Appreciation is expressed to the following Horticulture II-Turfgrass Management Committee members and external review committee members for their help in identifying skills needed in Horticultural II-Turfgrass Management occupations in North Carolina and in identifying competencies, curriculum materials, and VoCATS questions to be used with the newly revised Horticulture II-Turfgrass Management Curriculum.

1. Claire Bruno, Pinecrest High School
2. Fred Clarida, Harnett Central High School
3. Al Clarke, Red Springs High School
4. Scottie Cook, Alexander Central High School
5. Kevin Franklin, Enka High School
6. Lonnie Johnson, T.C. Roberson High School
7. Al Jones, Richlands High School
8. Ted Manzer, Northeastern High School
9. Dan McGougan, West Brunswick High School
10. Terry Nance, Cape Fear High School
11. Doug Prevette, North Iredell High School
12. Julian Smith, Chatham Central High School
13. Doug Vernon, Northwest Cabarrus High School

Business and Industry Reviewers:

1. Dr. Arthur Bruneau, Professor of Crop Science at North Carolina State University
2. Mr. Richard Harrington, Owner, Sunshine Gardens Exteriors, Greenville, North Carolina
3. Mr. Eugene Maples, Executive Director, Turfgrass Council of North Carolina
4. Mr. Gary Smithwick, Owner, Turner Greenhouses, Goldsboro, North Carolina

Also, we express our appreciation to Mrs. Melinda White for her efforts in formatting all materials.

Curriculum Coordinator: Mr. Benjie Forrest, Eastern Region Agricultural Education Coordinator, North Carolina State University

Horticulture II-Turfgrass Management is a year-long course for a traditional six or seven period day or for the four-by-four semester block schedule. It is designed for students in grades 10-12 in the North Carolina public secondary schools. It is designed as a level 3 or 4 course per the Agricultural Production and/or horticulture sequence. When it is taught in the Agricultural Production sequence, Agricultural Production I is a prerequisite. When it is taught in the Horticulture sequence, Horticulture I is the prerequisite.

Horticulture II-Turfgrass Management is designed to introduce students to the fundamentals of plant science and soils as related to the turfgrass industry. It also focuses on specific areas including environmental issues, turfgrass maintenance, lawn care and production, sports turf, irrigation, turf equipment, turfgrass management, and public relations.

Horticulture II-Turfgrass Management also includes agricultural leadership and employability skills. This guide has been developed to assist teachers in offering a focused, well-planned, high quality program of study for the Horticulutre II-Turfgrass Management student.

The curriculum guide is composed of several sections. One section identifies several essential elements common to all agricultural education courses and to Horticulture II-Turfgrass Management specifically. Essential elements of an agricultural education program include the topics necessary to help students apply the skills learned in real life situations. The goal is to help students progress in their development socially and mentally so that they might earn a living and also serve in their respective locations.

A second section includes a course outline that identifies units and topics of instruction. Competencies and objectives are included for each unit along with the curriculum resources needed for each objective. There is a reference listat the end of this section that includes the recommended books, manuals, and new materials from which the curriculum resources are extracted. This section also includes an instructional outline to be used to help identify specific areas of the curriculum materials to emphasize in instruction to students.

A third section includes additional reference materials (ARM). This list may be of use to assist the teacher in acquiring knowledge to assist in teaching. A tool and equipment list is also included which may be used as a guide to assist in the implementation of the Horticulture II-Turfgrass Management curriculum. This list, along with the recommended safety tools list and the recommended instructional aids list reflect materials needed if the program is to be equipped at the optimum level.

The final section of this guide includes the course blueprint. The blueprint identifies objective statements as either cognitive or performance and specifies the percentage of weight each statement has in relation to the competency for which it was written. Competencies as well as units of instruction are also identified by percentage of weight, which enables the teacher to develop a calendar as he or she plans for their class. Competencies are identified as eight core or supplemental.

1. The elements in this subsection are common to all Agricultural Education courses unless otherwise indicated and shall be included in each course at the appropriate level. Every school offering Agricultural Education should provide courses that include the following essential elements:
   1. Leadership concepts and skills. The student shall be provided opportunities to:
      1. demonstrate skills, characteristics, and responsibilities of leaders and effective group members;
      2. demonstrate a knowledge of parliamentary procedure principles;
      3. plan and conduct leadership activities; and
      4. prepare for effective citizenship and participation in our democratic society.

