder
Shoulder
Side
Side
Side/Belly
Spareribs
Various
Various
Pork Fresh Ham Shank
Portion
Smoked Ham, Bnls
Smoked Ham, Center Slice
Smoked Ham, Rump Portion
Smoked Ham, Shank
Portion
Tip Roast, Bnls
Top Roast, Bnls
Back Ribs
Blade Chops
Blade Chops, Bnls
Blade Roast
Butterflied Chops Bnls
Center Loin Roast
Center Rib Roast
Country Style Ribs
Loin Chops
Rib Chops
Sirloin Chops
Sirloin Cutlets
Sirloin Roast
Smoked Pork Loin Chop
Smoked Pork Loin Rib
Chop
Tenderloin,
Whole
Top Loin Chops
Top Loin Chops, Bnls
Top Loin Roast, Bnls
Arm Picnic, Whole
Arm Roast
Arm Steak
Blade Boston Roast
Blade Steak
Smoked Picnic, Whole
Slab Bacon
Sliced Bacon
Fresh Side
Pork Spareribs
Ground Pork
Hock
Page 291
Dry/Moist
Dry/Moist
Dry/Moist
Dry
Dry
Dry
Dry
Dry
Dry
Dry/Moist
Dry/Moist
Dry/Moist
Dry/Moist
Dry
Dry
Dry
Dry/Moist
Dry
Dry
Dry
Dry
Dry
Dry
Dry
Dry
Dry
Dry
Dry
Dry/Moist
Dry/Moist
Dry/Moist
Dry/Moist
Dry/Moist
Dry/Moist
Dry
Dry
Moist
Dry/Moist
Dry
Moist
Species
Primal
Retail
Cut
P
P
P
P
N
N
N
N
83
87
87
92
L
L
L
L
L
L
L
L
L
L
L
L
L
L
L
L
L
A
E
E
E
E
E
E
F
F
H
H
H
H
J
J
J
N
24
01
44
16
18
73
31
70
19
71
72
22
23
65
66
33
88
B
L
P
B
L
P
B
L
P
B
B
L
P
B
M
M
M
M
M
M
M
M
M
M
M
M
M
M
76
76
76
77
77
77
78
78
78
79
80
80
80
81
Rev. 1/6/2016
Cooking
Method
D/M
//////
D
D
M
Species
Primal
Retail Cut
Cooking
Method
Dry/Moist
Dry
Dry
Moist
Pork
Pork
Pork
Pork
Various
Various
Various
Various
Pork Cubed Steak
Pork Sausage Links
Sausage
Smoked Pork Hock
D/M
D
D
D
D
D
D
D
D
D
D
D
D
D/M
D/M
D/M
M
Lamb
Lamb
Lamb
Lamb
Lamb
Lamb
Lamb
Lamb
Lamb
Lamb
Lamb
Lamb
Lamb
Lamb
Lamb
Lamb
Lamb
Breast
Leg
Leg
Leg
Leg
Leg
Leg
Loin
Loin
Rib
Rib
Rib
Rib
Shoulder
Shoulder
Shoulder
Various
Ribs (Denver Style)
American Style Roast
Center Slice
Frenched Style Roast
Leg Roast, Bnls
Sirloin Chops
Sirloin Half
Loin Chops
Loin Roast
Rib Chops
Rib Chops Frenched
Rib Roast
Rib Roast, Frenched
Arm Chops
Blade Chops
Square Cut
Shank
Dry/Moist
Dry
Dry
Dry
Dry
Dry
Dry
Dry
Dry
Dry
Dry
Dry
Dry
Dry/Moist
Dry/Moist
Dry/Moist
Moist
D/M
D/M
D/M
D/M
D/M
D/M
D/M
D/M
D/M
M
D/M
D/M
D/M
M
Beef
Lamb
Pork
Beef
Lamb
Pork
Beef
Lamb
Pork
Beef
Beef
Lamb
Pork
Beef
Variety
Variety
Variety
Variety
Variety
Variety
Variety
Variety
Variety
Variety
Variety
Variety
Variety
Variety
Heart
Heart
Heart
Kidney
Kidney
Kidney
Liver
Liver
Liver
Oxtail
Tongue
Tongue
Tongue
Tripe
Dry/Moist
Dry/Moist
Dry/Moist
Dry/Moist
Dry/Moist
Dry/Moist
Dry/Moist
Dry/Moist
Dry/Moist
Moist
Dry/Moist
Dry/Moist
Dry/Moist
Moist
Page 292
Name
ID Number
Chapter
State
Select: Species (1 pt) B-Beef, P-Pork, L-Lamb: Primal Cut (2 pts); Retail Name (3 pts); Cookery (1 pt.) 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
01.
02.
03.
04.
05.
06.
07.
Breast
Brisket
Chuck
Flank
Ham/Leg
Loin
Plate
Cut #
08.
09.
10.
11.
12.
15.
16.
Rib or Rack
Round
Shoulder
Side “Belly”
Spareribs
Variety Meats
Various Meats
RETAIL NAMES – 3 Points
Roasts/Pot Roasts
01. American Style
02. Arm Picnic
03. Arm Roast
04. Arm Pot Roast (Bnls)
05. Back Ribs
06. Blade Roast
07. Blade Boston
08. Bottom Round Roast (Bnls)
09. Bottom Round Rump
Roast (Bnls)
10. Brisket, Whole (Bnls)
11. Center Loin Roast
12. Center Rib Roast
13. Eye Roast (Bnls)
14. Eye Round Roast
15. Flat Half (Bnls)
16. Frenched Style
17. Fresh Side
18. Leg Roast
19. Loin roast
20. Mock Tender Roast
21. Petite Tender
22. Rib Roast
23. Rib Roast Frenched
24. Ribs Denver Style
25. Rump Portion
26. Seven (7) Bone Roast
27. Shank Portion
28. Short Ribs
29. Shoulder Roast (Blns)
30. Sirloin Roast
31. Sirloin Half
32. Spareribs
33. Square Cut (Whole)
34. Tenderloin (Whole)
35. Tip Roast (Blns)
36. Tip, Cap Off Roast
37. Top Loin Roast (Blns)
38. Top Roast (Bnls)
39. Top Round Roast
40. Tri-Tip Roast
Steak
41. Arm Steak
42. Blade Steak
Rev. 1/6/2016
Steaks
43. Bottom Round Steak
44. Center Slice
45. Eye Steak (Blns)
46. Eye Round Steak
47. Flank Steak
48. Mock Tender Steak
49. Porterhouse Steak
50. Ribeye, Lip-On Steak
51. Round Steak
52. Round Steak (Blns)
53. Sirloin Cutlets
54. Skirt Steak (Blns)
55. T-Bone Steak
56. Tenderloin Steak
57. Tip, Cap Off Steak
58. Top Blade (Bnls)
Flat Iron Steak
59. Top Loin Steak
60. Top Loin (Blns) Steak
61. Top Round Steak
62. Top Sirloin Steak (Blns)
63. Top Sirloin Cap Off Steak
64. Top Sirloin Cap Steak (Bnls)
Chops
65. Arm Chop
66. Blade Chop
67. Blade Chop (Blns)
68. Butterflied Chop (Blns)
69. Country Style Ribs
70. Loin Chop
71. Rib Chop
72. Rib Chop (Frenched)
73. Sirloin Chop
74. Top Loin Chop
75. Top Loin Chop (Bnls)
Variety Meats
76. Heart
77. Kidney
78.Liver
79. Oxtail
80. Tongue
81. Tripe
Various Meats
82. Beef for Stew
Species
Primal
Retail
Cookery
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
83. Cubed Steak 91. Ham (Blns)
84. Ground Beef
92. Hocks
85. Ground Pork
93. Loin Chop
86. Hocks
94. Picnic (Blns)
87. Sausage Links/Patties 95. Rib Chop
88. Shank
96. Rump Portion
Smoked/Cured
97. Shank Portion
89. Brisket Corned
98. Slab Bacon
90. Center Slice
99. Sliced Bacon
Page 293
Important Note:
Development Events.
Purpose
The focus of the Milk Quality and Products Career Development Event is raw milk quality,
federal milk marketing orders and attributes of selected milk products. The four general areas
that contribute to milk quality and consumer demand are:
1. Milk production.
2. Milk quality and safety.
3. Milk processing or manufacturing.
4. Marketing of raw milk.
The production of high quality raw milk requires the following:
1. Clean and healthy cows.
2. Equipment that is constructed appropriately from approved materials.
3. Proper installation, cleaning, sanitizing and operation of the equipment.
4. Rapid cooling of milk in compliance with regulatory requirements.
5. Delivery of milk to the processor within 48 hours.
6. Prevention of milk adulterants such as water, antibiotics, pesticides, cleaning and
sanitizing chemicals, medicinal agents and any other extraneous materials.
7. Application of tests for acceptability of milk.
Fresh raw milk should possess a sweet bland flavor, be free of feed flavors and contain low
somatic cells and bacteria counts. Mixed milk from several cows (herd milk) is expected to
contain approximately 3.5% milk fat, 3.1% protein and 4.8% lactose, the main characterizing
constituents. Milk is the most important source of calcium in the diet of the average American,
supplying approximately 70% of the dietary calcium.
Students considering a career related to the subject matter in this CDE may wish to consider that
persons of the following groups contribute to the successful production of high quality milk and
milk products:
1. Dairy farmers and herd managers manage and milk cows and prepare milk for dealers.
2. Field representatives of the buying and/or selling organizations provide advice to
producers and promote milk quality for buyers.
3. Milk sanitarians enforce public health regulations.
Rev. 1/6/2016
Page 294
4. Food technologists apply chemical, physical, microbiological and sensory tests to
determine the quality and safety of milk and milk products.
5. Manufacturers and dealers of dairy equipment supply and service equipment.
6. Suppliers of chemicals used in cleaning and sanitizing provide chemicals and advice on
proper use.
7. Veterinarians treat diseased animals and advise producers on disease prevention.
8. Milk plant operators process milk into finished product for consumers.
9. U. S. Food and Drug Administration manages the regulation of grade A milk.
10. U. S. Department of Agriculture manages the regulation of manufacturing grade milk and
provides grading services to manufacturers of butter, cheese and nonfat dry milk.
11. Officials and technicians of the USDA Federal Milk Marketing Orders sample, test and
account for milk marketed under federal orders. They also apply regulations to marketing
raw milk.
12. State departments of agriculture and/or public health manage the public health
regulations applied to milk at the state level.
13. State dairy extension agents provide advice to dairymen regarding production and sale of
milk.
Objectives
Utilize knowledge of milk quality
1. Quality milk production
A. Regulations
B. Grades and classes of milk
C. Factors necessary to produce quality milk
2. Cleaning and sanitizing
A. General types of cleaners and sanitizers
B. Water hardness
C. Milkstone
D. Equipment, teats and udders
3. Cooling milk
4. Diseases transmitted to consumers via milk
5. Causes of off flavors in milk
Utilize knowledge of milk pricing
1. Marketing and marketing concepts
A. Pricing trends
B. Economics
C. Supply and demand
2. Federal milk marketing orders, economics and distribution
A. Transportation costs
B. Cooperatives
C. Pricing
Rev. 1/6/2016
Page 295
3. Utilize knowledge of the composition and quality characteristics of raw and pasteurized
milk and milk products.
A. Nonfat solids portion
B. Milkfat
C. Adulterants, including water
D. Bacterial standards and usual methods of estimating their numbers
4. Understand of the causes and control of mastitis, its influences on milk quality and
cheese yield and the use of mastitis detection methods in controlling the disease
A. Causes
B. Prevention
C. Detection (California Mastitis Test and Direct Microscopic Somatic Cell Count)
D. Treatment
E. Regulatory programs
5. Identify cheese varieties and characterize properties
6. Identify flavor defects and evaluate milk quality
Event Rules
1. Each school may enter an unlimited number of dues paid FFA members as participants.
The highest placing 4 individuals will be considered the “team” and the top four (4)
individual scores added to the top team event score from their school will be the team
score of record.
2. It is highly recommended that all participants be in official FFA dress for all events.
3. Participants will report for instructions to the event superintendent at the time and place
shown in the current year’s team orientation packet.
4. Participants are not to use strong deodorant, perfume, chewing gum or other detractors to
the taste and smell senses.
5. Any participant in possession of an electronic device in the event area is subject to
disqualification.
Event Format
Equipment
1. Materials to be provided by the student: two #2 pencils, clean clipboard and nonprogrammable calculator.
2. Optional - students may wish to bring a bottled water and/or palette cleanser.
3. Materials Provided: All paper and other supplies will be provided.
4. Participants are not to bring paper, etc., to the event.
5. Participants are not to bring glass of any kind to the event.
Flow of Event
1. Milk Flavor Identification and Evaluation - 20 minutes
Rev. 1/6/2016
Page 296
2.
3.
4.
5.
6.
7.
Fat content ID - 20 minutes
California Mastitis Test - 20 minutes
Cheese Identification - 20 minutes
Online exam – 40 minutes
Problem Solving - 40 minutes
Team Activity – varied based on activities
Team Activity
Teams members will work together to complete the same type team problem as in the past worth
25 points.
1. Milk Flavor Identification and Evaluation (20 minutes) - 110 points
A. Ten milk samples will be scored on flavor (taste and odor) using the computerized
scorecard. All samples of milk are prepared from pasteurized milk intended for
table use and will score 1 to 10 (See Scoring Guide). Milk samples will be
tempered to 60°F. Only those cups provided at the event may be used.
B. Participants are to use whole numbers when scoring “Flavor” of milk and to check
only the most serious defect in a sample even if more than one flavor is detected. If
no defect is noted, participants should check, “No defect” and score as a ten (See
Scoring Guide).
C. 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
DEFECTS
Acid
Bitter
Feed
Flat/Watery
Foreign
Garlic/Onion
Malty
Oxidized
Rancid
Salty
Rev. 1/6/2016
SCORES*
Slight Definite Pronounced
3
2
1
5
3
1
9
8
5
9
8
7
5
3
1
5
5
6
4
8
3
3
4
2
6
1
1
1
1
4
Page 297
* 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.
2. Milk Fat Content of Fresh Milk Products (20 minutes) - 25 points
A. Five samples of fresh fluid milk products will be identified according to their content
of milk fat.
B. The following products may be included among the samples:
nonfat (skim) milk, reduced fat (2%) milk, (3.3%) milk, half and
half (10.5%), coffee cream (18%) and whipping cream (30%).
3. 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
Negative
T
Appearance
Participant Score
Mixture liquid, no precipitate
Slight precipitate tends to disappear
with paddle movement
Distinct precipitate but does not gel
Distinct gel formation
Strong gel formation, which tends to
adhere to paddle. Forms distinct central peak
1
2
3
0
2
4
6
8
4. Cheese Identification (20 Minutes) - 40 points
A. Five cheese samples for identification will be selected from those listed
below. Cubes of the cheeses will be available for tasting. Note: More
than one sample of a given cheese may be used. A score of 3 points is
given for each variety correctly identified. Uncolored cheeses may be
used.
C. In addition to identifying cheese samples, participants will use the
following matrix to classify characteristics of cheeses. Each item
classified will be worth one point for a total of 25 points.
CHEESE CHARACTERISTICS MATRIX:
A description of major varieties of cheeses popular among American
consumers.
Variety
Bleu
Moisture (%)
(Maximum)1
46
Fat (%)
(Minimum)2
50
Gas Holes
(Expected)
no
Pasta
Filata3
no
Brine/surface Ripened by
Salted
yes
mold
Origin
England
Brick
44
50
no
no
no
bacteria
US
Brie
52.5
20
no
no
no
bacteria & mold
France
Cheddar
39
50
no
no
no
bacteria
England
Rev. 1/6/2016
Page 298
Edam
45
40
no
no
yes
bacteria
Netherlands
Cream
55
33
no
no
no
unripened
US
Monterey, Jack
44
50
no
no
no
bacteria
US
Mozzarella
60
45
no
yes
yes
bacteria
Italy
Neufchatel
65
20
no
no
no
unripened
France
Parmesan
32
32
no
no
yes
bacteria
Italy
American
40
50
no
no
no
bacteria
US
Provolone
45
45
no
yes
yes
bacteria
Italy
Swiss
41
43
yes
no
yes
bacteria
Switzerland
Processed
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.
5. Problem Solving - 20 Points (10 questions) Topic may include, but are
not limited to:
A. Decisions about the quality and acceptability of milk.
B. Calculations of the value of milk and components of milk.
C. Decisions about components of milk and milk products (including
processing procedures).
D. Decisions about the use of chemicals in cleaning and sanitizing operations.
6. Online Test - 80 points (40 questions)
A. The test will be comprised of a total of 40 multiple choice items.
B. The test will be given in two parts with one part consisting of forty (20)
questions on quality milk production and a second part of forty (20)
questions on milk marketing.
Scoring
The event will be worth 2,400 total points based on positive-type scoring.
Activity
Milk Flavor Identification and Evaluation
Fat identification
California Mastitis Test
(*Includes one free point)
Cheese type identification
Cheese characteristic identification
Problem Solving
Written Exam
Total Possible Individual Points
Team Activity
Total Points per team
Rev. 1/6/2016
Points/Sample
11 points/sample
5 points/sample
8 points/sample
Samples
10 samples
5 samples
8 samples
3 points/sample
5 samples
2 points/question
Points
110
25
65*
15
25
10 questions 20
40 questions 80
500
25
1525
Page 299
Tiebreakers
If ties occur, the following events will be used in order to determine award recipients:
1. Team
A. Team activity
B. Exam score totals
C. Problem solving totals
2. Individual
A. Exam
B. Problem solving
C. Sum of milk flavors, fat ID, CMT and cheese ID
References
teachers are encouraged to make use of the very best instructional materials available.
The following list contains references that may prove helpful during event preparation.
1. Hoard’s Dairyman, PO Box 801, Fort Atkinson, Wisconsin 53538. Phone (414)
563-5551.
Issues used are from September of previous year to August of current year.
2. Using the California Mastitis Test published by the University of MissouriColumbia
Extension Division, Columbia, Missouri 65211. (Single copy free, write for
price quote for multiple copies).
3. California Mastitis Test can be ordered from NASCO. Toll free 1-800-558-9595 or
toll call,
1-414-563-2446. NASCO, 901 Janesville Avenue, Fort Atkinson, WI 53538.
4. The Cheese Reporter (Publication Number: ISSN 0009-2142), published weekly by
Cheese
Reporter Publishing Co., Inc. 4210 Washington Ave., Madison, WI 53704. Phone
(608) 2468430, Fax (608) 246-8431.
5. Dairy Facts – International Dairy Foods Association, 1250 H Street, N.W. Suite
900,
Washington, DC 20005. Phone – 202-732-4332– www.idfa.org
6. Agricultural Marketing Service – www.ams.USDA.gov
7. Judging and Scoring Milk and Cheese, Farmers bulletin # 2259, United States
Department of
Agriculture, Washington DC, 20250. Phone 202-447-7473.
8. Judging, Identifying and Scoring Dairy Products – Bulletin J250c, University of
Illinois,
1401 S. Maryland Drive, Urbana, IL 61801; Phone – 217-333-3871.
9. FFA Core catalog
A. Event Materials - http://store.nexternal.com/ffa/cde-materials-c1289.aspx
Rev. 1/6/2016
Page 300
10.
11.
12.
13.