   2. Concepts and skills related to successful employment and/or post-secondary training. The student shall be provided the opportunities to:
      1. identify employment opportunities and preparation requirements in a chosen field;
      2. identify and role play effective methods to secure and terminate employment;
      3. demonstrate effective communication skills both oral and written and follow through on assigned tasks;
      4. identify and demonstrate ethical practices and responsibilities including dependability, punctuality, productive work habits and attitudes;
      5. recognize the dignity of work and understand the importance of taking pride in the quality of work performed;
      6. apply required methods and sequences when performing tasks and develop skills in planning and organizing work;
      7. apply principles of time management and work simplification when performing assigned tasks;
      8. understand the importance of application of organizion policies and procedures.

   3. Concepts and skills associated with entrepreneurship. The student shall be provided opportunities for business ownership to:
      1. identify opportunities for business ownership;
      2. understand the risk and profit motive factor;
      3. understand the elements and advantages of the free enterprise system; and
      4. explain the role of small business in the free enterprise system.

   4. Concepts and skills related to safety and safe working conditions. The student shall be provided the opportunity to identify and apply safe working practices to all training situations.

   5. Concepts and skills associated with human relations and personality development. The student shall be provided opportunity to:
      1. understand the importance of maintaining good health and proper appearance for effective job performance;
      2. understand oneself and others; accept and use criticism; and exercise self-control
      3. recognize basic human relationships as they relate to employment success; and
      4. demonstrate characteristics for successful working relationships.

   6. Concepts and skills related to personal and business management. The student shall be provided opportunities to:
      1. explain how management assists in reaching personal and family goals;
      2. describe the management process in controlling stress;
      3. understand the principles of personal checking accounts;
      4. explain the personal loan application processes;
      5. explain the role of different financial institutions;
      6. explain the management process and identify the role and functions of business management; and
      7. understand the lines of authority and identify effective supervisory techniques.

   7. Concepts and skills related to supervised agricultural activities. The student shall be provided opportunities to:
      1. plan and conduct a supervised agricultural experience program;
      2. plan supervised agricultural activities; and
      3. conduct supervised agricultural activities.

2. Horticulture II-Turfgrass Management students shall be provided opportunities to:
   1. Develop leadership.

   2. Develop record keeping skills.

   3. Examine the fundamentals of plant science and pest management as it relates to turfgrass management.

   4. Examine the environmental issues affecting turfgrass management.

   5. Determine basic landscape principles important to turfgrass management.

   6. Examine lawn care and turf production.

   7. Examine golf course management practices.

   8. Examine the sports turf industry, management practices, and irrigation principles associated with it.

   9. Determine and maintain the type of turf equipment necessary in the turfgrass industry.

   10. Identify and examine employability, human resource and financial management skills needed in the turfgrass industry.

CODE

(G) Chapter Guide to State FFA Activities, 2002-2003, N.C. FFA Association, Box 7607, NC State University, Raleigh, NC 27695.

(FFAH) FFA Student Handbook, 2001. National FFA Organization, Alexandria, VA.

(LLC&GCM) Liu, Haibo: Martin, James; Martin, Joan; Mitchell, Cletus; Rudolph, Jack. Co-Project Directors: Dr. Haibo Lu, Dr. James Martin. Landscape, Lawn Care & Golf Course Management, CD developed by the National Council for Agricultural Education, 2001, National FFA Organization, Alexandria, VA 22311.

(SAE) Moore, Dr. Gary, 2000-2001. Supervised Agricultural Experience Program Record Book, Agricultural and Extension Education, Box 7607, N.C. State University, Raleigh, NC 27695.

(OFFAAT&MIM) Official FFA Agricultural Tools & Materials Identification Manual, Carolina Edition, NC FFA Association, Box 7607, NC State University, Raleigh, NC 27695.

I. LEADERSHIP

01.00 Examine leadership organizations as related to the turfgrass industry.
01.01 Assess opportunities for leadership development in turfgrass industry organizations.

(Use the FFA Student Handbook)

1. Officers and Committees - know duties and how those experiences can be used in the horticulture II-turfgrass industry. Examples - President - preside over horticulture II-turfgrass management association meetings, Secretary - keep minutes of meetings of special committees for horticulture II -turfgrass management organizations, Treasurer - keep financial records for fundraising activity of horticulture II-turfgrass association, Reporter - serve on horticulture II-turfgrass management association public relations committee, etc.
2. Program of Activities - helps in setting goals and developing plans and steps to reach those goals.
3. Career Development Events - Speaking events, parliamentary procedure to learn how to participate in business meetings, skills events such as nursery/landscape.
4. Proficiency Awards - entrepreneurship or placement individual awards growing out of a student’s SAE program.
5. Banquets, conventions, conferences, social events, community service, etc.

01.02 Examine the significance and meaning of ceremonies and traditions in agricultural organizations.

Ceremonies and Traditions (Use the FFA Student Handbook)

1. FFA Mission - to make a positive difference in the lives of students by developing their potential for premier leadership, personal growth and career success.
2. Strategies - know the ways to accomplish the mission.
3. Opening and closing ceremonies are rituals that add dignity to a meeting and explain the meaning of certain traditional emblems.
4. There are many other traditions and ceremonies used in the FFA that can benefit students both while in high school as well as in jobs after graduation.

02.00 Demonstrate the process used in conducting business meetings in Horticulture II-Turfgrass management organizations.
02.01 Examine the role of parliamentary law in the conduction of business.

Parliamentary Law (Use the FFA Student Handbook)

1. Main Objectives of Parliamentary Law
   1. Focus on one item at a time - helps prevent confusion.
   2. Extend courtesy to everyone - recognize before speaking.
   3. Observe the rule of majority - keeps unpopular ideas from being adopted.
   4. Ensure the rights of the minority - all sides can make motions, second motions, discuss and vote.
2. Definition of Parliamentary Procedure - using well-defined rules from Roberts Rules of Order to conduct business using a formal, organized approach.
3. Discussion or debate - requires a 2/3 majority vote to stop discussion.
4. Presiding officer should be fair and impartial - should leave the chairman’s station and relinquish chairman’s duties to discuss or present a point of view.

02.02 Demonstrate parliamentary abilities that would be used in a business meeting.

Most Used Parliamentary Abilities (Use the FFA Student Handbook)

1. Main Motion - to present a new idea or item of business.
   1. Address presiding officer.
   2. Receive recognition to speak.
   3. State motion - “I move to …” or “I move that…”.
   4. Another member seconds motion.
   5. Motion is discussed.
   6. Vote on motion.
   7. Chair announces result of vote.
2. Adjourn - to close the meeting.
3. Refer to Committee - places the motion in a committee and motion should include.
   1. Number on committee.
   2. How appointed.
   3. Powers and duties.
   4. When to report back.
4. Point of Order - used to correct a parliamentary mistake.
5. Division of Assembly or House - to get a counted vote.
6. Amendment - to change a motion.
7. Previous question - to stop discussion, requires 2/3 majority vote.

03.00 Apply appropriate techniques in public speaking.
03.01 Identify the parts of a speech.

Parts of a Speech (Use Prepared Public Speaking CDE Rules)

1. Introduction - used to catch the attention of the audience, presented first in speech, usually relatively short.
2. Body - the longest and main part of a speech presented after introduction, contains the major points and information.
3. Conclusion - last part of a speech, restates major points, usually relatively short.

03.02 Deliver a speech.

(Use the Prepared Public Speaking CDE Rules)

Use the information from Objective 003.01 to deliver a speech that includes the three major parts of a speech - Introduction, Body and Conclusion.

03.03 Identify the various components of the techniques involved in agricultural sales.

Supplemental

03.04 Demonstrate the sales techniques with a 7-minute sales presentation on turfgrass products or services.

Supplemental

II. RECORD KEEPING

04.00 Examine the Supervised Agricultural Experience component of the turfgrass management class.
04.01 Identify the component parts of the Supervised Agricultural Experience Record used in the turfgrass management class.

Types of SAE (NCSU SAE Record Book)

1. Entrepreneurship - planning, implementing, operating, and assuming financial risks in an agricultural business or farming activity such as raising turfgrass or operating a turfgrass farm.
2. Experimental - planning and conducting an agricultural experiment using the scientific process or scientific method such as comparing different kinds of turfgrass.
3. Analytical - identify an agricultural problem that cannot be solved by experiments and design a plant to investigate and analyze the problem such as turfgrass marketing displays or a golf course plan.
4. Placement - placing students in jobs outside of regular classroom hours and may be paid or unpaid work such as working as a golf course superintendent’s assistant.
5. Exploratory - helps students learn about agriculture and become aware of possible agricultural careers through short times spend observing, shadowing or helping such as attending a career day, or interviewing a golf course superintendent.
6. Improvement - a series of activities that improves the value or appearance of the place of employment, school, home or community, the efficiency of a business or an enterprise, or the living conditions of the family. Examples include building a fence, computerizing records, remodeling a building or repairing equipment.

04.02 Correctly record entries in the SAE Record.

Use the SAE Record Book to become familiar with the types of entries required for each type of SAE (NCSU SAE Record Book).