Rev. 1/6/2016
B. CDE Q&A’s - http://store.nexternal.com/ffa/cde-qas-c1413.aspx
Dairy Foods: Producing the Best, Dr. Robert Marshall; Instructional Materials
Laboratory,
1400 Rock Quarry Road, Q139, University of Missouri; Columbia, MO 65211
The Dairy Practices Council: Guidelines – www.dairypc.org
A. #21 – Raw Milk Quality Tests ($4)
B. #24 – Troubleshooting High Bacteria Counts of Raw Milk ($5)
C. #38 – Preventing Off-Flavors and Rancid Flavors in Milk ($6)
Pasteurized Milk Ordinance –
www.fda.gov/downloads/Food/GuidanceRegulation/UCM209789.pdf
Code of Federal Regulations Title 21, Part 133 – Cheeses and Related Cheese
Products –
http://www.accessdata.fda.gov/scripts/cdrh/cfdocs/cfcfr/CFRSearch.cfm?CFRPart=
133
Page 301
Important Note:
Please thoroughly read the Introduction and General Rules Section at the beginning of
this handbook for complete rules and procedures that are relevant to all Ohio FFA
Purpose
To stimulate interest and to promote instruction in nature interpretation as well as to
provide recognition for those who have demonstrated skills and competencies as a result
of natural resources instruction.
Event Rules (Top 5 teams to Environmental and Natural Resources)
participants, the top 4 scores will be considered the “team” and the top 4 scores
will be the team score of record.
2. Under no circumstances will any contestant be allowed to touch or handle
contest specimens during the CDE. Any infraction of this rule will disqualify
the contestant from the contest.
3. Observers will not be permitted in the CDE area while the contest is in
progress.
4. No team, team member, or team coach shall visit the contest facilities to
observe the specimens one week prior to the CDE. Any infraction will
5. Tools and equipment will be furnished for the CDE. Contestants must use the
tools and equipment furnished at the contest site.
6. All written materials will be furnished for the CDE. Contestants must provide
clipboards and pencils. Electronic calculators will be permitted.
Event Format
1. General Knowledge (on-site test)
A. Fifty multiple-choice questions from nature interpretation materials will be
used for the test. This phase of the CDE will test the student’s knowledge
and understanding of basic principles.
B. A time limit of 50 minutes will be allowed for completion of this section of
the CDE.
2. Identification
Rev. 1/6/2016
Page 302
A. Seventy-five (75) specimens from the lists below will be displayed for the
contestants to identify by common name. Contestants should be able to
identify each by live specimen, skin, skull, track, actual mount or other
acceptable evidence (scat, sign, etc.).
Mammals
001. Badger
002. Bat, big brown
003. Bat, hoary
004. Bear, black
005. Beaver
006. Bobcat
007. Chipmunk,
Eastern
008. Coyote
009. Deer, whitetail
014. Mole, starnose
015. Mouse, house
016. Mouse, meadow
jumping
017. Mouse, white-footed
018. Muskrat
019. Myotis, little brown
020. Opossum, Virginia
027. Skunk, striped
028. Squirrel, Eastern fox
029. Squirrel, Eastern gray
030. Squirrel, red
031. Squirrel, Southern flying
032. Squirrel, thirteen-lined
ground
033. Vole, meadow
021. Otter, river
022. Rabbit, Eastern
cottontail
023. Raccoon
024. Rat, Norway
025. Shrew, least
026. Shrew, short-tailed
034. Weasel, least
035. Weasel, longtail
001. Blackbird, Redwinged
002. Bluebird, Eastern
003. Cardinal, Northern
004. Catbird, Gray
005. Chickadee, Blackcapped
006. Cowbird, BrownHeaded
007. Crow, American
008. Eagle, Bald
009. Flicker, Common
010. Goldfinch,
American
011. Grackle, Common
012. Hawk, Red-tailed
017. Junco, Dark-eyed
033. Starling, European
018. Kestrel, American
019. Killdeer
020. Kingbird, Eastern
021. Meadowlark, Eastern
034. Swallow, Barn
035. Swallow, Tree
036. Titmouse, Tufted
037. Vulture, Turkey
022. Nuthatch, Whitebreasted
023. Osprey
024. Owl, Barn
025. Owl, Barred
026. Owl, Great-horned
038. Warbler, Black and
White
039. Warbler, Hooded
040. Waxwing, Cedar
041. Whip-poor-will
042. Woodpecker, Downy
027. Owl, Screech
028. Owl, Short-eared
013. Hawk, Cooper’s
014. Heron, Great Blue
015. Hummingbird
016. Jay, Blue
029. Robin, American
030. Sparrow, Field
031. Sparrow, House
032. Sparrow, Song
043. Woodpecker, Pileated
044. Woodpecker, Redbellied
045. Wren, House
046. Yellowthroat, Common
010. Fox, gray
011. Fox, red
012. Mink
013. Mole, Eastern
036. Woodchuck
037. Woodrat, Eastern
Birds
Rev. 1/6/2016
Page 303
Non-woody Plants
001. Arrowhead, broadleaved
002. Aster, New
England
003. Bellwort, Largeflowered
004. Bergamot, wild
005. Blazing-star
006. Bloodroot
007. Burdock, common
008. Butterfly-weed
009. Cardinal-flower
010. Chicory
011. Clover, red
012. Columbine, wild
013. Cress, purple
014. Day-lily
015. Dutchmen’sbreeches
016. Evening-primrose,
common
017. False Solomon’s
Seal, starry
018. Fern, bracken
035. May apple
019. Fern, Christmas
036. Meadow-rue, tall
020. Fern, maidenhair
037. Milkweed, common
021. Garlic Mustard
022. Geranium, wild
023. Ginger, wild
024. Goat’s-beard, yellow
025. Goldenrod, Canada
026. Heal-all
027. Hepatica, round-lobed
028. Ironweed
029. Jack-in-the-Pulpit
030. Joe Pyeweed
031. Lobelia, great
032. Loosestrife, purple
038. Mullein, common
039. Phlox, blue
040. Queen Anne’s Lace
041. Ragwort, golden
042. Skunk cabbage
043. Solomon’s-seal
044. Spring-beauty
045. Teasel
046. Touch-me-not, spotted
047. Trillium, large-flowered
048. Trout-lily
049. Violet, common blue
033. Lupine, wild
050. Wingstem
034. Marsh-marigold
Herptiles
001. Bullfrog
002. Copperhead,
northern
003. Frog, eastern wood
004. Frog, green
005. Frog, northern
leopard
006. Frog, pickerel
007. Frog, western
chorus
008. Hellbender
009. Lizard, northern
fence
010. Massasauga,
eastern
011. Mud puppy
012. Newt, eastern
013. Racer, blue
Rev. 1/6/2016
014. Rattlesnake, timber
015. Salamander,
Jefferson’s
016. Salamander, red
017. Salamander, redbacked
018. Salamander, smallmouthed
019. Salamander, spotted
020. Skink, five-lined
027. Snake, Lake Erie water
028. Snake, northern water
021. Snake, black rat
022. Snake, brown
034. Turtle, Blanding’s
035. Turtle, common
snapping
036. Turtle, eastern box
023. Snake, common garter
024. Snake, eastern milk
025. Snake, eastern hognose
026. Snake, fox
029. Softshell, eastern spiny
030. Spring peeper
031. Toad, American
032. Toad, fowler’s
033. Tree frog, gray
037. Turtle, midland painted
038. Turtle, spotted
Page 304
Equipment
001. Aerial net
002. Anemometer
(wind meter)
003. Axe, single or
double bit
004. Backpack fire
pump
005. Binoculars
006. Bottom-sampling
dredge
007. Carbon monoxide
tester
008. Conibear trap
009. Dessicator
017. Flow/current meter
018. Hand compass
033. Sling psychrometer
034. Snake hook
019. Hand lens
035. Soil analysis sieve
020. Hand level
036. Soil sampler
021. Live animal traps
022. Minnow trap
037. Soil test kit
038. Sound level meter
023. pH meter/kit
039. Spotting scope
024. Plankton Net
025. Plant press
010. Dissolved oxygen
meter
011. Dot Grid
012. Drafting
instruments
013. Drip torch
014. Egg incubator
015. Fire rake
026. Post-hole digger
040. Steel spring trap
041. Survey chains &/or
tapes
042. Survey pins
027. Range pole/rod
028. Secchi disk
043. Tally meter
044. Transit
029. Seine
030. Sharpening stone
031. Shell reloading
equipment
032. Shovel/spade
045. Water sampler
046. Water test kit
016. Fire swatter
B. Pictures or slides may be used if an actual specimen cannot be obtained.
 Mammals - 15 Specimens
 Birds - 15 Specimens
 Non-woody Plants - 15 Specimens
 Herptiles - 15 Specimens
 Equipment - 15 Specimens
3. Practicum - Contestants will complete three (3) practicums from the following
list each year. The practicums to be completed during years ending in an odd
number will be A, C, E. The practicums to be completed during the years
ending in an even number will be B, D, and F. The year is determined by the
date the CDE is held.
A. Identifying Animal Calls - After listening to a recording of a call,
contestants will identify the wildlife species heard. Species will come from
the mammal, bird, and herptile identification lists. In addition, some sounds
may be night sounds and could include crickets, katydids, cicadas, and
other insects.
Rev. 1/6/2016
Page 305
B. Attracting Wildlife – Contestants will identify common wildlife wanted
around the house and proper methods and means to attracting that wildlife.
Wildlife included, but not limited to, hummingbirds, bluebirds, bats,
squirrels, and butterflies. Means of attracting wildlife could include
bird/animal feeders, bird/animal houses, landscaping techniques, and
plantings. Contestants may have to identify wildlife and associated
equipment, plants, or feed, answer basic knowledge questions concerning
the wildlife managed for, or design a way to attract wildlife based on a
given scenario.
C. Reading Nature Signs - Based on provided sign, drawings, and/or pictures,
contestants will identify what has occurred. Examples could include
reading insect damage, wing prints in the snow, bird nests, animal tracks,
geological features, environmental damage, etc.
D. Determining Water Quality - Contestants will determine the quality of
water in a stream and interpret the results. Contestants may have to
calculate water flow, identify common macroinvertebrates, and/or complete
a water quality assessment sheet.
E. Understanding Nature Interpretation - Contestants will evaluate and/or
determine techniques of leading nature programs, developing signage,
preparing slide/PowerPoint presentations, developing audio programs,
preparing interpretive displays, preparing interpretive specimens (study
skins, herbarium mounts...), preparing interpretive brochures, and/or
administering first aid or CPR. Participation may be based on scenarios
provided or address technical aspects of using media.
F. Controlling Problem Plants and Animals - Contestants will identify
problem plant and animal species, including invasive and non-native
species, and select those practices to best control the species based on the
scenario provided. Listed below are common problem plants and animals in
Ohio:
Problem Plants and Animals
Autumn Olive
Bindweed
Bittersweet - Asian
Blue Heron
Buckthorn - Common
and Glossy
Canada Geese
Emerald Ash Borer
Eurasian Water Milfoil
Garlic Mustard
Gypsy Moth
Honeysuckle - Amur,
Morrow and Tatarian
Japanese Beetle
Canada Thistle
Japanese Knotweed
Cattail - Narrow leaved
and Hybrid
Eastern Mole
Multicolored Asian Lady
Beetle
Multiflora Rose
Rev. 1/6/2016
Mile-a-Minute Plant
Purple Loosestrife
Raccoon
Reed Canary Grass
Reed Grass (Phragmites)
Striped Skunk
Teasel - Common and
Cut-leaved
Tree of Heaven
Whitetail Deer
Page 306
Scoring
Individual
1. General Knowledge (on-site test) - 100 points
3. Practicum x 3 = 300 points
Team
625 points x 4 individuals = 2500 Total Possible Points
References
1. Burger, George V. Practical Wildlife Management. New York: Winchester
Press, 1973.
2. Wildlife Habitat Improvement. New York: National Audubon Society, 1966.
3. Grater, Russell K. The Interpreter’s Handbook. Tucson: Southwest Parks and
Monuments Association, 1976.
4. Peterson, R.T. and McKenny, M. A Field Guide to Wildflowers. New York:
Houghton Mifflin Co., 1968.
5. Newcomb, L. Newcomb’s Wildflower Guide. Boston: Little, Brown and Co.,
1977.
6. Life Histories: Notes on Ohio’s Fish and Wildlife Species. Columbus: Ohio
Department of Natural Resources, Division of Wildlife, 1978.
7. Robbins, Chandler S., Brunn, Bertel, and Zim, Herbert S. Birds of North America:
A Guide to Field Identification. Racine: Western Publishing Co., 1966.
8. Burt, William H. Mammals of the Great Lakes Region. Ann Arbor: University of
Michigan Press, 1975.
9. Gottschang, Jack L. A Guide to the Mammals of Ohio. Columbus: Ohio State
University Press, 1981.
10. Pennsylvania State University, College of Agriculture, Extension Service. Animal
Tracks- #129 (leaflet). University Park, PA.
11. Ohio Division of Wildlife, Publications Center, Ohio Department of Natural
Resources.
A. Wildlife Identification Quiz (leaflet) (Publication #128)
B. Rabbit Management Series
C. A Key to the Identification of Wildlife
12. Smith, Barlowe. Amphibians of North America, A Guide to Field
Identification.
13. Smith, Barlowe, Reptiles of North America, A Guide to Field Identification.
14. Conant, Roger. A Field Guide to Reptiles and Amphibians. Boston: Houghton
Mifflin Co., 1958.
Rev. 1/6/2016
Page 307
15. Warbach, Oscar. Mother Nature’s Michigan. Hillsdale, MI: Hillsdale Educational
Publishers Inc., 1976.
16. Stokes, Donald W. A Guide to Nature in Winter. Boston: Little, Brown and Co.,
1976.
17. Watts, May Theilgaard. Reading the Landscape. New York: Macmillan Publishing
Co., 1957.
18. A Guide to Volunteer Stream Quality Monitoring. Columbus: Ohio Department of
Natural Resources, Division of Natural Areas and Preserves, Scenic Rivers Section,
1993.
19. Ohio Department of Natural Resources Invasive Plants of Ohio:
www.ohiodnr.com/invasiveplants/publications
20. National Park Service Interpretive Development Program: www.idp.eppley.org
21. National Association for Interpretation: www.interpnet.com
22. Beck, Larry, and Ted Cable. Interpretation for the 21st Century: Fifteen Guiding
Principles for Interpreting Nature and Culture. Champaign, IL: Sagamore
Publishing, 1998.
23. Brochu, Lisa, and Tim Merriman. Personal Interpretation: Connecting Your
Audience to Heritage Resources. Fort Collins, CO: InterpPress, 2002.
24. Cornel, Joseph. Sharing Nature with Children: The Classic Parents' and
Teachers' Nature Awareness Guidebook. Nevada City, CA: Dawn Publications,
1979.
25. Lewis, William J. Interpreting for Park Visitors. Ft. Washington, PA: Eastern
National Park and Monument Association, 1995.
Rev. 1/6/2016
Page 308
Important Note:
Development Events.
Purpose
The Nursery/Landscape CDE is an educational activity designed as a practical method of
teaching students to identify various horticultural plants, seeds, insects and diseases that affect
the nursery and landscape industry. This CDE may also encourage and prepare the student to
be successful in achieving certification offered by the nursery/landscaping industry, which
reflects the requirements found in the Perkins Act.
The Ohio Nursery & Landscape Association and the Ohio Landscape Association have
endorsed this Career Development Event. The professional organizations recognize that the
skills and knowledge required for this competition directly aligns to each of their respective
industry certification programs.
Event Rules
1. Each school may enter one team in the state event.
2. A team shall consist of an unlimited number of FFA dues paid individuals, all from
one school.
3. The top 4 scores will be considered the “team” and the top 3 scores will be the team
score of record.
4. Observers will not be permitted in the CDE area while the event is in progress.
5. Any communication between contestants and/or instructors (unless asking a CDE
official a question about the contest) during the event will result in disqualification.
There will be no floaters during the skill event.
6. Contestants should bring clipboards to facilitate the holding of scorecards. In
addition, contestants must bring their own No.2 pencils and plain non-programmable
calculator.
Rev. 1/6/2016
Page 309
Event Format
Part I - Online
1. Online Test – 50 questions
A. The test is composed of 50 multiple choice questions on soils, landscape design,
plant installation, landscape construction, landscape maintenance, professionalism
in the green industry, plant growth and development, and plant health
management.
B. Safety Test – 50 questions
1. In odd numbered years the equipment safety test will focus on landscape
maintenance equipment: ZTR mower, walk-behind mower, push mower, power
blower, string trimmer, aerator, edger, hedge trimmers.
2. In even numbered years the equipment safety test will focus on landscape
installation equipment: skid steer loader, brick saw, rototiller, power blower.
C. Participants will be given 75 minutes to complete the exam.
Part II - CENT Show in January
1. Plant Identification – 40 specimens from deciduous trees, shrubs and annuals
2. Plant Identification – 40 specimens from evergreen trees, shrubs, groundcovers, and
perennials
3. Other Identification – 40 specimens. (80% of specimens will be from weeds, insects,
diseases, and turf; a maximum of 20% of specimens will be from supplies and tools)
4. All contestants will be required to complete the same 3 Problem Solving Activities.
One annual practicum and two other practicums from the below list will be chosen by
the CDE coordinator each year.
A. Landscape Design (annual) - The student will be furnished a landscape drawing
and be asked to answer six objective questions about it. For example, determine
the cost of fencing, or determine the number of yards of sod required. Each
correct answer is valued at 10 points. The student will furnish engineer and
architect scales and a battery operated calculator (if desired). Twenty-five minutes
will be allowed for completion.
B. Reading & Interpreting String Trimmer or Power Blower Owner Manuals (odd
numbered years)
C. Reading & Interpreting MSDS (odd numbered years)
D. Reading & Interpreting Pesticide Label (odd numbered years)
E. Reading & Interpreting Grass Seed Label (even numbered years)
F. Irrigation Identification & Function (even numbered years)
G. Reading & Interpreting a Nursery Catalog (even numbered years)
Rev. 1/6/2016
Page 310
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
Japanese Maple
Norway Maple
Red Maple
Sugar Maple
Buckeye/Horsechestnut
Serviceberry
River Birch
European Hornbeam
Redbud
Flowering Dogwood
Kousa Dogwood
Washington Hawthorn
European Beech
Ash
Ginkgo
Thornless Honeylocust
American Sweetgum
Star Magnolia
Sweetbay Magnolia
Saucer Magnolia
Flowering Crabapple
Sourgum
London Planetree
Thundercloud Flowering Plum
Flowering Pear
Pin Oak
Red Oak
Littleleaf Linden
Wisteria
Rev. 1/6/2016
Acer griseum
Acer palmatum
Acer platanoides
Acer rubrum
Acer saccharum
Aesculus spp.
Amelanchier spp.
Betula nigra
Carpinus betulus
Cercis canadensis
Cornus florida
Cornus kousa
Crataegus phaenopyrum
Fagus sylvatica
Fraxinus spp.
Ginko biloba
Gleditsia triacanthos inermis´
Liquidambar styraciflua
Magnolia stellata
Magnolia virginiana
Magnolia x soulangiana
Malus hybrids
Nyssa sylvatica
Platanus x acerifolia
Prunus cerasifera ‘Thundercloud’
Pyrus calleryana cvs.
Quercus palustris
Quercus rubra
Tilia cordata cvs.
Wisteria floribunda
Page 311
Deciduous Shrubs
Brilliant Red Chokeberry
Japanese Barberry
Butterfly Bush
Flowering Quince
Redtwig Dogwood
Cranberry Cotoneaster
Dwarf Winged Euonymus
Forsythia
Oakleaf Hydrangea
Winterberry Holly
Privet
Northern Bayberry
Potentilla
Purpleleaf Sand Cherry
Deciduous Azalea
Little Princess Spirea
Snowmound Spirea
Goldflame Spirea
Dwarf Korean Lilac
Common Lilac
Koreanspice (Fragrant) Viburnum
Compact European Cranberrybush
Doublefile Viburnum
Weigela
Aronia arbutifolia ‘Brilliantissima’
Berberis thunbergii
Buddleia davidii hybrids
Chaenomeles spp.
Cornus alba ‘Siberica’
Cotoneaster apiculata
Euonymus alata 'Compacta’
Forsythia x intermedia
Hydrangea quercifolia
Ilex verticillata
Ligustrum spp.
Myrica pennsylnanica
Potentilla fruticosa hyb.