1. Enterprise - type of enterprise, amount bought or sold, expenses, income, efficiency factors, etc.
2. Experimental - review of literature, hypothesis, data log, findings, recommendations, etc.
3. Analytical - title of activity, identification of problems, background information, steps to solve problem, project log of what was done, results and recommendations.
4. Placement - training agreement signed by student, teacher, employer and parent or guardian stating which each will do, record of work, hours and $.
5. Exploratory - date, activity, observation and comments, hours.
6. Improvement - date started, date completed, improvement activity and steps or tasks involved in the project, hours, costs.
7. Supplementary - date, supplementary activities and comments, hours.

05.00 Examine financial record-keeping systems used in the turfgrass industry.
05.01 Define the terminology used in financial record-keeping systems, such as asset, liability, inventory, etc.

Terms (NCSU SAE Record Book)

1. Asset - something tangible of value that a person owns
   1. Current - items quickly converted to cash or that will be sold within 12 months - examples: cash, checking, savings, stocks and non-depreciable inventory of crops, etc.
   2. Non-current - items that have a useful life of more than one year - examples: land, machinery, etc.
2. Liability - debts
   1. Current - debts that are due to be paid this year - examples: fertilizer bills, tractor and building payments, and part of mortgage due this year.
   2. Non-current - debts not due this year - examples: mortgages not including this year’s payment.
3. Net worth = total assets minus total liabilities
   current assets + non-current assets = total assets
   current liabilities + non-current liabilities = total liabilities
4. Inventory - an itemized list of things owned by a business with the beginning value and depreciated value.
   1. Non-depreciable - items that will be used up or sold within a year - example: fertilizer, etc.
   2. Depreciable - items that have a useful life of more than one year and lose value because of age, wear or becoming out-of-date because of technology advancements. Land is NOT depreciable property.

005.02 Correctly record entries in a financial record system.

Use the information from Objective 010.01 to make correct entries in a financial record system. (NCSU SAE Record Book)

III. FUNDAMENTALS OF TURFGRASS MANAGEMENT

06.00 Examine the principles of plant science as related to turfgrass management.
06.01 Examine the structure and function of the vegetative and reproductive parts of a plant, including a typical turfgrass plant.

Structure and Function of plants (LLC & GCM, Unit 1, Lesson 1 pp. 4,5,8 Lesson 2 pp. 12, Lesson 5 pp. 34,35, Unit IV, Lesson 4 p. 38)

1. Vegetative - made up of the shoot and root.
   1. Shoot - parts of the stem, leaves, buds.
   2. Root - part includes root hairs.
   3. Leaf - made up of the stem, blade, petiole, and bud.
   4. Root hair - an expansion of an epidermal root cell which facilitates uptake of water.
   5. Turfgrass - vegetative parts include such things as the auricle and collar.
   6. Auricle - a pair of tiny appendages between the leaf blade and sheath.
   7. Collar - a light-colored band between the leaf blade and sheath on the lower side of the leaf.
2. Reproductive - made up of the flower, seed, and fruit.
   1. Sepal - the outermost whorl of a flower.
   2. Stamen - the male, pollen-bearing part of a flower.
   3. Pistil - the female portion of the flower, the part that receives, the pollen and forms the seed.
   4. Ovary - the bottom of the pistil where the seed and fruit form.
   5. Fertilization - the union of the male and female sex cells.

06.02 Investigate the major factors such as light, moisture, temperature, and elements affecting plants, including turfgrass.

Factors affecting plant development (LLC & GCM Unit I, Lesson 3 p.20, Lesson 4 p. 26, Lesson 7 p. 51, Lesson 8 p. 59, Lesson 9 p. 67, Lesson 10 p. 75, Unit IV, Lesson 5 p. 52)

1. Water and Energy
   1. Transpiration - the loss of water through the stomata or the leaves.
   2. Respiration - the oxidation of food by plants and animals to yield energy for cellular activities.
   3. Saturation - soil condition in which all pore spaces are filled with water.
   4. Proper turfgrass growth requires nutrients, light, and water.
2. Light
   1. Short-day plant - a plant that changes from vegetative to reproductive growth when day length drops below the critical day length.
   2. Long-day plant - a plant that changes from vegetative to reproductive growth when the day length rises above the critical day length.
   3. Photosynthesis - the plant process by which carbon dioxide and water are converted to sugar and oxygen in the presence of light and chlorophyll.
3. Temperature
   1. Microclimate - climate conditions around a single plant.
   2. Frost pocket - generally low lying areas where cold air settle and frosts occur.
4. Elements
   1. Macro elements - those essential elements used in the greatest quantity by plants.
   2. Micro elements - trace elements used in very small quantities.
5. Atmospheric - Environmental factors affecting turfgrass growth including light, temperature, moisture and wind.