Prunus cistena
Rhododendrum hybrids
Spiraea japonica ‘Little Princess’
Spiraea nipponica ‘Snowmound’
Spiraea x bumaldi ‘Goldflame’
Syringa meyei
Syringa vulgaris
Viburnum carlesii
Viburnum opulus ‘Compacta’
Viburnum plicatum var. tomentosum
Weigela florida
Annuals
Ageratum
Begonia
Coleus
Dusty Miller
Geranium
Rev. 1/6/2016
Impatiens
Marigold
Pansy
Petunia
Salvia
Page 312
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
Weeping Nootka False Cypress
Dwarf Hinoki False Cypress
Gold Thread False Cypress
Shrub Juniper
Spreading Juniper
Upright Juniper
Norway Spruce
Dwarf Alberta Spruce
Serbian Spruce
Colorado Spruce
Mugho Pine
Austrian Pine
Eastern White Pine
Yew
Eastern Arborvitae
Canadian Hemlock
Abies concolor
Chamaecyparis nootkatensis ‘Pendula’
Chamaecyparis obtusa ‘Nana’
Chamaesyparis pisifera ‘Filifera Aurea
Nana’
Juniperus chinensis cvs.
Juniperus horizontalis cvs.
Juniperus scopulorum cvs.
Picea abies
Picea glauca conica
Picea omorika
Picea pungens
Pinus mugo
Pinus nigra
Pinus strobus
Taxus x media
Thuja occidentalis
Tsuga canadensis
Broad-Leaved Evergreens
Boxwood
Wintercreeper Euonymus
Meserve Holly
Green Lustre Japanese Holly
Inkberry
Japanese Andromeda (Pieris)
Firethorn
Rhodondendron
Azalea
Yucca (Adam’s Needle)
Rev. 1/6/2016
Buxus sempervirens
Euonymus fortunei cvs.
Ilex x meserveae cvs.
Ilex crenata ‘Green Lustre’
llex glabra
Pieris japonica
Pyracantha coccinea cvs.
Rhodondendron species
Rhodondendron hybrids
Yucca filamentosa
Page 313
Ground Covers
Ajuga (Carpet Bugle)
Purple leaf Wintercreeper
English Ivy
Pachysandra (Spurge)
Periwinkle (Myrtle)
Ajuga reptans
Euonymus fortunei 'coloratus'
Hedera helix
Pachysandra
Vinca minor
Perennials
Artemisia
Astilbe
Black Eyed Susan
Bleeding Heart
Chrysanthemum
Clematis
Columbine
Coneflower
Coralbells
Coreopsis
Cranesbill Geranium
Crocus
Daffodil
Daylily
Dianthus
Hosta
Hyacinth
Iris
Lady’s Mantle
Lavendar
Ornamental Grass
Perennial Fern
Pulmonaria
Sedum
Shasta Daisy
Tulip
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
Black medic
Chickweed
Crabgrass
Curly dock
Dandelion
Field bindweed
Foxtail
Rev. 1/6/2016
Ground ivy
Groundsel
Knotweed
Nimblewill
Nut sedge
Oxalis (Yellow
Woodsorrel)
Plantain, buckthorn
Plaintain, common
Poison Ivy
Purslane
Quackgrass
Ragweed
Spurge
Thistle
White Clover
Page 314
Insects & Insect-Like Pests
Aphids
Spruce gall aphid
Bagworm
Black vine weevil
Borer
Chinchbug
Emerald Ash Borer
Fall webworm
Grub
Gypsy Moth
Japanese beetle
Lace bug
Ladybug
Leaf miner
Leafhopper injury
Maple bladder gall
Mealy bug
Spider mite
Pine shoot moth
Pine tube moth
Oak pocketvein gall
Sawfly
Scale
Slugs
Dollar spot
Fire blight
Girdling
Helminthosporium
Herbicide injury
Powdery mildew
Rust
Scab
Striped smut
Verticillium
Bent Grass
Kentucky Blue Grass
Tall Fescue (coarse)
Fine Fescue
Perennial Rye Grass
Diseases & Disorders
Anthracnose
Black spot
Botrytis blight
Brown patch
Canker
Chlorosis
Turf
Supplies and Equipment
aerator
auger, earth
ball cart
bark mulch
bow saw
fertilizer injector
fertilizer spreader
garden fork
garden rake
gypsum
hand pruning shears
hedge shears
impulse sprinkling head
leaf rake
loppers
Rev. 1/6/2016
mattock
nursery spade
peat moss
perlite
pick axe
pitch fork
pole pruner
power rake
pruning saw
reel mower
respirator
rotary mower
shovel, round tip
shovel, scoop
skid steer loader
soaker hose
sod cutter
sod lifter
soil probe
solenoid valve
sphagnum moss
sprayer (hand or power)
tree caliper
tree wrap
trowel
turf edger
verti-cut mower
weed barrier
power rake
Page 315
Part III – State Finals in March
1. The current CDE Part I and II events would identify the top ten teams that have
earned the opportunity to compete in Finals (Part III) of the CDE. The top ten
teams will consist of four of the top 6 scoring team members from Part I and II in
January. There are no substitutes for the Finals. In response to the industry’s need
for well-trained, skilled entry level employees and in aligning the horticulture
curriculum with PLANET’s Industry Certification Examinations, the top ten
teams that competed in Part I and II of the CDE will compete in Part III of the
CDE.
2. Contestants will compete in two team events and four problem solving elements.
The common elements will be rotated by odd numbered and even numbered years.
Team Events
1. Residential Landscape Material Estimating - Two members of the team will
complete this task. See specifics in the appropriate section of the rules.
2. Surveying (even numbered years) - The other two members of the team
will complete this task. See specifics in the appropriate section of the rules.
3. Irrigation (odd numbered years) - Basic Program Controller and Lateral
Repair and Head Installation. Two other two team members will complete
this task. See specifics in the appropriate section of the rules.
Note: Points earned in these three events will be reflected in the team’s
score and not added into the individual’s score.
Problem Solving Elements
1. The top ten teams will consist of four of the top 6 scoring team members
from Part I and II in January. Team members must have participated in
Part I and II of the CDE.
2. Each team will compete in all 4 problem solving common elements.
Focus will be on Landscape Maintenance Skills during odd numbered
years and Landscape Installation Skills during the even numbered years.
A. ZTR Mower Operation (odd numbered years)
B. Mid-Size Mower Operation (odd numbered years)
C. Tree Planting (odd numbered years)
D. Sod Installation (odd numbered years)
E. Irrigation (odd numbered years)
F. Grading & Drainage (even numbered years)
G. Paver Installation (even numbered years)
H. Skid Steer Loader Operation (even numbered years)
I. Plant Layout (even numbered years)
J. Surveying (even numbered years)
3. Each problem solving element will be completed by one pair of
contestants from each school. For example, A and B will participate in
Rev. 1/6/2016
Page 316
the same two practicums, then C and D will participate in the same two
practicums. You can use any two (A-B-C-D) but two same participants
will participate as a pair in all sets of practicums.
4. Teams of two contestants from each team will compete in 2 problem
solving elements.
5. The final ranking of the top ten teams and top team individuals will be
determined by the combined scores of Part I, II, and III of the CDE.
6. Contestants must be prepared for competition in inclement weather.
Scoring
Part I and II Combined Individual Points
1.
2.
3.
4.
5.
6.
Online Test - 50 points
Safety Test - 50 points
Plant Identification (Deciduous, etc.) - 80 points
Plant Identification (Evergreen, etc.) - 80 points
Other Identification - 40 points
Problem Solving (3x 60 points) - 180 points
Total Individual Points = 480 Points
Total Team Points = 1440 Points
Part III
1. The top ten teams eligible for Part III of the contest will be determined
by the scores of the top three students of each team who competed in
Part I and II.
2. Finals will consist of 4 of the top 6 team members of the top 10 schools
from Part I and II. Only these students will participate in the finals.
3. No substitutes- rules at the end of the Pre Lim Rules.
4. Finals are only for top ten teams.
Points from Part I and II are carried over
Team Points
Residential Landscape Material Design
Surveying
Individual Points added to team score
Problem Solving:
4 areas x 2 contestants x 100 Points =
Total Team Points Part III only =
Total Individual Points Part III only =
Rev. 1/6/2016
??? Points
100 Points
100 Points
800 Points
1000 Points plus Part I and II Points
800 Points plus Part I and II Points
Page 317
References
Test References
1. Ohio Certified Nursery Technician – “Landscape Training Manual” produced and
distributed by: The Ohio Nursery and Landscape Association, Inc. 72 Dorchester
Square, Westerville, OH 43081. Phone: 614-899-1195 or 1-800-825-5062.
2. Ohio Certified Nursery Technician – “Core Training Manual” produced and
distributed by: The Ohio Nursery and Landscape Association, Inc. 72 Dorchester
Square, Westerville, OH 43081. Phone: 614-899-1195 or 1-800-825-5062.
General References
1. Nursery Management, Administration and Culture, (2000-4th edition) Davidson,
Harold, and Mecklenburg, Roy, Prentice-Hall, Inc., Englewood Cliffs, NY 07632,
1981
2. Ohio Certified Nursery Technician – “Landscape Manual” produced and distributed
by: The Ohio Nursery and Landscape Association, Inc. 72 Dorchester Square,
Westerville, OH 43081. Phone: 614-899-1195 or 1-800-825-5062.
3. Cooperative Extension Service, Agronomy Guide, The Ohio State University,
Columbus, OH 43229.
4. PLANET equipment operation materials at http://www.landcarenetwork.org
5. PLANET has a general safety reference resource "Safety Resource Guide"
6. PLANET book/video reference except for brick saw, use "Working Safely with CutOff-Machines” found on this FFA Website.
Rev. 1/6/2016
Page 318
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
___________
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
___________
Score
28
___________
100
___________
Irrigation Parts Functions
Written Examination
Note: Communication skills are considered in the above scoring.
Rev. 1/6/2016
Page 319
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. 1/6/2016
Page 320
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)
Square footage take-off of all surface pavements excluding driveway. Tonnage calculations
of all walls.
Area 2 Answer: $__________
Area 3: Lawn (30 points possible)
Soil preparation as noted on drawing and sodded. Entire front lawn to face of house.
Area 3: Answer $__________
Grand Total (5 points possible)
Grand Total Answer $_______
Materials cost list and all scrap paper submitted
(5 points possible)
Points earned _________
Total points earned
Rev. 1/6/2016
/100
Page 321
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 predetermined 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. 1/6/2016
Page 322
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. 1/6/2016
Page 323
Surveying Instrument Score Sheet
Team Name: ______________________________
Team Members: 1.
2. ______________________________
Scoring Criteria
Earned
Possible Points
Points
Instrument Set Up & Knowledge
Instrument Set Up
Knowledge of builder’s level, transit, laser
Determining the benchmark (Point A)
10
10
10
_____
_____
_____
Elevation Readings & Calculations
Point B
Point C
Point D
Calculate the elevations difference between point A & B
Calculate the elevations difference between point A & C
Calculate the elevations difference between point A & D
Calculate the elevations difference between point B & C
5
5
5
5
5
5
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. 1/6/2016
Page 324
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. 1/6/2016
Page 325
ZTR Mower Score Sheet
Team Name: ___________________________________
Team Members: 1.
2.
Scoring Criteria
_
Possible Points
Points Earned
Pre-Start Procedures
Oil Level and Hydraulic System oil level check
Tire Pressure
Fuel check
Air Cleaner
Grease Fittings
Lubrication
Belts, Pulleys, Guards
Adjusting mower height
Material: ear protection, hard-sole shoes,
safety glasses, gloves
4
4
4
4
4
4
4
8
______
______
______
______
______
______
______
______
10
______
2
18
______
______
18
______
8
______
8
______
Safe Operation of Equipment
Seat belt used
Safe Operating Procedures
Observing people & hazards around operation
Appropriate operating speed
Operating through an obstacle course
Two times outside area – 6
Proper mowing pattern – 7
Mow trees on left side of mower -5
Engaging and Disengaging PTO
Let mower warm up
Shutting down the mower and set parking brake
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.
-______
-_______
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. 1/6/2016
Page 326
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. 1/6/2016
Page 327
Mid-Size Mower Score Sheet
Team Name: _______________________________
Team Members: 1.
2.
Scoring Criteria
_
Possible Points
Points Earned
Oil level and hydraulic system oil level check
4
______
Tire Pressure
4
______
Adjusting mower height
8
______
Fuel check
4
______
Air cleaner
Grease fittings
4
4
______
______
Mower guard down
4
______
Belts, Pulleys, Guards
4
______
Pick up litter
Material: ear protection, hard-sole shoes,
4
______
safety glasses, gloves
10
______
21
______
21
______
8
______
Operating through an obstacle course
Two times around outside area - 7
Proper mowing pattern – 8
Mow trees on left size of mower - 6
Shutting down the mower and storage
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.
-______
100
_______
Time needed to complete the operational aspect of this task: ________ (Time is only used as a tie breaker.)
Judges’ Comments: ____________________________________________________________________
Judges’ Initials: _______
Rev. 1/6/2016
Page 328
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.
2.
3.
4.
5.
6.
Review the drawing of the tree planting detail
Plant the tree according to the detail drawing
Explain to the judge the proper method of relieving root bound condition
Backfill as per detail, use proper backfill compacting practices.
Explain proper watering method for new plantings
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 regrade 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. 1/6/2016
Page 329
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
Width – 10
Depth – 10
20
______
______
Planted according to detail
Root pruning – 5
Handled correctly – 5
Soil berm – 5
Tamped properly – 5
Mulched properly – 5
25
______
______
Explained watering method for new tree
15
______
______
Install stakes and wire
Stakes at correct depth – 5
Stakes straight and plumb – 5
Stakes placed per prevailing wind
Straps installed at correct height – 5
20
______
______
Safety
20
______
______
Proper lifting techniques – 10
Gloves, hard hat, safety glasses – 10
Safety Violations
Deduct 5 points for each observed safety violation
x3 = -
- ______
100
Rev. 1/6/2016
__________
Page 330
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. 1/6/2016
Page 331
Sod Installation Score Sheet
Team Name: _____________________________
Team Members: 1.
2. ____________________________
Scoring Criteria
Possible Points
Points Earned
10
______
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
______
Graded area according to problem description
Rolled area (pre-sod) according to problem
Safety Violations
Deduct 3 points for each observed safety violation.
Tools used properly
Safety glasses, gloves, dusk mask
x3=
-________
Gross violation: A judge may stop a contestant from competing based upon safety violations. In
such cases, the contestant will earn zero 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: _____________________________________________________________
Rev. 1/6/2016
Page 332
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. 1/6/2016
Page 333
Grading & Drainage Score Sheet
Team Name: ______________________________
Team Members: 1.
Scoring Criteria
2. ________________________________
Possible Points
Points Earned
Resemblance to scale drawing of sand mound
20
______
Elevation points (3 different elevation points will be
Checked by judge) – 10 each
30
______
Location and elevation of catch basin
Location – 10
Elevation – 10
20
______
Is finished product graded smooth?
10
______
Will the finished product drain?
20
______
Swale at proper elevation – 10
Swale at proper location – 10
Safety Violations
Deduct 5 points for each observed minor safety violation.
x5=
-______
Deduct 10 points for each observed major safety violation
x 10 =
-______
Total Individual Points 100
Add the total individual points for each team member to obtain the team score. _______
Rev. 1/6/2016
Page 334
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. 1/6/2016
Page 335
Paver Installation Score Sheet
Team Name: ______________________________
Team Members: 1.
2. _________________________________
Scoring Criteria
Possible Points
Points Earned
Structural Soundness
Correct number of spikes installed and secured
tightly to grade
Edging cut to fit accurately at corners
Base compaction (based on questions asked)
10
10
30
______
______
______
30
______
20
20
______
______
20
20
10
10
______
______
______
______
10
10
______
______
Neatness and Aesthetics
Even slope and directions with no bumps
or hollows
Slope – 15
Bumps/hollows smoothen - 15
Tight fit throughout
Clean Up
Adherence to plans and specifications
Degree angles are 90 degree
Correct dimensions
Sand sweep
Compaction
Safety in use of tools and equipment
Tools used properly
Tools storage and work environment safe
Safety Violations
Deduct 5 points for each observed safety problems
Explanation of Procedures used
x5 =
-______
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. 1/6/2016
Page 336
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.
2.
3.
4.
5.
6.
Complete a pre operation check of the loader.
Start Engine, run at fast idle allowing machine to warm up.
Drive the loader through the obstacle course 3 times as instructed by the judge.
Demonstrate changing front implements.
Operate implements as instructed by the judge (raise, lower, turn,)
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. 1/6/2016
Page 337
Skid Steer Loader Score Sheet
Team Name: _______________________________
Team Members: 1. __________________________ 2. ______________________________
Scoring Criteria
Possible Points
Points Earned
Oil Level and Hydraulic System oil level check
Tire Pressure
Fuel check
Air Filter check
Grease Fittings
Material: rag, hard hat, ear protection, hard-sole
shoes, safety glasses, gloves
4
4
4
4
4
______
______
______
______
______
30
______
*Deduction of 10 points per item not used - up to a maximum of -30 points
Seat belt used
Loading the bucket
Transporting product
Dumping the bucket
Attaching front implements
Product retention
5
8
______
______
8
8
8
8
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. -______
100
________
Time needed to complete the operational aspect of this task: _______ (Time is only used as a tie breaker.)
Judges’ Comments: ____________________________________________________________________
Judges’ Initials: _________
Rev. 1/6/2016
Page 338
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. 1/6/2016
Page 339
Plant Layout Score Sheet
Team Name: _____________________________________
Team Members: 1.
Scoring Criteria
Placement of Plant Material
2. ____________________________
Possible Points
Points Earned
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. 1/6/2016
Page 340
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. 1/6/2016
Page 341
Skills Event # 9 – Basic Program Controller Score Sheet
Team Member: ______________________________________________
Team Member: ______________________________________________
Scoring Criteria
Possible Points
Points Earned
1. Initial programming
a.
Set to current day
4
______
b.
Set to current time
4
______
c.
Clear other programs
2
______
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
______
10
______
10
______
2. Irrigation programming
3. Manual operation
Able to manually activate Station (zone) 2
4. Communication with judge
100
Time needed to complete the operational aspect of this task: ______ (Time is only used as a tie
breaker.)
Judges’ Comments:
_______________________________________________________________
Rev. 1/6/2016
Page 342
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. 1/6/2016
Page 343
Skills Event # 10 – Lateral Repair and Head Installation Score Sheet
Team members: ________________________
______________________________
Scoring Criteria
Possible Points
Points Earned
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
Properly install irrigation head
3
______
1. Install spiral barbs
2. Install flex pipe
3
3
______
______
3. Use proper threading
3
______
4. Tighten properly
3
______
1. Eye protection used
5
______
2. Gloves used while cutting pipe and gluing
5
______
3. Cutting implements misused or stored improperly
2
______
1. Identification and use of irrigation components
3
______
2. Ability to communicate process of repair
4
______
3.
4
______
Properly repair lateral break
Use of safety gear and safe practices
Communications with judge
Ability to communicate procedure to be followed
50
Time needed to complete the operational aspect of this task: _______
(Time is only used as a tie breaker.)
Judges’ Comments: _________________________________________________________
Judges’ Initials: _________
Rev. 1/6/2016
Page 344
Important Note:
Development Events.
Purpose
The Outdoor Power Equipment Career Development Event (CDE) is an extension of the
Agricultural Education classroom and laboratory. Additionally, this CDE serves as an authentic
assessment designed to evaluate students’ knowledge in recognizing and repairing malfunctions in
outdoor power equipment. The skills Agricultural Education students employ in this CDE are the
same skills required by outdoor power equipment technicians.
Event Rules
1. Each school must have a team of three (3) students. Each student will participate
independently, except for the team event
2. The District CDE must be operated using the state rules and regulations.
3. The top two teams from each district will participate in the State Outdoor Power
Equipment CDE (the top two individuals in each district, if not on the top two winning
teams, may participate at the state level as individuals).
4. The online exam will consist of 20 multiple choice general knowledge questions.
Participants will be given 15 minutes to complete the exam.
5. There will be a minimum of five stations; one of which must be a troubleshooting station
(e.g. four skill stations and one troubleshooting station); a 20-question general knowledge
online test; and a team event (e.g. a problem solving pre-delivery scenario).
6. Ten minutes will be allowed for each of the aforementioned stations.
7. The troubleshooting station may include any of the activities listed under the header
“Skill Areas” later in this document.
8. A manual must accompany the companion outdoor power equipment at troubleshooting
station.
9. Contestants may provide their own digital multimeter as long as it has a minimum of 10
MΩ of impedance (e.g. Fluke 88 Automotive Meter). One will be provided.
10. Contestants can use non-programmable calculators, steel rules and pencils. No other tools
are to be brought to the CDE.
11. All outdoor power equipment must be less than 29 horsepower and less than 10 years old.
Rev. 1/6/2016
Page 345
12. Judges will observe the progress of contestant repairs but will not interfere with them
unless such repairs are damaging to the engine or are threatening to the safety of the
contestants.
13. Tied team scores will be resolved based on the following criteria:
A. Best Combined Exam Score
B. Best combined team troubleshooting score
C. Best combined pre-determined station
14. Tied individual scores will be resolved based on the following criteria:
A. Exam score
B. Troubleshooting score
C. Pre-determined station
15. Contestants must be dressed appropriately, including but not limited to clear, non-tinted
safety glasses with side shields (Z87.1) and work shoes (no athletic or open toed shoes are
permitted).
16. A trouble diagnosis guide will be useful in preparing contestants. The guide may be used
in the CDE.
17. A service instruction manual will be available to all contestants at the troubleshooting
station.
18. A team must participate in the District Outdoor Power Equipment CDE to be eligible to
participate in the State Outdoor Power Equipment CDE.
1.
2.
3.
4.
5.
Outdoor Power Equipment CDE Host Instructions
The host of the District CDE is responsible for supplying all outdoor power equipment,
tools (special and hand), fire extinguishers, replacement parts, manuals, scorecards and
judges.
Discretion should be used in selecting skills requiring specialized equipment.
The host must provide any other items necessary to conduct the CDE.
The host or judges may require additional sheets for evaluation of certain skills.
At least 10 days prior to the date of the State Outdoor Power Equipment CDE, the
names of the schools representing each district must be forwarded to the Agricultural
Education Service by the district’s CDE Advisory Committee Member.
Event Format
1. Contestants may be required to explain the use of and take measurements using the
following:
A. Cylinder bore telescoping gauge
B. Dial Caliper
C. Dial indicator
D. Digital multimeter (≥10 Gigaohms of impedance)
E. Feeler gauge
F. Micrometer
Rev. 1/6/2016
Page 346
G. Plastigauge
H. Plug gap gauge
2. Contestants may be asked to explain and demonstrate the use of following:
A. Ring Compressor
B. Piston Ring Expander
C. Cylinder Ridge Reamer
D. Piston Groove Cleaner
E. Ignition Tester
F. Battery Tester
3. Contestants may be asked to explain, measure and calculate the following:
A. Bore and stroke
B. Coil capacity
C. Crank endplay
D. Cylinder out-of-round
E. Cylinder taper
F. Engine displacements
G. Engine RPM
H. Ring end gap
I. Ring side clearance
J. Valve steam guide clearance
K. Valve tappet clearance
4. Contestants may be asked to identify, explain and demonstrate the use of the following:
A. Outdoor power equipment nuts and bolts
B. Outdoor power equipment parts
C. Fuels, lubricants and coolants
D. Tools and special equipment (including but not limited to the following
Tools and Special Equipment
Battery Tester
Carburetor/Crankcase
Pressure Gauge
C-Clamp Pliers
Compression Tester
Condenser Tool
Crankshaft Wrench
Cylinder Hone
Cylinder Ridge Reamer
Feeler Gauge
Flywheel Holder
Flywheel Knocker
Flywheel Puller
Flywheel Wrench
Rev. 1/6/2016
Gasket and Carbon Scraper
Housing Holder
Ignition Tester
Inline Spark Tester
Internal-External Snap Ring
Pliers
Key Puller
Piston Groove Cleaner
Piston Ring Expander
Plug Gap Gauge
Pocket Screw Driver
Ratchet Starter Remover
Ring Compressor
Snap Ring Pliers
Spindle Bearing Removal
Tool
Stack Pulley Removal Tool
Starter Clutch Remover
Starter Rewind Tool
Tachometer
Three-Jaw Gear Puller
Throttle Wire Bend Tool
Torque Wrench
Valve Grinder
Valve Lapper
Valve Lapping Compound
Valve Refacer
Valve Seat Cutter
Valve Seating Tool
Valve Spring Compressor
Page 347
5. 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
Scoring
Individual score
1. Four (4) skill stations (20 points per station) - 80 points
2. One (1) troubleshooting station - 20 Points
3. General Knowledge Online Exam (20 questions at one point each) - 20 points
Total Individual Score - 120 points
Team Score
1. Three (3) individuals x 120 points - 360 points
2. Team Activity - 100 points
Total Team Possible Score - 460 points
References
Test Reference
1. Small Gas Engines by Alfred C. Roth (book, workbook & instructor’s manual). ISBN
1-59070-183-6. The Goodheart-Wilcox Company, Inc.- Tinley Park Il 60430
General References
1. General Theories of Operation, Briggs & Stratton Corporation. (current edition)
2. Repair Instructions, Briggs & Stratton Corporation - (current editions)
3. I & T Small Engines Service Manual (current edition)
Rev. 1/6/2016
Page 348
4. Small Engines by R. Bruce Radcliff and Dann L. Roark. ISBN 0-8269-0012-7.
American Technical Publishers, Inc, Homewood, Il 60430
5. Small Engines Workbook by R. Bruce Radcliff. ISBN 0-8269-0013-5. American
Technical Publishers, Inc, Homewood, Il 60430
6. Small Engines Workbook Answer Key. ISBN 0-8269-0014-3. American Technical
Publishers, Inc, Homewood, Il 60430
7. Small Gas Engines by Alfred C. Roth (book, workbook & instructor’s manual). ISBN
1-59070-183-6. The Goodheart-Wilcox Company, Inc.- Tinley Park Il 60430
8. John Deere FOS Manuals
9. Online industry parts reference sites (e.g. Briggs and Stratton)
Rev. 1/6/2016
Page 349
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: ________________________________
Rev. 1/6/2016
Total Station Points
Page 350
Advanced Parliamentary Procedure
REFER TO THE PARLIAMENTARY PROCEDURE GUIDE AT
WWW.OHIOFFA.ORG FOR THE RULES FOR MOTIONS AND ABILILITIES,
SCORING RUBRICS, QUESTIONS TO BE USED ON THE ONLINE TEST AND
ORAL QUESTIONS TO BE USED AT THE STATE SEMI AND FINALS
CONTESTS.
Important Note:
Development Events.
Purpose
The Advanced Parliamentary Procedure CDE is an assessment of students’ abilities to participate
effectively in a business meeting or other group decision making situation.
Event Rules
1. A team consists of 6 members. A team of less than 6 members will lose ability points
from their assigned ability and points from the questions (questions at the state level
only).
2. The first and second place teams from each district will be eligible to compete in the
state CDE. It is the responsibility of the host school for the district CDE to contact the
Ohio CDE Coordinator with complete district results including the names of all
individuals that participated on each team at least 10 days prior the State event. A
district winning team that is unable to participate in the state event is solely responsible
for contacting the next team in line in their district event to invite them to participate in
the state event. The actual participating team must contact the CDE Coordinator at least
10 days before the state event to be eligible.
3. The CDE demonstration will be as follows:
A. The order for demonstrating teams will be determined by the CDE Coordinator, using
the online exam scores to seed the teams. Schools from the same district will not be
assigned to the same preliminary room regardless of seeding.
B. The 20 instructors/coaches (this means the actual instructor who coached the
team) of these teams will act as judges as assigned by the coordinator. No
instructor or non-instructor coach will be allowed to watch the preliminary
rounds.
Rev. 1/6/2016
Page 351
4.
5.
6.
7.
8.
9.
10.
C. The preliminary event will be divided into 5 heats of 4 teams in each. The teams
waiting to demonstrate will be sequestered until their demonstration time. Only
teams and their guests will be permitted to observe. No instructor from the
presenter’s school will be allowed to view the demonstration.
D. The CDE finals will be held the same day as the preliminaries. The 1st place
team from each preliminary heat will advance to the finals.
E. At the State level, the participating teams’ instructors will judge the CDE
semi-finals/finals. There will be 5 judges.
F. If an instructor cannot judge, either the first heats or the finals, their team cannot
demonstrate. The second place team instructor from each room is required to judge
finals.
G. The same agenda, motions and abilities will be used in each of the semifinals,
with new items used in the finals.
CDE officials will select 5 items of required business prior to the start of the CDE. These
items of business will be used for all teams. The 5 items will be on cards for distribution to
the teams. These items of business will consist of (1) unclassified/privileged motions, (2)
subsidiary motions, and (2) incidental motions. 2 main motions will be provided to each
team with which to work the assigned items of business. These 2 main motions will be
listed on the same cards as the 5 items of business previously noted. These cards will be
identical with 5 of the cards having 1ability highlighted as a requirement of the holder to
perform during the meeting. President has identical card with no highlights.
Contestants will not be permitted to use any parliamentary aids or notes other than the
demonstration cards at their seats (2 main motions and 5 abilities) from which to work.
Paper will be provided at the secretary’s station for minutes of the demonstration. No
Treasurer or Committee reports will be given.
CDE officials will provide the judges with predetermined questions taken from the
Advanced Parli Test Bank (Dunbar) in the Resource File on the CDE Rules page of
OhioFFA.org. There will be no oral questions at sub district or district, there will be a
test made up from the questions numbered from the Dunbar book of questions with 35
questions worth .5 point each. At the state level, there will be an online exam for district
teams with 25 questions worth .5 point each. Teams qualifying for state may test 9
possible participants; in addition, there will be 1 oral question per team member at the
state prelim and finals worth 5 points each.
CDE officials and judges will restrain from interference with any part of the contest,
but may interrupt the CDE to confer on any questionable procedural situation.
At least two judges will be used to score the event. The judges selected for the contest
must be agricultural education instructors that have trained a Parliamentary Procedure
team for this event.
The references identified in these instructions will be the only official references for this
CDE.
Teachers or spectators can provide no assistance during any portion of the CDE.
Violation of this rule will result in immediate disqualification of the team.
Rev. 1/6/2016
Page 352
11. The listed motions are to be used for sub-district and district contests. A new set of
motions will be used at the state prelims and finals, which will be made up by the
Parliamentary Procedure CDE superintendents.
Event Format
The CDE will consist of three parts: a preparation session that will not be scored, a
demonstration session that will be scored, and a question and answer session that will be scored.
1. Preparation session - This portion of the CDE will not be scored and is provided for
the team’s preparation for the demonstration portion. The following procedures will
be followed in sub district, district and state events.
A. The sentinel will arrange the seats (1 minute only) in the demonstration area so that
each member of their team will have a chair placed properly.
B. A CDE official will supply the six cards containing the required items of business
and 2 possible main motions to the team by placing them at random at the various
seating locations of the team’s members.
C. The team will then be called into the room.
D. The team will be given 2 minutes to prepare for their demonstration. During this
preparation time, team members are allowed to talk, but may not switch papers or
huddle together. The secretary or other members may not write anything on the
cards, the minutes, or any other note sheets.
2. Demonstration session - The demonstration portion of the CDE will consist of a
simulated business meeting. Teams will have 12 minutes to demonstrate. The following
rules will apply to the demonstration portion of the CDE.
A. The meeting shall begin with 2 taps of the gavel and the Chair states: “Are there
any items of new business?” The meeting will only consist of new business.
B. Minutes will not be read as a part of the business session, however, the secretary
will need to maintain minutes of the contest business session in order to be prepared
for scoring of the minutes following the demonstration. The Secretary’s report will
be scored and consists of a possible 18 points total.
What information should be included in the minutes for a main motion?
1. Name of the mover
2. Wording of the motion
3. The disposition of the motion
4. Whether the motion was debated
C. Each team will be provided 12 minutes for their demonstration. One third (.33) of
a point will be deducted for each second over-time a team demonstrates.
D. Each team will have one chairperson.
E. The team must present and properly handle the 5 required items of business using
either one or both of the two main motions provided (Ohio FFA Parliamentary
Procedure CDE Guide)
Rev. 1/6/2016
Page 353
To end the meeting when all items have been completed, Chair states, “Are there
any items of business? Hearing none, the meeting is adjourned” 1 tap of gavel.
NOTE: if adjourn/fix time to adjourn is a drawn ability, they may be used to close
the meeting.
G. A team may utilize their own watch, but must be passed during the 2 minute
preparation time; otherwise, passing the watch will be considered table talk.
**Lead teachers will have the official clock, and the big reference clock will
not be official.
Seating Chart
F.
1. An appointed judge should record each team member’s participation in the debate
portion of the CDE using the Debate Score Card (Resource File)
2. A scoring assistant may be used to record this section.
Leadership
1. Points are to be given on the abilities of the chairman. The Chair’s democratic ability,
accuracy in handling parliamentary abilities, poise, grammar, voice, impressiveness, way
of handling member discussion, ability to dispatch business smoothly, and use of various
styles of voting should be considered in granting points.
Main Motions
1. Main Motions must be properly moved by using “I MOVE” with the exact wording from
the demonstration card. Errors will be assessed at 10 points per infraction in the same
format as the ability scoring. No points awarded if presented correctly. (Complete Score
Card)
2. Abilities cannot be scored if attached to a Main Motion NOT on the card.
3. 1-2 main motions may be used as needed.
Assigned abilities – Rules follow “Ohio FFA Parliamentary Procedure CDE Guide” for 2015
(found in Resource File)
1. For assigned abilities, if the ability is done correctly, 60 points would be awarded. Minor
deductions may be made if there are minor detracting factors
2. The highlighted ability must be presented by the card holder. NO CREDIT is given if
performed by another member.
3. Only those motions listed will receive credit for any abilities handled.
4. No points will be awarded for additional parliamentary abilities.
5. There will be 5 abilities, 4 members and the secretary will each have 1assigned ability.
Discussion
Poor discussion would be characterized by a lack of effective delivery, poor grammar, reasoning,
and substance. An example might be: “I think this is a good idea.”
Rev. 1/6/2016
Page 354
1. Points are to be given for effective discussion. Characteristics of effective
discussion include:
A. Germane to the motion on the floor
B. Proper grammar with completeness of thought
C. Good audible level with expression
D. Informative/persuasive, indicates speaker's position
E. Logical and concise as an effective statement
F. Non repetitive of any previous debate
**ONLY THE TOP 3 debate scores will generate a member’s debate score (max 35)
2. Judges must overlook personal opinions and beliefs and score the discussion in an
unbiased manner.
3. The rubric and score cards are found in the Resource File.
Orders of the Day
1. Must occur with business on the floor, in its privileged form.
2. Must be called to challenge - changing the agenda.
Example:
While debating an item in New Business, Member A brings up an officer or
committee report. Member B Calls for the Orders of the Day. Chair states the
orders and then votes on the orders. The report is handled or dismissed
depending on the vote outcome. (2015 only)
Previous Question
1.
2.
3.
4.
You need recognition from the chair to move the previous question.
There is no recognition needed for a member to simply call for previous question.
Either way is acceptable, but not a combination of both ways.
For further clarifications, refer to the ‘Ohio FFA Parliamentary Procedure CDE Guide”.
Scoring
Please refer to the rubric for all scoring. An excellent discussion would be extremely unusual and
would be characterized by a truly stirring and brilliant delivery in terms of information provided
and/or suggestions for action offered.
Overall Presentation
1. Deductions will occur for incorrect presentation of a main motions rather than points
awarded. (Complete Score Card)
2. Deductions will also be taken for table talk. (Complete Score Card)
Oral questions
Rev. 1/6/2016
Page 355
1. There will be questions selected for the written test from the Advanced PP Test Bank
(Dunbar) found in the Resource Folder located in the CDE Rules section of the Ohio
FFA website.
2. The oral questions will come from the resource, State CDE Oral Questions, (49
questions) found in the Resource Folder located in the CDE Rules section of the Ohio
FFA website.
3. The state contest will include oral questions (one per member) but the total number of
points will remain the same as for the sub-district and district contests, 105 points.
4. At the state contest, the student will have the opportunity to earn 5 points on an oral
question and 12.5 points on the written test.
5. Sub and District – 35 questions worth .5 point each, for each member = 105 points
possible
6. State – 6 members at 5 points per oral question, plus 25 question test at 6 members =
105 points possible
7. Teams with less than 6 members automatically forfeit points.
8. Sub District and District - The host school will be responsible for getting a qualified
writer and scorers for the test to be taken before the demonstration.
Demonstration: Sub District and District
Official Dress- 10 points
1 Chairman - 60 points
Secretary- 18 points
Exam (paper pencil day of event) 35 questions x .5 x 6 members = 105 points
Discussion - highest 3 scores @ maximum of 15 points each, but cannot total over 35
points for each student x 5 = 175 points
6. Abilities = 5 x 60 = 300 points
7. Total Possible Points Per Team = 683 points
1.
2.
3.
4.
5.
State Level Prelims and Finals
1.
2.
3.
4.
1 Chairman - 60 points
Online Exam 25 questions x .5 x 6 members = 75 points
Exam questions come from the list of questions emailed out this year. This is from the
total list of exam questions taken from Dunbar’s website listed under references.
5. Oral Questions- (taken from the list of 49 questions) 5 points x 6 members = 30 points
6. Discussion- highest 3 scores at the maximum of 15 points each, but cannot total over 35
points total each student x 5 = 175 points
7. Abilities- 5 x 60 = 300 points
Total Possible Points Per Team= 683
Rev. 1/6/2016
Page 356
Rubric Values for Secretary Report
1. 6 Points = Date, time, presiding officer, signatures, and name of organization
2. 6 Points = Minutes accurately reflect all business transacted during presentation
3. 6 Points = Legibility and clarity
References
Resource File:
1. “Ohio FFA Parliamentary Procedure CDE Guide”
2. Parliamentary Procedure Main Motions
3. Advanced Parliamentary Procedure Test Bank
4. Advanced Parliamentary Procedure Oral Questions
5. Parliamentary Procedure Scoring Guide
6. Score Cards:
a.Complete Score Card
b.Ability Score Card
c.Debate Score Card
“Dunbar’s Manual of Parliamentary Procedure Test Questions.” (PARL2)
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)
1. To recess
Subsidiary (2)
1. To amend a motion
2. To call for the previous question
Incidental (2)
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.
Rev. 1/6/2016
Page 357
Seating Arrangements for Advanced Parliamentary Procedure CDE
(This cannot be changed or rearranged.)
Member #4
Member #3
Secretary
Member #2
Member #1
Chairman
**Members are in chairs only, no tables
**Secretary has table and chair and Chairman has table or podium only
"THE JUDGES ARE OUT HERE --IN FRONT"
Rev. 1/6/2016
Page 358
Novice Parliamentary Procedure
USE THE OHIO FFA PARLIAMENTARY PROCEDURE CDE GUIDE, 2000 FOR
PARLIAMENTARY RULES. THIS CAN BE FOUND UNDER THE
PARLIAMENTARY CDE GUIDE LINK ON THE RULES/REGISTRATION
PAGE AT WWW.OHIOFFA.ORG. QUESTIONS TO BE USED FOR NOVICE
PARLIAMENTARY PROCEDURE ONLINE TEST CAN BE FOUND UNDER
THE NOVICE PARLIAMENTARY PROCEDURE TEST BANK LINK ON THE
SAME PAGE.