07.00 Examine the principles of plant management as related to turfgrass management.
07.01 Analyze information found on chemical pesticide labels.

Pesticide Label Information (LLC & GCM, Unit I, Lesson 11 pp. 82,83,86,87)

1. Pesticide user qualifications
   1. Most states require pesticide applications to be licensed.
   2. Professionals use different kinds of pesticides for different kinds of pests.
      1. Fungicides - used to eradicate a plant disease caused by fungus pathogens.
      2. Insecticides - used to inhibit damage by insects.
      3. Herbicides - used to kill weeds.
      4. Rodenticides - used to protect plants from rodents.
2. Label Information
   1. Pesticide labels contain the following signal words:
      1. DANGER - extremely or highly toxic.
      2. WARNING - moderately toxic.
      3. CAUTION - slightly toxic.
   2. Pesticide labels contain the percentage of active ingredients and inert ingredients in the container. Example: If 37% of a container of pesticide is made up of active ingredients, the remainder of the container, or 63% of the container would be made up of inert ingredients.

07.02 Compare Integrated Pest Management (IPM) and Best Turfgrass Management(BTM)

IPM/BTM (LLC & GCM, Unit I, Lesson 12 pp. 90, 93, 96)

1. Integrated Pest Management (IPM)
   1. Combining methods to control pests such as resistant plant varieties, chemical and biological pesticides, pest exclusion, and plant health management.
   2. Biological control such as using one organism to control another pest can be used as a part of IPM
   3. Maintaining a healthy lawn as the first line of defense against grubs can be used as a pat of IPM.
2. Best Turfgrass Management (BTM)
   1. The concept of using the best turfgrass management techniques, skills and resources to manage a turf.
   2. (IPM) is a part of (BTM).

IV. FUNDAMENTALS OF TURFGRASS MANAGEMENT

08.00 Explore the relationship turfgrass management on wildlife management practices.
08.01 Identify features of three different kinds of ecosystems.

Terms and kinds of ecosystems (LLC & GCM, Unit II, Lesson 1 p. 10)

1. Terms
   1. Canopy: the highest spreading branches of a tree.
   2. Conifers: trees that bear cones.
   3. Deciduous: plants that shed their leaves in the fall or winter season.
   4. Herbaceous: plants die back in the winter.
   5. Perennial: the tops of plants may die back in the winter, but appear again in the spring.
   6. Understory: the collection of shrubs, young trees, and herbaceous plants under the canopy of trees.
2. Kinds of ecosystems
   1. Deciduous forest: includes such trees as maple, oak, and hickory -with or without understory-with a tall canopy.
   2. Coniferous forest: includes such trees as pone, spruce, fir, cedar, cypress and hemlock-with or without understory.
   3. Grassland, prairie, and meadow: open communities of plants and animals, dominated by grasses and/or perennial herbaceous plants.
   4. Desert: dry communities of plants and animals, often referred to as arid or semi-arid lands.
   5. Freshwater wetland: communities of living things with water near or above the soil surface for a part of the year, dominated by aquatic plants below the water and shrubs or trees emerging above the water.
   6. Saltwater wetland: low-lying meadows, frequently covered by tidewater or saturated by floodwater that drains from higher land.
   7. Stream: seasonal and shallow or year-round flow of water, which supports aquatic plants and animal life.

08.02 Compare warm-blooded and cold-blooded animals.

Warm and Cold-blooded animals (LLC & GCM, Unit II, Lesson 2 pp. 18,19)

1. Warm-blooded animals - have a fairly constant body temperature, regardless of the outside tempature. To accomplish this, warm-blooded animals store food energy on a daily basis. They need shelter in cold weather.
   1. Birds - all have feathers which help insulate them and help them fly, they have bills that are adapted for the food they eat. They are governed to by instinct - for example, migration.
   2. Mammals - breathe air, have hair, and produce milk for their babies. Most such as deer, produce their young alive - rather than lay eggs. They have several different kinds of teeth. Small mammals, such as bats, usually eat insects, fruits or seeds. Large mammals may eat grass and fruit or small mammals, fish, or amphibians. Some hibernate during cold months to conserve energy. Shelter includes caves, burrows, brush piles, or hollow tree stumps.
2. Cold-blooded animals - have a body temperature about the same as the temperature outside their bodies. During the winter months, they are not active. Some animals cannot survive freezing temperatures; they must hibernate or burrow below the frost line. The following is a list of basic information about vertebrates you might find in the schoolyard, a golf course, a recreational park, or residential property.
   1. Reptiles - have scales or plates, which preserve body moisture. Reptiles such as turtles, lizards, and snakes, lay eggs on land, or bear living young on land or in the sea.