Important Note:
Purpose:
The Novice Parliamentary Procedure CDE is an assessment of 7th, 8th, and 9th grade Students’
abilities to participate effectively in a business meeting or other group decision-making situation
Event Rules:
1. A team consists of 7-8 members that are in the 7th, 8th, or 9th grade. A team of less than
7 members will lose points from opening ceremonies, ability points from their assigned
ability or their Chair points if that person is missing, and points from the questions
(questions at the state level only). NOTE: The members that fill the official FFA officer
positions during the event do not need to be the regular chapter officers. A member of
the team will act as the advisor during the opening and closing ceremonies and will
have the same privileges as other members of the team during the demonstration
2. The first and second place teams from each district will be eligible to compete in the
state CDE.
3. It is the responsibility of the district contest host or the district CDE advisory
committee representative to contact the CDE Coordinator with complete results of the
district contest at least 10 days prior the state event.
4. A district winning team that is unable to participate in the state event is solely
responsible for contacting the next team in line in their district event to invite them to
participate in the state event. The participating team must contact the CDE Coordinator
at least 10 days before the state event to be eligible.
5. The CDE demonstration will be as follows:
Rev. 1/6/2016
Page 359
A. The order for demonstrating teams will be determined by the CDE Coordinator, using
the online exam scores to seed teams 1 to 20. Schools from the same district will not be
placed in the same semi-final room.
B. The top 2 teams from each district which advance to the state competition, will be
scheduled for their starting times and order.
C. The 20 instructors/coaches (this means the actual instructor who coached the team)
of these teams will act as judges as assigned by the coordinator. No instructor or
non-instructor coach will be allowed to watch the preliminary rounds.
D. The preliminary event will be divided into 5 heats of 4 teams. The teams waiting to
demonstrate will be sequestered until their demonstration time. Only teams and their
guests will be permitted to observe. No instructor from the presenter’s school will be
allowed to view the demonstration.
E. The CDE finals will be held the same day as the preliminaries. The 1st place
team from each preliminary heat will advance to the finals.
F. At the State level, the participating teams’ instructors will judge the CDE semifinals/finals. There will be five judges.
G. If an instructor cannot judge, either the first heats or the finals, their team cannot
demonstrate. The second place team instructor from each room is required to judge
finals.
6. The same agenda, required motions and main motions will be used in each of the semifinals with new motions used in the finals.
7. The abilities used will be limited to: unqualified adjourn, recess, question of privilege, lay
on the table, postpone indefinitely, refer, amend, call previous question, rise to point of
order, division of house, withdraw a motion, rise to a parliamentary inquiry.
8. CDE officials will select 6 required abilities prior to the start of the CDE. These abilities
will be used for all teams. The 6 abilities will be on cards for distribution to the teams.
These abilities will consist of 2 privileged motions, 2 subsidiary motions, and 2 incidental
motions. 4 main motions will be provided to each team with which to work the assigned
motions. These 4 main motions will be listed on the same cards as the 6 items of business
previously noted. Cards with both the required motions and the 4 main motions will have a
required ability highlighted.
9. Contestants will not be permitted to use any parliamentary aids or notes other than the
assigned motions sheet at their seats and the four assigned motions from which to work.
Paper will be provided at the secretary’s station for minutes of the demonstration. No
treasurer or committee reports will be given during the meeting.
10. CDE officials will provide the judges with predetermined questions taken from the
reference list in these instructions for the oral questions. No oral questions at sub district or
district, there will be a test made up from the questions numbered from the Novice
Parliamentary Procedure Test Bank Questions (Dunbar book of questions) with 35
questions worth .5 point each. At the state level, there will be an on-line exam taken from
the same reference as district with 25 questions worth .5 point each.
Rev. 1/6/2016
Page 360
11. CDE officials and judges will restrain interference with any part of the contest, but may
interrupt the CDE to confer on any questionable procedural situation.
12. At the sub-district and district levels at least two judges will be used to score the event.
The judges selected for the contest must be agricultural education instructors that have
trained a Parliamentary Procedure team for this event.
13. The references identified in these instructions will be the only official references for this
CDE.
14. There can be No assistance provided by teachers or spectators during any portion of the
CDE. Violation of this rule will result in immediate disqualification of the team.
15. A new set of main motions will be used at the state prelims and finals, which will be made
up by the Parliamentary Procedure CDE superintendents.
Event Format
The CDE will consist of a preparation session that will not be scored, a demonstration session that
will be scored, and a question and answer session that will be scored.
1. On-line test questions will be selected from those identified from Novice Parliamentary
Procedure Test Bank (Dunbar) located in the Resource File
2. Preparation session - This portion of the CDE will not be scored and is provided for the
team’s preparation for the demonstration portion. The following procedures will be
followed in sub district, district and state events:
A. The sentinel will arrange the seats (1 minute only) in the demonstration area so that
each member of their team will have a chair placed properly.
B. A CDE official will supply the 6 cards containing the required items of business and
possible main motions to the team by placing them at random at the various seating
locations of the team’s members.
C. The team will then be called into the room.
D. The team will be given 2 minutes to prepare for their demonstration. During this
preparation time, team members are allowed to talk but may not switch papers or
huddle together. The secretary or other members may not write anything on the
cards, the minutes, or any other note sheets.
3. Demonstration session - The demonstration portion of the CDE will consist of a
simulated business meeting, which will include the presentation of official FFA opening
ceremonies, a business session, and the presentation of official FFA closing ceremonies.
Teams will have 15 minutes to demonstrate. The following rules will apply to the
demonstration portion of the CDE:
A. Minutes will not be read as a part of the business session, however, the secretary
will need to maintain minutes of the contest business session in order to be prepared
for scoring of the minutes following the demonstration. The Secretary’s report will
be scored and worth 18 points total.
What information should be included in the minutes for a main motion?
1. Name of the mover
Rev. 1/6/2016
Page 361
B.
C.
D.
E.
2. Wording of the motion
3. The disposition of the motion
4. Whether the motion was debated
Each team will be provided 15 minutes for their demonstration. One third (.33) of a
point will be deducted for each second of overtime a team demonstrates.
At least 2 members of each team, usually the president and vice-president, must
preside. Each presider must handle at least 2 parliamentary abilities.
The team must present and properly handle the 6 required items of business. At
least 1 of the main motions must be presented. The remaining main motions may be
used to provide opportunities to demonstrate the required
A team may utilize their own watch, but must be passed during the 2 minute
preparation time; otherwise, passing the watch will be considered table talk. Lead
teachers will have the official clock, and the big reference clock will not be official.
Seating Chart
1. An appointed judge should record each team member’s participation in the debate portion
of the CDE using the Debate Score Card (Resource File)
2. A scoring assistant may be used to record this section.
Opening and Closing Ceremonies
1. Points should be given for each of the identified individuals and opening ceremony parts.
2. Points will range from 0-10 for each item and a total of 90 points for the part.
3. The Pledge of Allegiance shall be directed to the largest American Flag present in the
room.
Leadership
1. Points are to be given on the abilities of each presider. Each presider’s democratic
ability, accuracy in handling parliamentary abilities, poise, grammar, voice,
impressiveness, way of handling member discussion, ability to dispatch business
smoothly, and use of various styles of voting should be considered in granting points.
2. No points are to be given to a presider that does not handle at least 2 required items of
business. Credit shall be given to the presider who originates the motion, but it does not
have to be disposed of.
Main Motions
1. Main Motions must be properly moved by using “I MOVE” with the exact wording
from the demonstration card. TEAMS must use at least 1 of the 4 main motions on the
card to score the 6 abilities.
2. Abilities cannot be scored if attached to a Main Motion NOT on the card.
3. 1-4 main motions may be used as needed.
Rev. 1/6/2016
Page 362
4. To withdraw a motion, you may use: "I move to" OR "I wish to withdraw..." the motion.
Assigned abilities
1. For assigned abilities, if the ability is done correctly, 60 points would be awarded. Minor
deductions may be made if there are minor detracting factors. The president and vice
president are exempt from assigned abilities.
2. Only those motions listed will receive credit for any abilities handled.
3. No points will be awarded for additional parliamentary abilities.
4. There will be 6 abilities. Every non-chair member will have an ability. On a 7 man
team, the VP or President will have to perform the highlighted ability in the VP chair.
Discussion
Poor discussion would be characterized by a lack of effective delivery, poor grammar, reasoning,
and substance. An example might be: “I think this is a good idea.”
1. Points are to be given for effective discussion. Characteristics of effective discussion
include:
A. completeness of thought
B. logical reasoning
C. clear statements of a speaker’s position
D. conviction of delivery
E. concise and effective statement of discussion
An excellent discussion would be extremely unusual and would be characterized by a truly
stirring and brilliant delivery in terms of information provided and/or suggestions for action
offered.
2. The 3 best discussion scores will be used for the participant’s score.
A. Judges must overlook personal opinions and beliefs and score the discussion in an
unbiased manner.
B. The rubric and score sheets can be found at the end of this section.
Previous Question
1.
2.
3.
4.
You need recognition from the chair to move the previous question.
There is no recognition needed for a member to simply call for previous question.
Either way is acceptable, but not a combination of both ways.
For further clarifications, refer to the “Ohio FFA Parliamentary Procedure CDE Guide”
in this file after the rules.
Scoring
Please refer to the scoring cards for all scoring.
Rev. 1/6/2016
Page 363
Oral questions/Debate/Test Questions
1. There will be questions chosen from a test bank for the written tests.
2. The oral questions will come from the list of state final questions we have used in the
past, (49 questions) found in this file.
3. The state contest will include oral questions (one per member) but the total number of
points will remain the same as for the sub-district and district contests, 140 points.
4. At the state contest, the student will have the opportunity to earn 5 points on an oral
question and 13.5 points on the written test.
A. Sub and District – 35 questions with max team score = 122.5 points
a. 8 man Team = drop low test score
b. 7 man Team = all test scores count
B. State – Team Score =140 points (100 pts Test and 40 pts Oral Questions)
a. 8 man Team:
i. Oral Questions – designate 1 to sit out
1. 5 pts/question x7 = 35
ii. 25 question test – Drop low test score
1. .5 pts/question (12.5/student) x 7 = 87.5
b. 7 man Team
i. Oral questions - All 7 members count
1. 5pts/question x 7 = 35
ii. 25 question test – All 7 members count
1. .5 pts./question (12.5/student) x 7 = 87.5
C. Teams with less than 7 members automatically forfeit points.
D. Sub District and District- The host school will be responsible for getting a qualified
writer and scorers for the test to be taken before the demonstration.
Demonstration: Sub District and District
Opening Ceremonies- 90 points
Presiding Officer A - 60 points
Presiding Officer B - 60 points
Exam (paper pencil day of event) 35 questions x .5 x 7 members = 122.5 points
Discussion- highest 3 scores @ maximum of 15 points each, but cannot total over 35
8 man Team = drop low debate score
7 man Team = All 7 scores count
8. Abilities - 6 x 60 = 360 points
9. Total Possible Points Per Team= 965.5
1.
2.
3.
4.
5.
6.
7.
Rev. 1/6/2016
Page 364
State Level Prelims and Finals
1.
2.
3.
4.
5.
6.
Opening Ceremonies- 90 points
Presiding Officer A- 60 points
Presiding Officer B- 60 points
Exam 25 questions x .5 x 7 members = 87.5 points
a. 8 man Team: Drop low test score
b. 7 man Team: All 7 scores count
Exam questions come from the Novice Parliamentary Procedure Test Bank found in the
Resource File.
7. Oral Questions- (taken from the list of 49 questions) 5 points x 7 members = 35 points
a. 8 man Team = Designate 1 student to sit out questions
b. 7 man Team = All 7 members answer questions
8. Discussion- highest 3 scores at the maximum of 15 points each, but cannot total over 35
8 man Team = Drop low debate score
7 man Team = All 7 members’ debate scores count
9. Abilities- 6 x 60 = 360 points
Total Possible Points Per Team= 965.5
Rubric Values for Secretary Report
1. 6 Points= Date, time, presiding officer, signatures, and name of organization
2. 6 Points= Minutes accurately reflect all business transacted during presentation
3. 6 Points= Legibility and clarity
References
References
Resource File:
1.
“Ohio FFA Parliammentary Procedure CDE Guide”
2.
Parliamentary Procedure Main Motions
3.
Novice Parliamentary Procedure Test Bank
4.
Novice Parliamentary Procedure Oral Questions
5.
Parliamentary Procedure Scoring Guide
6.
Score Cards:
a.Complete Score Card
b.Ability Score Card
c.Debate Score Card
DUNBAR references - Test questions
“Dunbar’s Manual of Parliamentary Procedure Test Questions.” (PARL-2)
www.northwest.net/parli-pro
Rev. 1/6/2016
Page 365
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 Recess
Subsidiary
1. To amend a motion
2. To call for the previous question
Incidental
1. Division of the House
2. Point of Order
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. 1/6/2016
Page 366
Ohio FFA Novice Parliamentary Procedure CDE Official Minutes
Date: ____________ FFA Chapter Name:______________________ Place: _______________
_
Chairperson _______________________ Secretary __________________________
Rev. 1/6/2016
Page 367
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. 1/6/2016
Page 368
Abilities to use for the Novice Parliamentary Procedure Event
Privileged Motions
Unqualified adjourn
Recess
Question of privilege
Subsidiary Motions
Lay on table
Postpone Indefinitely
Refer to Committee
Amend
Call previous question
Incidental Motions
Rise to point of order
Division of house
Withdraw a motion
Rise to a parliamentary inquiry
Rev. 1/6/2016
Page 369
Poultry Management
Important Note:
Purpose
The Poultry Evaluation Career Development Event encourages learning through activities relative to
production and management, processing, marketing and food safety and quality of poultry products.
Event Rules
1. Teams may consist of an unlimited number of members.
2. Team ranking is determined by combining the scores of the top three (3) students from each
team.
3. Teams that have fewer than three (3) members are not eligible for team awards, but students
may receive individual awards.
4. Awards will be presented to individuals and/or teams based upon their rankings at the
awards ceremony.
5. Participants will have ten minutes per class to complete.
6. Any participant in possession of any electronic device is subject to disqualification.
Event Format
Equipment
1. Each participant must have two (2) sharpened No. 2 pencils, clipboard, and an
electronic calculator. Calculators permissible for use in this event are those that are
battery operated, non- programmable and silent.
2. Participant use of unauthorized electronic devices will result in disqualification.
3. Participants will be provided with a standard form and a worksheet as well as all
poultry and products. No other materials will be permitted. Participants attempting to
use unauthorized materials will be disqualified.
Preliminary Events
1. Live Poultry
A. Each participant will place a class of four market broilers. Participants will not be
permitted to handle the birds.
Rev. 1/6/2016
Page 370
B. Each participant will place a class of four egg-type hens. The birds will be SingleComb White Leghorns, or commercial strains of Leghorn-type (inbred cross). The birds
may have trimmed beaks. Participants will not be permitted to handle the birds.
C. Each participant will grade a class of ten ready-to-cook chicken and/or turkey carcasses
and/or parts. Criteria for grading will be derived from USDA standards for chicken
carcasses weighing two pounds to six pounds and for turkey carcasses weighing six to
sixteen pounds or carcasses weighing greater than sixteen pounds. Four categories may
be used, including the USDA quality grades A, B, C and the category NG (nongradable). Participants may not touch any carcass or part; doing so will result in
disqualification. If used, the shackle holding a carcass may be rotated to show the
entire carcass.
D. Each participant will place a class of four ready-to-cook chicken or turkey carcasses.
Criteria for placing will be derived from USDA standards relative to poultry weight
classes. Participants may not touch any carcass; doing so will result in disqualification. If
used, the shackle holding a carcass may be rotated to show the entire carcass.
Classes
Four market broilers to be placed
Four egg type hens to be placed
Ten chicken and/or turkey carcasses and/or parts for quality grading
Four RTC carcasses for placing
Points
50
50
50
50
2. Shell Eggs
A. Each participant will grade a class of ten white (or white-tint) shell eggs. Criteria for
grading will be derived from USDA standards for interior quality of market eggs. The
USDA quality grades will be AA, A, B and Loss. Participants must candle the eggs to
determine the appropriate USDA quality grade, but improper handling of eggs will
result in disqualification.
B. Each participant will grade a class of fifteen shell eggs (white, brown or other).
Criteria for grading will be derived from USDA standards for exterior quality of market
eggs. The USDA quality grades will be AA/A, B and NG (nongradable). Criteria for
grading may include decisions related to the following quality factors: Soundness
(unbroken, check, dented check or leaker); Stains (slight/moderate stain or prominent
stain); Adhering Dirt or Foreign Material; Egg Shape (approximately normal shape,
unusual or decidedly misshapen); Shell Texture (large calcium deposits, body check or
pronounced ridges); Shell Thickness (pronounced thin spots); No Defect.
C. Each participant will determine written factors for the grading of the exterior
chicken eggs. The written factors will relate to the criteria used for grading
exterior quality of eggs.
Classes
Ten white-shell eggs for interior quality grading
Fifteen chicken eggs for exterior quality grading
Rev. 1/6/2016
Points
50
50
Page 371
Evaluation criteria for Class 8
50
3. Further Processed Poultry
A. Each participant will determine written quality factors for a class of ten boneless
further processed poultry meat products (e.g. precooked, poultry meat patties, tenders,
nuggets or other boneless products). Criteria for evaluation will include coating
defects, color defects, consistency of shape/size, broken and/or incomplete products,
cluster/marriages and evidence of foreign material. Participants may not touch any
product; doing so will result in disqualification.
B. Each participant will determine written quality factors for a class of ten bone-in further
processed poultry meat products (e.g., precooked, bone-in wings or other bone-in
poultry meat products). Criteria for evaluation will include coating defects, color
defects, consistency of size, broken products, miscut products, mixed products and
evidence of foreign material. Participants may not touch any product; doing so will
result in disqualification.
C. Each participant will identify ten poultry parts. Poultry parts to be identified will be
randomly selected and consistent with those used in the chicken processing and
merchandising industries. The participant may not touch any part; doing so will result in
disqualification.
Classes
Boneless Further Processed Poultry Meat Products
Bone-In Further Processed Poultry Meat Products
Ten chicken carcass parts for identification
Points
50
50
50
4. Onsite Written Exam
A. Each participant will complete a 30 question multiple choice, onsite written
examination on poultry production, management, anatomy and physiology. 25 of the
questions will be general knowledge questions worth 4 points each and five (5) items
will require mathematical calculations and will be worth 10 points each.
Poultry CDE Finals
1. The top ten teams from the Poultry CDE Preliminary will come back for the finals at a later date.
2. The team must be made up from the top ten teams’ top 6 individuals.
3. The top ten individuals, if not on the top 10 teams, may participate as individuals in the Poultry
CDE Finals.
4. FFA Official Dress (event appropriate) is recommended for this event.
5. Two classes will be placed. The classes will consist of egg type hens, market broilers or ready to
cook carcasses.
6. Participants will present oral reasons for the two placing classes Participants will have ten
minutes to prepare and two minutes to present their oral reasons. Reasons should include current
USDA and poultry industry terminology and standards.
7. Team Activity - For the team activity, all members of a team will work collaboratively to
perform an activity related to poultry science. Team members will observe and/or be provided
Rev. 1/6/2016
Page 372
information about a poultry industry situation or problem scenario(s). Then, team members will
answer up to 25 questions related to the information gained from the situation/scenario and from
reference material studied in preparation for the career development event. The team activity
may require participants to use information technology that is appropriate for the poultry
industry (e.g. computers, software applications, Internet resources and related technologies).
Specific information about the team activity will be made available to coaches two weeks prior
to the finals as needed.
Scoring
Preliminary
Individual
1. Twelve Classes – 600 points
2. Written Exam – 150 points
Total Points Possible – 750 points
Team
1. Twelve Classes – 3 individuals x 600 points = 1800 points
2. Written Exam – 3 individuals x 150 points = 450 points
Total Points Possible – 2,250 points
Finals
Individual
1. Preliminary score – 750 points
2. Two placing classes – 100 points
3. Two sets oral reasons – 100 points
Total Points – 950 points
Team
1.