      They have been on the Earth longer than any other land vertebrate. They avoid high and low temperatures by seeking shelter in brush and rock piles. They usually eat insects or small mammals.

   2. Amphibians - is a Greek word meaning “living a double life.” Those such as salamanders, toads, and frogs -have moist skin instead of scales, hair, or feathers. Most amphibians live the first part of their lives in water. They do not drink, but absorb the moisture they need from water and damp soil. They do not have fins or claws on their toes.

      They need standing water and objects-such as logs-on the ground for protection and shelter. The chief items in their diet are injurores insects to humans, such as mosquito larvae. When they absorb water, they also absorb pollution in the water and land. So when amphibians are seen in their habitat, it means the quality of habitat is good.

08.03 Examine the implementation of a habitat improvement plan.

Implementing a wildlife improvement plan (LLC & GCM, Unit II, Lesson 6 pp.44,45,46)

1. Habitat - the arrangement of food, water, shelter or cover, and space suitable to an animals needs - for plants it is the suitable arrangement of nutrients, water, space and soil.
   1. 60% of a naturalized golf course needs to be available as a natural area to support wildlife.
   2. Wildlife that help control pests need to be protected. They include:
      1. Bats
      2. Bluebirds
      3. Purple Martins
2. Habitat Structures
   1. Plants and structures are the foundation of a habitat enhancement project.
   2. Plants for habitat enhancement include:
      1. Evergreens - for winter shelter.
      2. Grasses and legumes - for birds and plant eating animals.
      3. Nectar plants - for butterflies and hummingbirds.
   3. Structures for habitat enhancement include:
      1. Nest boxes or birdhouses: Example-Bluebird houses to improve habitat for bluebirds
      2. Dead or fallen trees
      3. Brush piles
      4. Rock piles
      5. Caves and cliffs
      6. Year-round water source and feeding stations

09.00 Explore the relationship of turfgrass management on water management practices.
09.01 Describe the four parts of a stream system.

Stream System LLC & GCM, Unit II, Lesson 8 pp. 60,64)

1. Watershed - land area from which water draws into a stream
2. Stream system - four parts
   1. The surrounding watershed within the dividing line of runoff - the total area of land that contributes runoff to a stream.
   2. The stream channel - the path created by the runoff.
   3. Habitats within the stream - pools, riffles [fast flowing, shallow areas characterized by turbulence], plants, undercut banks, and a variety of substrate materials.
   4. Stream banks - boundaries of the channel.

09.02 Explain the Best Management Practices (BMP) to avoid polluting groundwater and streams.

Best Management Practices (BMP) (LLC & GCM, Unit II, Lesson 11 p. 85)

1. Reasons to perform Best Management Practices (BMP)
   1. Prevents run off in streams of excess chemicals.
   2. Prevents leaching of excess chemicals in groundwater.
2. Examples of Best Management Practices (BMP)
   1. Apply fertilizer when turf is actively growing.
   2. Use slow-release, more stable nitrogen fertilizer than a soluble fertilizer.
   3. Control irrigation so that fertilizer is not leached out.
   4. Apply fertilizer at the proper recommended rate.

10.00 Explore the relationship of turfgrass management on waste management practices.
10.01 Explain the carbon cycle.

The Carbon Cycle (LLC & GCM, Unit II, Lesson 12 pp. 93, 97)

1. The carbon cycle is - the process in which carbon is passed from one organism to another, then to the air, and finally back to plants.
2. Carbon cycle process includes:
   1. A producer - which is a chlorophyll-containing green plant that produces food for itself and animals - takes in carbon dioxide (c02) from the air as it grows.
   2. Photosynthesis - a process in which green plants manufacture simple sugars in the presence of sunlight, water and carbon dioxide (c02).
   3. Respiration - a process where a plant returns carbon dioxide to the air when it uses its own sugar as a source of energy.
   4. Decomposers - microbes that use carbon by the breaking down of dead plants and animals (that at one time consumed plants) to build their own bodies. This process involves the process of respiration, where the carbon is returned to the air as carbon dioxide (c02).