2.
3.
4.
Preliminary score – 3 individuals x 750 points = 2250 points
Two placing classes – 3 individuals x 100 = 300 points
Two sets of oral reasons – 3 individuals x 100 = 300 points
Team Activity = 200 points
Total Points = 3050 points
Tiebreakers
Preliminary
Individual
1.
2.
3.
4.
Team
1.
Evaluation of Live Birds classes
Evaluation of Shelled Egg Classes
Evaluation of Further Processed Classes
Consistency between all class scores
Total team score of Live Birds classes
Rev. 1/6/2016
Page 373
2. Total team score of Shelled Egg Classes
3. Total team score of Further Processed Classes
4. Consistency between total team score of all class scores
Finals
Individual
1. Oral reasons score
2. Finals placing classes score
3. Preliminary score
4. Consistency between oral reasons scores
Team
1. Team activity score
2. Total team oral reasons score
3. Total team finals placing classes
4. Total team preliminary score
5. Consistency between total individual oral reasons scores
References
This list of references is not intended to be all-inclusive. Other sources may be utilized, and teachers
contains references that will be helpful during event preparation.
1. Available from Instructional Materials Service (IMS), Texas A&M University, 2588
TAMUS, College Station, TX 77843-2588 (Phone: 979-845-6601; FAX: 979-845-6608;
[email protected]; http://www-ims.tamu.edu/).
A. Poultry Grading Manual - Agriculture Handbook Number 31 (latest USDA edition)
(IMS Catalog #0414)
B. Egg-Grading Manual - Agriculture Handbook Number 75 (latest USDA edition) (IMS
Catalog #0417)
2. National FFA Core Catalog
A. Poultry Science Manual for National FFA Career Development Events. (sixth edition)
(IMS Catalog #0418-5) (or from the National FFA Core Catalog, product number
PSM-06, online at http://shop.ffa.org/poultry-science-manual- p38844.aspx). All
examination items will be derived from this reference.
B. The Hormel Computing Slide is available through the National FFA Core Catalog, Item
#HCSS, 888-332-2668 or online at http://shop.ffa.org/hormel-computing- slidep38052.aspx
C. Poultry Evaluation Scan Form—http://shop.ffa.org/poultry-evaluation-scan-formp38843.aspx
D. CDE Q&A’s—http://shop.ffa.org/cde-qas-c1413.aspx
3. FFA Learn
A. 2005 & 2006 CDE Q&A’s —
https://ffa.learn.com/learncenter.asp?id=178409&page=31
Rev. 1/6/2016
Page 374
Ohio FFA Poultry CDE Scoring Procedures
Placing Classes
Class #1 – Four live market broilers – 50 points
(use placing 1-2-3-4 format and Hormel card)
Class #2 – Four live past production hens – 50 points
Class #5 – Four Ready-to-cook turkey/chicken carcasses – 50 points
Grading Classes
Each class has a value of 50 points per participant.
Class #4 – Scoring for Parts and Carcass Grading – 50 points
Grade A, B, C, or NG
Scored 5 if correct; 3 if 1 off; 1 if 2 off; 0 if 3 off or cross line
Official Grade
A
B
C
NG
A
5
3
1
0
B
3
5
3
0
C
1
3
5
0
0
0
0
5
NG
Rev. 1/6/2016
Page 375
Class #7 – Ten interior eggs – 50 points
Grade AA, A, or loss
Scored 5 if correct; 3 if 1 off; 1 if 2 off; 0 if 3 off or cross line
Official Grade
AA
A
B
Loss
AA
5
3
1
0
A
3
5
3
0
B
1
3
5
0
loss
0
0
0
5
Class #8 – fifteen exterior eggs (factors) – 50 points
(15 eggs x 12 possible factors = 180 possible answers, score .27 for each correct
answer)
Class #9 - fifteen exterior egg grades on each egg in class #8 – 50 points
Graded A, B, or NG
Score 3.33 for correct grade; 1.67 if off one grade; 0 if off 2 grades or cross line
Class #10 – Boneless further processed – 50 points
(7 factors x 10 products=70 possible answers) scored .71 point per correct answer
Class #11 – Bone in further processed – 50 points
(7 factors x 10 products=70 possible answers) scored .71 point per correct answer
Class #12 – ten chicken parts for identification – 50 points
Each correct answer is worth 5 points
Rev. 1/6/2016
Page 376
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.
1.
2.
Possible
Points
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
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
heard?
2
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
convincing?
4
TOTAL POINTS
3.
12
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
4.
Participant's
Score
10
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
GRAND TOTAL OF POINTS
Rev. 1/6/2016
10
50
Page 377
Public Speaking
Important Note:
Please thoroughly read the Introduction and General Rules Section at the beginning
of this handbook for complete rules and procedures that are relevant to all Ohio FFA
Purpose
To develop agricultural leadership by providing FFA members the opportunity to
participate in Agricultural Public Speaking activities. There are four public speaking
CDEs: Creed, Beginning Prepared, Extemporaneous and Prepared. Specific rules
for each are listed below.
Event Rules - General
1. The state CDEs will be limited to participation by two students
representing each of Ohio’s 10 districts. Each contestant shall have
participated in a district CDE held prior to the state pre-lims.
2. Local CDEs should be held in each high school of the state having an
organized FFA chapter. It is suggested that local and possibly district
CDEs be held in connection with meetings of adult civic organizations in
the community.
3. The official(s) in charge of the CDE will select the judges of each CDE.
4. Notes, cards, manuscripts, and audio-visuals may not be used (students
will be disqualified if notes or manuscripts are used). No demonstration
type skill illustrations will be permitted. Emphasis is to be on the verbal
presentation. Notecards are allowed for Extemporaneous Speaking only.
5. The state CDE will be open only to students who are currently enrolled in
an agricultural education program.
6. Contestants must be dues paid members of a chartered FFA chapter.
7. A contestant must be in official FFA dress in order to compete.
8. The CDE Coordinator or an appointed representative will be in charge of
the state CDE.
9. All district and sub-district CDEs must abide by the rules set forth in this
site. All preliminary events culminate in the state CDE held on the date on
the registration sheet.
10. A contestant may compete in only one Public Speaking Event.
Rev. 1/6/2016
Page 378
11. State winners may not compete in the same CDE during the remainder of
their FFA tenure.
12. There will be no score given for the speech composition. However, if
written speeches do not meet standards and have bibliographies, there will
be a 50 point reduction in the score for Beginning Prepared and Prepared
Speaking. Speeches for Beginning Prepared and Prepared must be neatly
typewritten, grammatically correct, and double spaced with at least 2
citations of information on your bibliography. All speeches should be
emailed to the CDE Coordinator in a PDF format 7 days prior to the state
event. The student’s name, contest, school, and speech title should be
located on a title page.
Event Format – General
1. Two preliminary CDEs will be held, with the number of contestants
balanced as evenly as possible. The grouping of the contestants within the
two elimination contests and their speaking order will be determined by lot
well in advance of the State CDE.
2. The two higher scoring contestants in each preliminary CDE, a total of four
speakers, will compete in the final CDE.
3. The top two speakers in each section in Extemporaneous and Prepared
CDEs will present their speeches in a final CDE that same afternoon.
4. Teacher judges for the state CDE shall be teachers who have prepared
successful public speakers in recent years. Judges from agricultural
occupations may also be asked to serve as judges. Teachers will be used
one per CDE area. Judges from agricultural occupations may also be asked
to serve as judges. Teachers will be used one per CDE area.
5. Each district winner, in the Beginning Prepared and the Prepared CDE shall
email at least 7 days prior to the state contest a copy of the speech
manuscript including title page and bibliography. It shall be the
responsibility of the teacher of each district winner to see that this
requirement is met. Manuscripts received by this date will be
acknowledged so that each contestant may know that their entry in the state
CDE is assured. If this requirement is not met, the student may still
participate at the state level, but will have 50 points deducted from their
total score. Manuscripts must be emailed to Tom Oglesby at
[email protected]
6. At the time of the CDE the judges, after an informal conference to make
certain that all are familiar with the established procedure, will seat
themselves apart from one another in different sections of the room in
which the CDE is held. Each judge will score contestants upon the
Rev. 1/6/2016
Page 379
delivery of their production and upon their response to the questions by
the judges.
7. When all contestants have finished, each judge will compute their scores
for each of the contestants on the basis of their scorecard, and record their
ranking of the contestants before conferring with any other judges.
8. The judges’ ranking of each contestant then shall be added and the winner
will be that contestant whose numerical total is the lowest. Other placing
shall be determined in the same manner. In case of a tie, the individual
who has the highest grand total score shall be placed ahead of the pair.
9. When the judges are in full agreement, the chairman of the judges will
present to the superintendent a signed statement giving the ranking of the
contestants, but not their scores. The copy of the original scorecard may
be picked up that day after the results are given.
Awards
1. In the district CDE, each winner will receive a gold, silver, or bronze
rating as determined by the judges; this will carry through the state level.
2. The State winner of the Creed, Extemporaneous and Prepared Speaking
will go on the national competition at the National Convention.
3. The 2nd place state winner will go on to the competition at the Big E in
West Springfield, MA.
4. The state CDE is the final level of competition in the Beginning Prepared
CDE.
Creed
Eligibility
The Creed CDE is designed to develop leadership and the ability to appear before groups
by 7th, 8th and 9th grade students, as they become members of the FFA. Each chapter is
entitled to either one-7th, 8th or 9th grade FFA member representative in a district CDE. It
is suggested that this member be selected in a chapter CDE held prior to the district or subdistrict CDE. The participant must be a member in good standing in their FFA chapter. A
member can only participate in the Creed CDE one time.
Event Rules and Format
1. The contestant will present from memory the official FFA Creed.
2. Three minutes of questioning by the judges will occur to test the contestant’s
knowledge and understanding of the creed.
3. The State winner will go on the national competition at the National Convention.
4. Please refer to the Creed Scoring Rubric for the scoring guide.
Rev. 1/6/2016
Page 380
5. The scoring rubric is presented as a useful tool to aid judges in arriving at just
decisions. It is recognized that not everything can be reduced to a numerical
score and that differences cannot always be settled equitably on the basis of
arithmetic alone, because different persons vary greatly in recording their
judgments through numerical ratings.
Advanced Creed
Eligibility
The Creed CDE is designed to develop leadership and the ability to appear before groups
by first year 10th, 11th and 12th grade students, as they become members of the FFA. Each
chapter is entitled to a 10th, 11th, or 12th grade FFA member representative in a district
CDE. It is suggested that this member be selected in a chapter CDE held prior to the
district or sub-district CDE. The participant must be a member in good standing in their
FFA chapter. A member can only participate in the Advanced Creed CDE one time.
1. The contestant will present from memory the official FFA creed.
2. Three minutes of questioning by the judges will occur to test the contestant’s
knowledge and understanding of the creed.
3. Please refer to the Creed Scoring Rubric for the scoring guide.
4. The scoring rubric is presented as a useful tool to aid judges in arriving at just
decisions. It is recognized that not everything can be reduced to a numerical
score and that differences cannot always be settled equitably on the basis of
arithmetic alone, because different persons vary greatly in recording their
judgments through numerical ratings.
Beginning Prepared
Eligibility
Contestants must be Freshmen, Sophomores or first year FFA members who are Juniors
or Seniors. Participants must be enrolled in agricultural education with no prior
agricultural education experience and be a member in good standing in their FFA
chapter. Competition in a district CDE will be limited to one representative per school.
1. Each speech shall not be less than five minutes or more than seven minutes with
five additional minutes allowed for related questions asked by the judges.
Rev. 1/6/2016
Page 381
2.
3.
4.
5.
6.
7.
8.
Rev. 1/6/2016
Judges should deduct .5 point for each second over seven minutes and under
five minutes that the speech runs. Time commences when the speaker begins
talking. Speakers may use a watch to keep a record of their time.
Please refer to the Beginning Prepared Rubric for the scoring guide.
There will be no score given for the speech composition. However, if
written speeches do not meet standards and have bibliographies, there will
be a 50-point reduction in the score. The speech must be neatly typewritten,
grammatically correct, and double spaced with at least 2 citations in the
bibliography. The speech should be emailed to the CDE Coordinator in a
PDF format 7 days prior to the state event. The student’s name, contest,
school, and speech title should be located on the title page.
Each district winner, in the Beginning Prepared and the Prepared CDE, shall
email a copy of the speech manuscript including the title page and bibliography
at least 7 days prior to state CDE. It shall be the responsibility of the teacher of
each district winner to see that this requirement is met. Manuscripts received by
this date will be acknowledged so that each contestant may know that their entry
in the state CDE is assured. If this requirement is not met, the student may still
participate at the state level, but will have 50 points deducted from their total
score. Manuscripts must be emailed to Tom Oglesby at [email protected]
When presenting, students do not have to recite their written speech wordfor-word, though they should make an attempt to memorize the speech as
written. Slight deviations from the written manuscript will not be scored
against. Moderate deviations or obvious pauses in recitation will result in a
deduction of score.
The scoring rubric is presented as a useful tool to aid judges in arriving at
just decisions. It is recognized that not everything can be reduced to a
numerical score and that differences cannot always be settled equitably on
the basis of arithmetic alone, because different persons vary greatly in
recording their judgments through numerical ratings.
Contestants may choose any current subject for their speech, which is of an
agricultural nature. Topics may include, but are not limited to, Agriscience
and Technology, Agribusiness, Agrimarketing, International Agricultural
Relations, Urban Agriculture, or the environment. Speeches are to be
agriculture in nature and not an FFA speech. A contestant will be
disqualified if they speak on a nonagricultural subject.
Each contestant’s speech is to be the result of his or her own efforts.
Training in both content and delivery are limited to the facilities of the
school in which the contestant is enrolled. Facts and working data may be
secured from any source.
Page 382
Extemporaneous Speaking
Eligibility
Contestants must be an enrolled student in agricultural education. The participant must
be a member in good standing in their FFA chapter. Competition in each district CDE
will be limited to one representative per school.
1. Each speech shall be the result of the contestant’s own effort using approved
reference materials.
2. The top two speakers in each section in will present their speeches in a final
CDE that same afternoon.
3. There will be no canned speeches in the county, sub-district, district, state
preliminary or finals. The speech must be about the topic the participant
has chosen or was assigned.
4. Contestants will be admitted to the preparation room at 15-minute intervals
and given exactly 30 minutes for speech preparation. There must be an
adult proctor in the prep room to monitor the speech research and writing.
5. Notecards are allowed for Extemporaneous Speaking only.
6. Each speech shall not be less than four minutes or more than six minutes
with five minutes additional time allowed for related questions which shall
be asked by the judges. Judges should deduct .5 point for each second over
six minutes or under four minutes. Time commences when the speaker
begins talking. Speakers may use a watch to keep a record of their time.
7. The top two speakers in each section will present their speeches in a final
8. The State winner will go on the national competition at the National
Convention.
9. Please refer to the Extemporaneous Speaking Rubric for the scoring guide.
10. The scoring rubric is presented as a useful tool to aid judges in arriving at
just decisions. It is recognized that not everything can be reduced to a
numerical score and that differences cannot always be settled equitably on
the basis of arithmetic alone, because different persons vary greatly in
recording their judgments through numerical ratings.
County/Sub-Districts and Districts
1. The topic selection will be made 30 minutes prior to giving the speech.
2. At this level, the contestants will select a topic from each of five areas,
choose one and then proceed to the prep room to prepare the speech.
Rev. 1/6/2016
Page 383
3. At this level the contestant may bring up to 7 references books, or
notebooks with a maximum of 100 single sided or 50 double-sided sheets
considered one reference in a notebook. They will also be given access to
the internet for research if possible.
4. If host schools cannot provide access to the internet, they must inform the
contestants prior to the event. The topic will be from one of the following
five areas with speech topics listed below:
A. Agriscience and Technology
B. Agrimarketing and International Agriculture
C. Food and Fiber Systems
D. Urban Agriculture
E. The Environment
State Pre-lims and Finals
1. A topic will be chosen by the official(s) in charge of the CDE in each of
the five areas. The topic can be from the list of topics from the county/subdistrict and district levels or another similar topic chosen by the official(s).
2. Do not bring anything to the event. Writing materials, note cards and
access to reference materials will be provided.
3. Any notes for speaking must be made during the 30 minute preparation
period.
4. Each participant will choose a speech area from the list below and will
select the speech topic 30 minutes prior to presenting the extemporaneous
speech. The topic will be from one of the following five areas:
A. Agriscience and Technology
B. Agrimarketing and International Agriculture
C. Food and Fiber Systems
D. Urban Agriculture
E. The Environment
4. If possible, computers will be available to access references. If this is not
then the reference materials will be furnished.
Speech Topics
Agriscience and Technology:
1.
2.
3.
4.
5.
6.
7.
Rev. 1/6/2016
Biotechnology: what is it, really?
Biotechnology and its history.
What to do about 9 billion people by 2050?
What place does personal technology have in agriculture?
Educating a public that is far removed from agriculture.
What part does research play in the agriculture classroom?
Balancing the needs for basic training and advanced skills in the
agriculture classroom.
Page 384
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Agriculture Research: Who pays and who benefits?
Biotechnology in animal reproduction.
Locating new ways to generate farm dollars.
How can the threat of bio-contamination affect agriculture, the environment and
natural resources?
Is the term “family farm” about to become a thing of the past?
Alternative uses of agriculture commodities.
The effects of biotechnology on the future of the agriculture industry.
What three technologies will benefit agriculture the most in the next 25 years?
How can technology improve conservation as it relates to agriculture?
Genetically Modified Organisms (GMOs) and their effect on natural resources
and the agricultural industry.
Can U.S. agriculture feed a hungry world and also provide renewable fuel?
The ethics of genetic engineering in agriculture.
How has global positioning system (GPS) technology benefitted American
agriculture?
Ohio Livestock Standards and the effect on production agriculture.
Can pesticides be replaced by alternative biological forms of pest control?
The use of hydroponics to produce food.
Using biotechnology to improve life.
How has reproductive technology transformed animal agriculture?
Agrimarketing and International Agriculture:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Marketing challenges in a dynamic world.
U.S. Food Marketing: A specialized system.
Marketing products to foreign customers.
The role of U.S. farmers in feeding the world.
Should we feed the poor countries or teach the poor countries to feed themselves?
Helping other countries to create international markets.
How important are agricultural commodity check off dollars?
Creating new demand for agricultural commodities.
Creating niche markets for locally produced food.
The future of non-food uses for American agricultural commodities.
The international ethics of agricultural biotechnology.
The impact of marketing strategies in locking in profit for the American farmer.
The impact of the global economy on American agriculture.
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?
Rev. 1/6/2016
Page 385
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.
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.
Rev. 1/6/2016
Page 386
18.
19.
20.
21.
22.
23.
24.
25.
Creating non-food uses for agricultural products.
Preserving Farmlands: Are land trusts the answer?
Consumer influence or perception on how food is produced?
Should agriculture production continue to be subsidized by the
government? Why or why not?
The impact of GMOs on food production and consumer confidence.
Will dietary concerns change agricultural production techniques?
Maintaining consumer confidence in American agricultural commodities.
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…
Rev. 1/6/2016
Page 387
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 invasiveness 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?
Rev. 1/6/2016
Page 388
Prepared Speaking
Eligibility
Contestants must be an enrolled student in agricultural education a member in good
standing in their FFA chapter. Competition in each district CDE will be limited to
one representative per school.
1. Each speech shall not be less than six minutes or more than eight
minutes with five additional minutes allowed for related questions
asked by the judges. Judges should deduct .5 points for each second
over eight minutes and under six minutes that the speech runs. Time
commences when the speaker begins talking. Speakers may use a
watch to keep a record of their time.