10.02 Explain the processes that occur in a properly constructed compost pile.

Compost piles (LLC & GCM, Unit II, Lesson 13 pp. 101,102,103)

1. Ways to compost
   1. Digging small holes in the ground.
   2. Spreading thin layers over a garden.
   3. Making cylinder bins.
   4. Constructing brick or wooden structures.
   5. Using commercial bins.
2. Advantages of composting
   1. Reduces waste that goes into landfills.
   2. Essential elements in composted waste can be used to enrich soil.
3. Successful composting
   1. Air must be present - if it is not, the material will begin to rot. Rotting allows for an unpleasant odor and the loss of nutritive value (such as nitrogen) of the material.
   2. Humus - the organic portion of soil which comes from the partial decomposition of plant material such as that produced by composting.

V. BASIC LANDSCAPE PRINCIPLES IMPORTANT TO TURFGRASS MANAGEMENT

11.00 Examine the distinguishing characteristics of landscape plants.
11.01 Determine landscape plants using vegetation clues, location, and dichotomous key.

Plant identification (LLC & GCM, Unit III, Lesson 1 pp. 4,5, Lesson 2 p. 14, Lesson 3 p. 21, Lesson 4 p. 29, Lesson 5 p. 35)

1. Tree and shrub identification using leaf, stem, and bud characters.
   1. Leaf composition: whether leaf blade is in one unit or several.
   2. Leaf arrangement : the pattern in which leaves are held on a stem.
   3. Node: point on a stem where a leaf emerges.
   4. Alternate arrangement: just one leaf emerges at a node.
   5. Opposite arrangement: two leaves emerge at a node.
   6. Whorled arrangement: three leaves emerge at a node.
   7. Entire margin: the edge (margin) of a leaf blade is smooth, unbroken.
   8. Toothed margin: the edge of a leaf blade is broken by small tooth-like structures.
   9. Lobed margin: the edge of a leaf is broken up into sections larger than teeth.
   10. Leaf blade: the expanded part of a leaf.
   11. Petiole: the stem-like structure of a leaf that is attached to the stem.
   12. Leaflet: a portion of the compound leaf blade.
   13. Simple leaf: a blade in one part.
   14. Compound leaf: a leaf blade divided into parts.
   15. Pinnately compound leaf: a leaf blade divided into leaflets attached to a linear axis.
   16. Palmately compound leaf: a leaf blade divided into sections that arise from a single point.
   17. Stems: plant parts that are present year round and contain bark. They may or may not have lenticels and piths which can be used as clues to the identity of plants.
   18. Buds: are present at the base of every leaf. They may or may not contain a terminal bud and hairs.
2. Tree and shrub identification using dichotomous keys and the 4-F system.
   1. Dichotomous key - a written system of choices of forked pairs of clues that leads to the ultimate identification of a plant.
   2. 4-F - a system of selection of landscape plants based on the form, foliage, fruit, and flower of the plant.
3. Tree and shrub identification based on microclimate and hardiness zone.
   1. Microclimate - the physical environmental conditions immediately surrounding a plant.
   2. Hardiness zone - climatic zones mapped by USDA based on minimum winter temperature.

11.02 Analyze plant propagation methods including seeds and cuttings.

Seeds, cuttings, and media (LLC & GCM, Unit III, Lesson 6 pp. 40,41, Lesson 7 pp. 47,48)

1. Seed - a method of sexual propagation of plants
   1. Sexual propagation - involves properly sowing viable seed in an environment that will cause them to break dormancy and germinate.
   2. Viable seed - seed that is dormant but will germinate under proper conditions.
2. Cuttings - a method of asexual propagation of plants
   1. Asexual propagation - removal of parts of a plant such as cuttings and placing it under the proper environment so that it germinates the missing parts.
   2. Types of cuttings - portions of a plant’s stem, leaf, or root used to propagate a new plant.
3. Media and related products
   1. Germination medium - an artificial growing mix that has been milled to fine granules so that seeds will not get buried.
   2. Rooting hormone - prepared compounds containing auxin type hormones such as IBA or that NAA, that accelerate and facilitate rooting or cuttings.

12.00 Compare fertilization and pruning techniques used on landscape plants.
12.01 Interpret fertilizer information as described on a fertilizer bag.