2. Please refer to the Prepared Rubric for the scoring guide.
3. There will be no score given for the speech composition. However, if
written speeches do not meet standards and have a bibliography, there
will be a 50 point reduction in the score. Speeches must be neatly
typewritten, grammatically correct, and double spaced with at least 2
citations on the bibliography. All speeches should be emailed to the
CDE Coordinator in a PDF format 7 days prior to the state event. The
student’s name, contest, school, and speech title should be located on a
title page.
4. When presenting, students do NOT have to recite their written speech
word-for-word, though they should make an attempt to memorize the
speech as written. Slight deviations from the written manuscript will
not be scored against; a moderate deviation or obvious pauses in
recitation will result in a deduction of score.
5. The top two speakers in each section in will present their speeches in a final
6. Each district winner shall email a copy of the speech manuscript
including the title page and bibliography at least 7 days prior to state
CDE. It shall be the responsibility of the teacher of each district
winner to see that this requirement is met. Manuscripts received by
this date will be acknowledged so that each contestant may know that
their entry in the state CDE is assured. If this requirement is not met,
the student may still participate at the state level, but will have 50
points deducted from their total score. Manuscripts must be emailed to
Tom Oglesby at [email protected].
7. The scoring rubric is presented as a useful tool to aid judges in arriving
at just decisions. It is recognized that not everything can be reduced to
Rev. 1/6/2016
Page 389
a numerical score and that differences cannot always be settled
equitably on the basis of arithmetic alone, because different persons
vary greatly in recording their judgments through numerical ratings.
Subject Development
1. Contestants may choose any current subject for their speech which is of
an agricultural nature. Topics may include, but are not limited to,
Agriscience and Technology, Agribusiness, Agrimarketing, International
Agricultural Relations, Urban Agriculture, or the environment. Speeches
are to be agriculture in nature and not an FFA speech. A contestant will
be disqualified if they speak on a nonagricultural subject.
2. Each contestant’s speech is to be the result of their own efforts. Training
in both content and delivery are limited to the facilities of the school in
which the contestant is enrolled. Facts and working data may be secured
from any source.
Rev. 1/6/2016
Page 390
Ohio Prepared Public Speaking Scoring Rubric
Name
Indicators
School
present
5-4
Oral Communication – 300 points
A. Speaking
Speaks very articulately
without hesitation without hesitation. Never has the
and
need for unnecessary pauses or
memorization
hesitation when speaking. Speech is
completely memorized or minor
deviations from written speech do
not distract from presentation.
present
3-2
Points
Earned
Weight
Speaks articulately, but
frequently hesitates. Frequently
hesitates or has long, awkward
pauses while speaking. Speech
is
somewhat memorized; student
deviates from written speech and
must be constantly
prompted.
X 10
Appropriate tone is usually
consistent.
Speaks at the right pace most of the
time, shows some nervousness.
Pronunciation is
vague.
Speaker uses power of
Speaker presents speech as mere
presentation to engage and
repeating of facts and
captivate the audience with the
speech comes across as a
message of the speech.
report.
Is able to stay fully detail
Is mostly good at being detail
oriented.
oriented.
Always provides details which Usually provides details which are
support the issue; topic is well supportive of the issue; displays
organized.
good organizational skills.
Has difficulty using an
appropriate tone.
Pronunciation of words is difficult
to understand; unclear.
X 10
Speaker bores the audience with
lack of enthusiasm and
power to deliver the speech.
X 10
Has difficulty being detail
oriented.
Sometimes overlooks details that
could be beneficial to the issue;
lacks organization.
X 10
E. Examples
clearly explained.
Examples are original, logical and
relevant.
clearly defined.
Examples are sometimes confusing,
leaving the listeners
with questions.
X 10
F. Connect and
articulate facts
and issues
and globally.
Possesses a strong knowledge
base and is able to effectively
articulate information regarding
issues.
sometimes needs
clarification.
thought.
Sufficient in connecting facts
and globally.
Possesses a good knowledge
base and is able to, for the most
part, articulate information
regarding related facts and current
issues.
how they impact the issue locally
and globally.
base but is unable to articulate
information regarding related facts
and current issues.
X 10
Non-verbal Communication – 200 points
A. Eye Contact
Eye contact constantly used as
an effective connection.
Constantly looks at the entire
audience (90-100% of the time).
Eye contact is mostly effective
and consistent.
Mostly looks around the audience
(60-80% of the time).
B. Tone of
Voice
C. Command of
audience
D. Being detail
Oriented
Speaks at the right pace.
clear. Intent is apparent.
B. Gestures
Gestures are purposeful and
effective.
Hand motions are expressive and
used to emphasize talking points.
Confident posture with positive
body language.
C. Mannerisms
Does not have distracting
mannerisms that affect
effectiveness.
No nervous habits.
Rev. 1/6/2016
sometimes hesitates. Occasionally
has the need for a long pause or
moderate hesitation when
speaking. Speech is mostly
memorized; some deviations from
written speech that distract from
speech flow. Student may have to
be prompted.
present
1-0
Eye contact does not always
allow connection with the
speaker.
Occasionally looks at someone or
some groups (less than
50% of the time).
Usually uses purposeful
Occasionally gestures are
gestures.
used effectively. Hands are not used
Hands are sometimes used to
to emphasize talking points; hand
express or emphasize. Occasionally motions are sometimes distracting.
slumps; sometimes negative body
Lacks positive
language.
body language; slumps.
X 10
Sometimes has distracting
mannerisms that pull from the
presentation.
Sometimes exhibits nervous
habits or ticks.
X 10
Have mannerisms that pull
from the effectiveness of the
presentation.
Displays some nervous habits
– fidgets or anxious ticks.
Page 391
X 10
Total
Score
D. Well-poised
Is extremely well-poised.
Poised and in control at all
times.
Response to Questions – 300 points
A. Speaking
Speaks unrehearsed with
unrehearsed
comfort and ease.
(question and
Is able to speak quickly with
answer)
organized thoughts and
concise answers.
B.
Demonstrates
knowledge of
topic
Answer shows thorough
knowledge of the subject of the
speech.
Supports answer with strong
evidence.
Usually is well-poised.
Poised and in control most of the
time; rarely loses composure.
Isn’t always well-poised.
Sometimes seems to lose
composure.
X 10
comfort and ease, but
sometimes seems nervous or
unsure.
has to stop and think, and
Answer shows some
knowledge of the subject. Some
evidence, but lacking in strength.
Displays nervousness or
seems unprepared when
speaking unrehearsed.
before thinking or compiling
thoughts.
X 10
Answer shows little knowledge
of the subject.
Evidence is lacking to support the
answer.
X 50
SUB-TOTAL
Deductions
Time deduction
Manuscript
deduction
Subtract .5 points for each second over eight minutes or under six
minutes
Speech must include:
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
-50 pts
TOTAL
Rev. 1/6/2016
Page 392
Ohio Beginning Prepared Public Speaking Scoring Rubric
Name
Indicators
School
present
5-4
A. Speaking
and
memorization
hesitation when speaking. Speech is
completely memorized or minor
deviations from written speech do
not distract from presentation.
present
3-2
Points
Earned
Weight
pauses while speaking. Speech
is
somewhat memorized; student
deviates from written speech and
must be constantly
prompted.
X 10
consistent.
Pronunciation is
vague.
Speaker presents speech as mere
presentation to engage and
repeating of facts and
captivate the audience with the
speech comes across as a
message of the speech.
report.
oriented.
oriented.
Always provides details which Usually provides details which are
support the issue; topic is well supportive of the issue; displays
organized.
appropriate tone.
X 10
Speaker bores the audience with
lack of enthusiasm and
X 10
oriented.
lacks organization.
X 10
E. Examples
clearly explained.
Examples are original, logical and
relevant.
clearly defined.
leaving the listeners
with questions.
X 10
F. Connect and
articulate facts
and issues
and globally.
Possesses a strong knowledge
base and is able to effectively
issues.
sometimes needs
clarification.
thought.
and globally.
Possesses a good knowledge
base and is able to, for the most
part, articulate information
regarding related facts and current
issues.
and globally.
base but is unable to articulate
and current issues.
X 10
A. Eye Contact
and consistent.
B. Tone of
Voice
C. Command of
audience
D. Being detail
Oriented
B. Gestures
effective.
used to emphasize talking points.
Confident posture with positive
body language.
C. Mannerisms
effectiveness.
No nervous habits.
Rev. 1/6/2016
speaking. Speech is mostly
memorized; some deviations from
written speech that distract from
speech flow. Student may have to
be prompted.
present
1-0
speaker.
50% of the time).
gestures.
used effectively. Hands are not used
to emphasize talking points; hand
express or emphasize. Occasionally motions are sometimes distracting.
slumps; sometimes negative body
Lacks positive
language.
X 10
presentation.
habits or ticks.
X 10
Have mannerisms that pull
from the effectiveness of the
presentation.
Page 393
X 10
Total
Score
D. Well-poised
times.
A. Speaking
unrehearsed
comfort and ease.
(question and
answer)
concise answers.
B.
Demonstrates
knowledge of
topic
speech.
evidence.
composure.
X 10
unsure.
Answer shows some
thoughts.
X 10
of the subject.
answer.
X 50
SUB-TOTAL
Deductions
Time deduction
Manuscript
deduction
Subtract .5 points for each second over seven minutes or under five
minutes
Speech must include:
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
-50 pts
TOTAL
Rev. 1/6/2016
Page 394
Ohio Extemporaneous Speaking Scoring Rubric
Name
School
Speech Topic:
Indicators
present
5-4
A. Speaking
without
without hesitation. Never
hesitation
has the need for
unnecessary pauses or
B. Tone of
Voice
present
3-2
present
1-0
Points
Earned
Weight
moderate
consistent.
Pronunciation is usually clear,
sometimes vague.
pauses while
speaking.
appropriate tone.
X 10
presentation to engage and captivate
the audience with the message of the
speech.
oriented.
Always provides details which
support the issue; is well
organized.
Speaker presents speech as
mere repeating of facts and
speech comes across as a report.
Speaker bores the audience
with lack of enthusiasm and
X 10
oriented.
Usually provides details which are
supportive of the issue; displays
oriented.
lacks organization.
X 10
E. Examples
Examples are vivid, precise
and clearly explained. Examples
are original, logical and relevant.
clearly defined.
leaving the listeners with questions.
X 10
F. Connect and
articulate facts
and issues
and globally.
Possesses a strong knowledge base
and is able to effectively articulate
and current
issues.
Examples are usually
concrete, sometimes needs
clarification.
thought.
they impact the issue locally and
globally. Possesses a good
knowledge base and is able to, for
the most part, articulate
and current issues.
and globally. Possesses some
knowledge base but is unable to
related facts and current issues.
X 10
Eye contact is mostly effective and
consistent.
speaker.
50% of the time).
used effectively.
Hands are not used to emphasize
talking points; hand
motions are sometimes
distracting. Lacks positive
Have mannerisms that pull from
the effectiveness of the
presentation.
X 10
C. Command of
Audience
D. Being detail
Oriented
A. Eye Contact
Eye contact constantly used as an
effective connection.
audience (90-100% of the
time).
B. Gestures
effective.
used to emphasize talking
points. Confident posture with
positive body language.
C. Mannerisms
effectiveness.
No nervous habits.
Rev. 1/6/2016
gestures.
express or emphasize.
Occasionally slumps;
sometimes negative body
language.
presentation.
habits or ticks.
X 10
X 10
X 10
Page 395
Total
Score
D. Well-poised
times.
A. Speaking
unrehearsed
comfort and ease.
(question and
answer)
concise answers.
B.
Demonstrates
knowledge of
topic
speech.
evidence.
composure.
X 10
unsure.
Answer shows some
thoughts.
X 10
of the subject.
answer.
X 50
SUB-TOTAL
Deductions
Time deduction
Subtract .5 points for each second over six minutes or under four minutes
TOTAL
Rev. 1/6/2016
Page 396
Ohio Creed Speaking Scoring Rubric
Name____________________________
present
5-4
Indicators
A. Speaking
and
memorization
hesitation when speaking. Creed is
completely memorized.
B. Pace
Speaks at a moderate pace to
be clear.
C. Tone
Voice is upbeat, impassioned
and under control.
D.
Pronunciation
Pronunciation of words is very
clear and intent is apparent.
E. Volume
Emitted a clear, audible voice for
the audience present.
A. Eye Contact
School ___________________________
present
3-2
and consistent. Mostly looks
around the audience (60-80% of
the time).
allow connection with the speaker.
some groups (less than 50% of the
time).
used effectively. Hands are not
used to emphasize talking
points; hand motions are
sometimes distracting. Lacks
positive body language;
slumps.
Have mannerisms that pull from
the effectiveness of the
presentation. Displays some
nervous habits – fidgets or
anxious ticks.
composure.
X 10
oriented. Sometimes
overlooks details that could be
beneficial to the answers/basis
of the question.
speaking unrehearsed. Seems to
ramble or speaks before thinking
or compiling thoughts.
X 20
gestures. Hands are sometimes
used to express or
emphasize. Occasionally slumps;
sometimes negative
body language.
C. Mannerisms
effectiveness. No nervous
habits.
D. Well-poised
times.
presentation. Sometimes
exhibits nervous habits or
ticks.
Usually is well-poised. Poised
and in control most of the time;
rarely loses composure.
oriented. Usually provides
details which are supportive of the
answers/basis of the
question.
Speaks unrehearsed mostly
comfort and ease. Is able to speak with comfort and ease, but
quickly with organized thoughts and sometimes seems nervous or
concise answers.
unsure. Is able to speak
effectively, has to stop and think,
and sometimes gets off focus.
Rev. 1/6/2016
Weight
frequently hesitates. Has long,
awkward pauses while speaking.
Creed is mostly memorized; some
deviations/missing words
occur that distract from speech flow.
Student may have to be prompted.
effective. Hand motions are
expressive and used to
emphasize talking points. Confident
posture with positive
body language.
B. Speaking
Unrehearsed
Points
Earned
speaking.
Creed is mostly memorized; or
minor deviations occur that do not
distract from presentation.
Speaks at a moderate pace
most of the time, but shows
some nervousness.
Voice is somewhat upbeat,
impassioned and under
control.
mumbled.
Emitted a somewhat clear, audible
voice for the audience
present.
B. Gestures
Question and Answer – 300 points
A. Being detail
oriented
oriented. Always provides
details which support answers/basis
of the question.
present
1-0
X 20
Pace is too fast or too slow;
nervous.
X5
Voice is not upbeat; lacks
passion and control.
X5
difficult to understand; unclear.
X5
Emitted a barely audible voice for
the audience present.
X5
X 10
X 10
X 10
X 20
Page 397
Total
Score
C. Examples
Examples are vivid, precise
and clearly explained. Examples
are original, logical and relevant.
Examples are usually
concrete, sometimes need
clarification. Examples are
effective, but need more
originality or thought.
clearly defined. Examples are
sometimes confusing, leaving the
listeners with questions.
X 20
TOTAL
Rev. 1/6/2016
Page 398
Soils, Agricultural
Important Note:
Development Events.
Purpose
The Agricultural Soils CDE is an educational activity designed as a practical method of
teaching students to evaluate land and soil and to make decisions when faced with soil
related issues that affect agricultural production.
Event Rules
1. Each district may decide how many teams and how many individuals per team
may participate in the district CDE.
2. The top five teams and any top five individual not a part of the top 5 teams
from each district may compete in the state contest. Only one team from a
school may participate in the state CDE. If one of the top five schools in the
district cannot participate it is their responsibility to contact the next team in
line so that they may participate in the state CDE.
3. A team, at the state CDE, shall consist of four (4) individuals with the top 3
scores making up the team score.
4. Four soil sites are selected in advance of the CDE day. These sites should be
chosen to exhibit a variety of soil conditions that affect agricultural uses, and
should be located within easy walking distance of each other. By locating each
pit near the center of a uniform area, the site can be judged as an area on which
the slope and other soil properties can be determined. Care should be taken to
select sites where clear-cut decisions can be made relative to the correct
marking of all sections of the scorecard. Avoid “borderline” conditions if at all
possible.
5. A pit is dug for each representative site. Each pit should be excavated to a
maximum depth of 4 feet (per OSHAA standards). The pit should be of
sufficient length and width (at least 4 feet wide) to accommodate the
contestants and allow for adequate entry and exit for safety. At minimum of 2
access points should be easily accessible or safe entry of the pit. The side of the
pit to be judged should be oriented in a way to receive direct sunlight at the
time of the CDE. One area of each pit will be designated as the control section
Rev. 1/6/2016
Page 399
and will be off limits for any type of digging or disturbance during the contest.
This will ensure that every student will have the same opportunity to see what
the judges saw while evaluating the soil. The control section will be 1 to 2 feet
wide and clearly marked. Students who dig in this area will be disqualified
from the CDE.
6. Scan sheets will be used at the State CDE for recording answers to be scored.
A separate answer sheet will be provided for each site. Each sheet should be
clearly marked to represent the site being evaluated, with the site number,
contestant name and school. The use of different colored sheets would further
help in keeping the sites separate, and assist in the record keeping logistics.
7. A time limit of 15-20 minutes is sufficient for each group to use in judging one
soil site. At the end of the prescribed time limit, a signal is given. The
procedure is continued until each group of contestants has had a chance to
judge each of the sites.
8. The representative slope for the site will be marked using stakes. The top of
the stakes will be as close to the same elevation as possible to accurately
represent the natural slope, but may fluctuate as necessary to avoid getting a
slope close to a borderline slope class. The tops of the stakes will be used to
determine the contest slope. Stakes or flags should designate the land area
surrounding each pit to be considered in the evaluation.
9. Each pit will be supplied with buckets (or similar) containing soil samples of
the textures to be determined at each site. There will be a bucket containing the
surface soil texture sample and a bucket containing the subsoil texture sample.
10. Two written tests will be given on site at the CDE. A general soils test and soil
survey test. The general soils test will consist of 15 questions, and will be
based on basic soil science knowledge. The soil survey test will consist of 10
questions and will be based on the official soil survey information (web soil
survey). The soil survey test will contain scenario questions based on land-use,
and will contain questions that require students to look up information in the
soil survey.
Event Equipment
2. Contest organizers will provide;
a. Slope stakes for shooting slope and flags or stakes to designate site area.
b. Buckets (or similar) of soil samples for texture – with assistance from
official judge (students will be given samples of each soil texture they
are to identify to ensure uniformity).
c. Tests; general knowledge and soil survey.
d. Site information for target crop, soil test levels, and root and pores/100
cm2, - with assistance from official judge.
Rev. 1/6/2016
Page 400
e. Control section in the soil pit for students to evaluate structure, take
measurements as it relates to different features, ie drainage, restrictive
features, bedrock, topsoil depth, and compaction.
f. Restroom facilities.
g. Scorecards and scan sheets.
3. Students/schools will provide:
a. Screwdriver/digging apparatus to evaluate soil.
b. Measuring instrument to evaluate depths (measurements will be taken in
inches).
c. Water for texturing
d. Abney level, clinometer, other hand held level, slope board and string to
measure slope. All are optional.
Event Format
1. Four soil pits and surrounding areas are evaluated on the following basis:
Part I – Soil Properties
A. Slope
B. Landform/position
C. Soil texture, surface
D. Soil texture, subsoil
E. Soil structure, surface
F. Depth of topsoil
G. Drainage class (depth to water table)
H. Depth to restrictive features
I. Compaction present in the top 10 inches
J. Infiltration
K. Living organisms
Part II – Overall Risk for Degradation and Soil Health Limitations
1. Soil Erosion
2. Soil Compaction
3. Water Quality
4. Present Soil Health Limitations
Part III - Best Management Practices to Consider
B. Soil Erosion
C. Compaction
D. Water Quality
E. Soil Fertility
2. A 15-question written examination on general knowledge will be taken at the
contest site. The questions for this test will be taken from Soil Manual located at
ohioffa.org. District officials are to prepare the test for the district contest
Rev. 1/6/2016
Page 401
3. A 10-question written exam covering information found in a condensed Soil
Survey book document will be taken on site. District officials are to prepare the
test for their district CDE questions from a condensed Soil Survey book.
Scoring
Individual
1. Part 1: 10 points per column, only one mark per column - 110 points
2. Part 2: 5 points for correct marking - 20 points
3. Part 3: 4 points for correct marking – 116 points
Total points: 246 points per site x 4 sites = 984 points
4. Written Test: 15 questions - 60 points (4 pts. per question)
5. Soil Survey: 10 questions – 40 points (4 pts. per question)
Total Possible Points = 1084 points
Team
Tiebreakers
1. Tied individual scores will be broken based on the following criteria:
A. Part 1 total points on all pits
B. Part 3 total points of all pits
C. Soil Survey test
D. Written test
E. Consistency of scores on pits
2. Tied team scores will be broken based on the following criteria:
C. Soil Survey test
D. Written test
E. Consistency between individual total scores
National Soils Trip Qualifications
1. The top 5 teams in the Agricultural Soils CDE qualify to compete in the National
Land and Range Judging Contest in the Land division.
2. Information can be found at http://www.landjudging.com
References
Test Reference
2015-16 Rural and Urban Soils CDE Resource – located at ohioffa.org
Rev. 1/6/2016
Page 402
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. 1/6/2016
Page 403
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
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.
Rev. 1/6/2016
Page 404
Soils, Urban
Important Note:
Development Events.
Purpose
The urban land and soil judging CDE is an educational activity designed as a practical
method of teaching students to evaluate land and soil to determine its potential use for
urban, homesite, and other nonfarm uses.
Event Rules
1. Each district may decide how many teams and how many individuals per team
may participate in the district CDE.
2. The top five teams and any top five individual not a part of the top 5 teams from
each district may compete in the state contest. Only one team from a school may
participate in the state CDE. If one of the top five schools in the district cannot
participate it is their responsibility to contact the next team in line so that they may
participate in the state CDE.
3. A team, at the state CDE, shall consist of four (4) individuals with the top 3 scores
making up the team score.
4. Four soil sites are selected in advance of the CDE day. These sites should be
chosen to exhibit a variety of soil conditions that affect agricultural uses, and
should be located within easy walking distance of each other. By locating each pit
near the center of a uniform area, the site can be judged as an area on which the
slope and other soil properties can be determined. Care should be taken to select
sites where clear-cut decisions can be made relative to the correct marking of all
sections of the scorecard. Avoid “borderline” conditions if at all possible.
5. A pit is dug for each representative site. Each pit should be excavated to a
maximum depth of 4 feet (per OSHAA standards). The pit should be of sufficient
length and width (at least 4 feet wide) to accommodate the contestants and allow
for adequate entry and exit for safety. At minimum of 2 access points should be
easily accessible or safe entry of the pit. The side of the pit to be judged should be
oriented in a way to receive direct sunlight at the time of the CDE. One area of
each pit will be designated as the control section and will be off limits for any type
of digging or disturbance during the contest. This will ensure that every student
Rev. 1/6/2016
Page 405
will have the same opportunity to see what the judges saw while evaluating the
soil. The control section will be 1 to 2 feet wide and clearly marked. Students
who dig in this area will be disqualified from the CDE.
6. Scan sheets will be used at the State CDE for recording answers to be scored. A
separate answer sheet will be provided for each site. Each sheet should be clearly
marked to represent the site being evaluated, with the site number, contestant
name and school. The use of different colored sheets would further help in
keeping the sites separate, and assist in the record keeping logistics.
7. A time limit of 15-20 minutes is sufficient for each group to use in judging one
soil site. At the end of the prescribed time limit, a signal is given. The procedure is
continued until each group of contestants has had a chance to judge each of the
sites.
8. The representative slope for the site will be marked using stakes. The top of the
stakes will be as close to the same elevation as possible to accurately represent the
natural slope, but may fluctuate as necessary to avoid getting a slope close to a
borderline slope class. The tops of the stakes will be used to determine the contest
slope. Stakes or flags should designate the land area surrounding each pit to be
considered in the evaluation.
9. Each pit will be supplied with buckets (or similar) containing soil samples of the
textures to be determined at each site. There will be a bucket containing the
surface soil texture sample and a bucket containing the subsoil texture sample.
10. Two written tests will be given on site at the CDE. A general soils test and soil
survey test. The general soils test will consist of 15 questions, and will be based
on basic soil science knowledge. The soil survey test will consist of 10 questions
and will be based on the official soil survey information (web soil survey). The
soil survey test will contain scenario questions based on land-use, and will contain
questions that require students to look up information in the soil survey.
Event Equipment
1. Contest organizers will provide;
a. Slope stakes for shooting slope and flags or stakes to designate site area.
b. Buckets (or similar) of soil samples for texture – with assistance from
official judge (students will be given samples of each soil texture they
are to identify to ensure uniformity).
c. Tests; general knowledge and soil survey.
d. Site information for target crop, soil test levels, and root and pores/100
cm2, - with assistance from official judge.
e. Control section in the soil pit for students to evaluate structure, take
measurements as it relates to different features, ie drainage, restrictive
features, bedrock, topsoil depth, and compaction.
f. Restroom facilities.
g. Scorecards and scan sheets.
Rev. 1/6/2016
Page 406
3. Students/schools will provide:
a. Screwdriver/digging apparatus to evaluate soil.
b. Measuring instrument to evaluate depths (measurements will be taken in
inches).
c. Water for texturing.
d. Abney level, clinometer, other hand held level, slope board and string to
measure slope. All are optional.
Event Format
1. Three or four soil pits and surrounding areas are evaluated on the following basis:
Part I – Soil Properties
A. Slope
B. Landform/position
C. Flood hazard
D. Soil stability
E. Soil texture, surface
F. Soil texture, subsoil
G. Soil texture, substratum
H. Soil structure, subsoil
I. Drainage class (depth to water table)
J. Depth to restrictive features
K. Depth to bedrock
Part II – Overall Degree of Limitations
1. Buildings with basements
2. Sewage treatment systems
3. Driveways and local roads
4. Lawns, gardens, and Landscaping
Part III - Best Management Practices to Consider
1. Buildings with basements
2. Sewage treatment systems
3. Driveways and local roads
4. Lawns, gardens, and landscaping
2. A 15-question written examination on general knowledge will be taken at the
contest site. The questions for this test will be taken from Soil Manual located
at ohioffa.org. District officials are to prepare the test for the district contest
3. 10-question written exam covering information found in a condensed Soil
Survey book document will be taken on site. District officials are to prepare
the test for their district CDE questions from a condensed Soil Survey book.
Rev. 1/6/2016
Page 407
Scoring
Individual
1. Part 1: 10 points per column, only one mark per column - 110 points
2. Part 2: 5 points for correct marking - 20 points
3. Part 3: 4 points for correct marking – 112 points
Total points: 242 points per site x 4 sites = 968 points
4. Written Test: 15 questions - 60 points (4 pts. per question)
5. Soil Survey: 10 questions – 40 points (4 pts. per question)
Total Possible Points = 1068 points
Team
Tiebreakers
1.
A.
B.
C.
D.
E.
Tied individual scores will be broken based on the following criteria:
Part 1 total points on all pits
Part 3 total points of all pits
Soil Survey test
Written test
Consistency of scores on pits
2. Tied team scores will be broken based on the following criteria:
C. Soil Survey test
D. Written test
E. Consistency between individual total scores
National Soils Trip Qualifications
1. The top 5 teams in the Urban Soils CDE qualify to compete in the National
Land and Range Judging Contest in the Homestead division.
2. Information can be found at http://www.landjudging.com
References
The following reference is available at ohioffa.com under CDE:
1. 2015-16 Rural and Urban Soils CDE Resource – Found at Ohioffa.org
Rev. 1/6/2016
Page 408
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. 1/6/2016
Page 409
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)
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.
Rev. 1/6/2016
Page 410
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. 1/6/2016
Page 411
Wildlife Management
Important Note:
Development Events.
Purpose
To stimulate interest and to promote instruction in the areas of fish and wildlife
management, as well as to provide recognition for those who have demonstrated skills
and competencies as a result of natural resources instruction.
Event Rules
1. Each school may enter one team in the state CDE.
participants, the top 4 scores will be considered the “team” and the top four (4)
scores will be the team score of record.
3. The top 5 teams participate in the Environmental and Natural Resources CDE.
4. Under no circumstances will any contestant be allowed to touch or handle
contest specimens during the CDE. Any infraction of this rule will disqualify
the contestant from the contest.
5. Observers will not be permitted in the CDE area while the contest is in
progress.
6. No team, team member, or team coach shall visit the contest facilities to
observe the specimens one week prior to the CDE. Any infraction will
7. Tools and equipment will be furnished for the CDE. Contestants must use the
tools and equipment furnished at the contest site.
8. All written materials will be furnished for the CDE. Contestants must provide
clipboards and pencils. Electronic calculators will be permitted.
Event Format
1. General Knowledge (on-site test) – 50 multiple choice questions will be
selected from the areas of fish and wildlife management. This phase of the
CDE will test the student’s knowledge and understanding of basic wildlife
Rev. 1/6/2016
Page 412
management principles. A time limit of 50 minutes will be allowed for
completion of this section of the CDE.
2. Identification - 75 specimens from the lists located in these instructions will be
displayed for the contestants to identify by common name. Contestants should
be able to identify each by live specimen, skin, skull, track, actual mount, or
other acceptable evidence (scat, sign, etc.). Pictures or slides may be used if an
actual specimen cannot be obtained.
A. Mammals - 15 Specimens
B. Gamebirds - 15 Specimens
C. Fish - 15 Specimens
D. Food and Cover Plants - 15 Specimens
E. Equipment - 15 Specimens
7. Practicum - Contestants will complete three practicums from the following
rotated list. Odd numbered practicums will take place in odd years and even
numbered practicums in even years.
A. 1. Reading Topographical Maps – Given specific locations on a
topographical map, the contestant will identify type of terrain, elevation of
a specific location, direction of water flow, survey marks, true or magnetic
north vs. grid north, contour intervals, road classifications, and map legend
interpretations.
B. 2. Understanding Pond Management – Contestants will assess a given
pond for size, fish populations, water quality, vegetation, and fish habitats
then answer a series of management questions on that pond. These
questions could include, but would not be limited to, the following:
determine the number of fish to be stocked, recommended practices to
solve a particular problem, determine amounts of herbicides to be applied.
C. 3. Aging and Sexing Wildlife – The contestant will determine the age and
sex of selected specimens from the mammal and game bird lists by
looking at the plumage or other acceptable practices utilized by the
industry.
D. 4. Determining Habitat Management Requirements – Contestants will
survey the habitat available at a given area and select those practices best
suited to manage the site for the designated species. Contestants may have
to determine which management practices to use for the target species
(brush piles, food plots, nesting structures, etc.), recognize wildlife food
items, read maps and aerial photos, and calculate percent plant cover.
E. 5. Controlling Nuisance Animals – Contestants will evaluate problems
caused by nuisance animals and determine the best methods to control the
problems in a given situation, relying on an understanding of nuisance
animal laws and acceptable equipment used in the industry. Contestants
may evaluate problems caused by deer, geese, raccoons, groundhogs,
muskrats, turkey, etc. in both rural and urban settings.
Rev. 1/6/2016
Page 413
F.
6. Identifying Game Laws and Safety – Based on Ohio hunting and
fishing regulations and the Ohio hunting and trapping education courses,
contestants will answer questions pertaining to state and federal game laws
and practices. Contestants will also determine safe and unsafe practices
related to hunting, fishing, boating, or camping safety that may be
presented through a scenario, skit, or reenactment.
Scoring
Individual
1. General Knowledge (on-site test) - 100 points
3. Practicum x 3 - 300 points
Team
References
1. Burger, George V. Practical Wildlife Management. New York: Winchester
Press, 1973.
2. Wildlife Habitat Improvement. New York: National Audubon Society, 1966.
3. Peterson, R.T. and McKenny, M. A Field Guide to Wildflowers. New York:
Houghton Mifflin Co., 1968.
4. Life Histories: Notes on Ohio’s Fish and Wildlife Species. Columbus: Ohio
Department of Natural Resources, Division of Wildlife, 1978.
5. Stockdale, Thomas M. Ohio Pond Management. Columbus: Cooperative
Extension Service, Ohio State University.
6. Trautman, M.B., Key to Ohio Fishes and Associated Aquatic Life. Columbus:
Ohio State University Press, 1957.
7. Robbins, Chandler S., Brunn, Bertel, and Zim, Herbert S. Birds of North
America: A Guide to Field Identification. Racine: Western Publishing Co.,
1966.
8. Bellrose, Frank C. Ducks, Geese, and Swans of North America. Harrisburg:
Stackpole Books, 1978.
9. Johnsgard, Paul A. North American Game Birds of Upland and Shoreline.
Lincoln: University of Nebraska Press.
10. Hines, Bob. Ducks at a Distance. Washington DC: Department of the Interior,
U.S. Fish and Wildlife Service, 1978.
11. Burt, William H. Mammals of the Great Lakes Region. Ann Arbor: University
of Michigan Press, 1975.
Rev. 1/6/2016
Page 414
12. Gottschang, Jack L. A Guide to the Mammals of Ohio. Columbus: Ohio State
University Press, 1981.
13. Pennsylvania State University, College of Agriculture, Extension Service.
Animal Tracks- #129 (leaflet). University Park, PA.
14. Ohio Division of Wildlife, Publications Center, Ohio Department of Natural
Resources.
A. Trapping in Ohio (Publication #115)
B. Trapping Tips (Publication #70)
C. Wildlife Identification Quiz (leaflet) (Publication #128)
D. Wildlife Conservation in Ohio: The Role of Hunting and Trapping (Publication
#273)
E. Rabbit, Quail, and Grouse Management Series
F. Ohio Hunting and Trapping Regulations (Publication #85)
G. A Key to the Identification of Wildlife
15. Fish and Wildlife and Related Review. Hobar Publications Software.
16. Ohio Division of Wildlife: Hunter Safety Manual and Trapper Education Manual.
17. Ohio Division of Watercraft: Boater Education Manual.
18. Missouri Habitat Appraisal Guide: http://mdc.mo.gov/landown/wild/guide/
19. Indiana Wildlife Habitat Evaluation Program: www.whep.org
Mammals
001. Badger
002. Bat, big brown
003. Bat, hoary
004. Bear, black
005. Beaver
006. Bobcat
007. Chipmunk, eastern
008. Coyote
009. Deer, whitetail
010. Fox, gray
011. Fox, red
012. Mink
013. Mole, eastern
Rev. 1/6/2016
014. Mole, starnose
015. Mouse, house
016. Mouse, meadow jumping
017. Mouse, white-footed
018. Muskrat
019. Myotis, little brown
020. Opossum, Virginia
021. Otter, river
022. Rabbit, eastern cottontail
023. Raccoon
024. Rat, Norway
025. Shrew, least
026. Shrew, short-tailed
027. Skunk, striped
028. Squirrel, eastern fox
029. Squirrel, eastern gray
030. Squirrel, red
031. Squirrel, southern flying
032. Squirrel, thirteen-lined ground
033. Vole, meadow
034. Weasel, least
035. Weasel, longtail
036. Woodchuck
037. Woodrat, eastern
Page 415
Gamebirds
001. Black Duck
002. Bobwhite, northern
003. Bufflehead
004. Canvasback
005. Coot, American
006. Dove, mourning
007. Gadwall
008. Gallinule, common
009. Goldeneye,
common
010. Goose, Canada
011. Goose, snow
012. Grebe, horned
013. Grebe, pied-billed
014. Grouse, ruffed
015. Loon, common
016. Mallard
017. Merganser, common
018. Merganser, hooded
019. Merganser, red-breasted
020. Pheasant, ring-necked
021. Pintail, northern
022. Rail, sora
027. Scaup, lesser
028. Shoveler, northern
029. Snipe, Wilson’s
030. Swan, mute
031. Swan, tundra
032. Teal, blue-winged
033. Teal, cinnamon
034. Teal, green-winged
035. Turkey, wild
023. Rail, Virginia
024. Redhead
025. Ring-Necked Duck
026. Ruddy Duck
036. Wigeon, American
037. Wood Duck
038. Woodcock, American
014. Crappie, black
015. Creek Chub
016. Drum, freshwater
017. Eel, American
018. Gar, longnose
019. Gizzard Shad
020. Golden Shiner
021. Lamprey
022. Minnow, bluntnose
023. Minnow, fathead
024. Muskellunge
025. Perch, yellow
026. Pickerel, chain
027. Pickerel, grass
028. Pike, northern
029. Redhorse Sucker
030. Salmon, chinook
031. Salmon, coho
032. Sauger
033. Trout, brown
034. Trout, lake
035. Trout, rainbow
036. Sturgeon, lake
037. Sunfish, green
038. Sunfish, redear
039. Walleye
Fish
001. Bass, largemouth
002. Bass, rock
003. Bass, smallmouth
004. Bass, spotted
005. Bass, white
006. Bluegill
007. Bowfin
008. Buffalofish
009. Bullhead, brown
010. Bullhead, yellow
011. Carp
012. Catfish, channel
013. Catfish, flathead
Food and Cover Plants
001. Amaranth (Pigweed)
002. Aspen
003. Autumn Olive
004. Beech
005. Bluestem, big
006. Bindweed
Rev. 1/6/2016
016. Dogwood
017. Duckweed
018. Elderberry
019. Garlic Mustard
020. Grape, wild
021. Grass, brome
031. Partridgeberry
032. Pine, Red
033. Pine, Eastern White
034. Pondweed
035. Poison Ivy
036. Purple Loosestrife
Page 416
007. Bittersweet, Asian
008. Bramble/Blackberry/
Raspberry
009. Buckthorn
010. Bulrush
011. Cattail
012. Cedar
013. Clover, bush
014. Clover, red
015. Crabapple
022. Grass, orchard
023. Grass, switch
037. Queen Anne’s Lace
038. Ragweed
024. Hawthorn
025. Hickory
026. Honeysuckle, Japanese
027. Maple
028. Millet
029. Multiflora Rose
030. Oak
039. Smartweed
040. Sumac
041. Sunflower
042. Timothy
043. Yarrow
Equipment
001. Aerial net
002. Anemometer (wind
meter)
003. Axe, single or
double bit
004. Backpack fire pump
005. Binoculars
006. Bottom-sampling
dredge
007. Carbon monoxide
tester
008. Conibear trap
009. Dessicator
010. Dissolved oxygen
meter
011. Dot Grid
012. Drafting instruments
013. Drip torch
014. Egg incubator
015. Fire rake
016. Fire swatter
Rev. 1/6/2016
017. Flow/current meter
018. Hand compass
032. Shovel/spade
033. Sling psychrometer
019. Hand lens
034. Snake hook
020. Hand level
021. Live animal traps
022. Minnow trap
035. Soil analysis sieve
036. Soil sampler
037. Soil test kit
023. pH meter/kit
038. Sound level meter
024. Plankton Net
025. Plant press
026. Post-hole digger
039. Spotting scope
040. Steel spring trap
041. Survey chains &/or tapes
027. Range pole/rod
042. Survey pins
043. Tally meter
044. Transit
045. Water sampler
046. Water test kit
028. Secchi disk
029. Seine
030. Sharpening stone
031. Shell reloading
equipment
Page 417
Rev. 1/6/2016
Page 418

2015 - 2016 Ohio FFA CDE HANDBOOK

Transcription

Similar documents

I`m helping to end MS by participating in the 2016 Jayman BUILT MS

The Board of Directors of Qatar Fuel (WOQOD) is pleased to invite

5 `S` Training Program at ABV-IIITM, Gwalior on 21.07.2016

4 star ALOE HOTEL, PAPHOS

loyola institute for ministry on-campus open house thursday, may 12

HALF OFF - Bavarian Inn

The Magic Wizard

KMEA Standards Handout

2016 MW Alliance Raffle - Manitowish Waters Alliance LTD

HERE - Perfect Shots Photography