Fertilizer information (LLC & GCM, Unit III, Lesson 9 pp. 62,63)

1. Fertilizer terms
   1. Essential elements : those minerals required for a plant to complete its life cycle.
   2. Inorganic fertilizer: a group of minerals mined or manufactured to provide plants with essential elements.
   3. Organic fertilizer: fertilizer made of residues of plants and of animals and their wastes.
   4. Complete fertilizer: fertilizer containing nitrogen, phosphorus, and potassium.
   5. pH: the relative acidity of alkalinity of a soil.
   6. Fertilizer analysis: the percentage of nitrogen, phosphorus, and potassium in a bag, by weight.
2. Essential elements
   1. 16 essential elements.
   2. Memory device to remember the essential elements is:
      C HOPKNS café Mg B Mn Cu Zn MoCl
      which would read as if you were saying: C Hopkins cafe', managed by mine cousin Mocl.
   3. 16 essential elements include: C-carbon, H-hydrogen, O-oxygen, P-phosphorus, K-potassium, N-nitrogen, S-sulfer, Ca-calcium, Fe-iron, Mg-magnesium, B-boron, Mn-manganese, Cu-copper, Zn-zinc, Mo-molybdenum, Cl-chlorine.
   4. These 4 elements that most often limit plant growth are nitrogen, phosphorus, and potassium. These are the three main fertilizer bag components.
   5. Organic fertilizer - contains such things as animal manure, blood, bones, or other animal or plant residue. They are generally bulkier and release their elements slowly.
   6. Inorganic fertilizer - manufactured from an assortment of materials that include the essential elements. They generally are of a higher analysis and have a shorter release time of nutrients than organic fertilizer.

12.02 Execute proper pruning techniques on selected landscape plants.

Pruning Do’s and Don’ts (LLC & GCM, Unit III, Lesson 12 pp. 85,86,88)

1. Pruning Do’s
   1. Cuts should be made with a sharp tool.
   2. Placement of cut above bud.
   3. Remove large branches with three cuts.
   4. Prime hedge narrower at top than at bottom.
   5. Cut just beyond the branch collar.
2. Pruning Don’ts
   1. Don’t prune completely flush with the main trunk.
   2. Do not cut the small taper at the base of the branch to be removed. This is the branch collar.
   3. Do not paint tree wounds. Research has shown that this is not effective in healing a tree wound.
   4. Do not top a tree as it is considered a harmful practice.

VI. LAWN CARE AND TURF PRODUCTION

13.00 Explore career opportunities in the lawn care and turf production industries.
13.01 Describe the scope and development of the turfgrass industry.

Turfgrass Industry Scope and Types (LLC & GCM, Unit IV, Lesson 1 p. 6)

1. Turf Industry Types
   1. Four main types of turf.
      1. Lawns
      2. Golf courses
      3. Sports turf
      4. Utility Turf
   2. Two types of turf production.
      1. Sod production
      2. Turfgrass seed production
2. Turf Industry Scope
   1. Turf industry has an estimated value in the U.S. of $45 to 60 billion.
   2. Turf area covered in the U.S. is over 50,000 square miles.
   3. There are more than 16,300 golf courses in U.S.
   4. There are more than 20,000 sports fields in U.S.
   5. There are between 500,000 and 650,000 professionals working in the turf industry.
   6. About 100 universities and colleges in the U.S. provide formal training in turfgrass science and management.

13.02 Describe the career opportunities available in the lawn care industry.

Lawn Care Jobs and Support Industries (LLC & GCM, Unit IV, Lesson 2 p. 15, Lesson 3 pp. 27, 30)

1. Lawn care job opportunities
   1. Lawn care service owner - a trained individual who runs a lawn care business and service.
   2. Lawn care technician - a trained individual who provides mowing, fertilization, and pest control treatments to lawns and follow-up customer service to territory route of several dozens to hundreds of homeowners.
   3. Landscape architect - a person who provides landscape designs including residential lawns.
2. Lawn care support industries
   1. Irrigation industry - The lawns in certain regions of the country have to be installed with irrigation systems, sprinklers or even equipped with a water supply by using a garden hose.
   2. Fertilizer industry - In order to have a healthy lawn, proper fertilization is needed. Specialized lawn fertilizers can be purchased at many local stores.
   3. Equipment industry - such as lawn mowers, aerators, spreaders, etc.
   4. Pesticide industry - such as herbicides, fungicides, and insecticides to maintain lawns.

14.00 Analyze basic turfgrass growth and development.
14.01 Analyze warm and cool season turfgrass in comparison with southern, northern, and transition lawns.

Warm and Cool Season Turfgrass and their zones (LLC & GCM, Unit IV, Lesson 6 pp.59,60, Lesson 7 pp 74,75,77, Lesson 8 pp. 87,88,90)

1. Warm-season turfgrass varieties
   1. Centipedegrass - has a medium-coarse texture with light green color and slow growth habit. Tolerates shade but not traffic or wear.
   2. St. Augustinegrass - a coarse-textured, shade tolerant, fast growing grass. This is a salt tolerant grass that does well on the coast but is very rarely available by seed.
   3. Bermuda grass - a warm-season, most popular turfgrass that includes many species and hybrids and are used for all levels of turf.
   4. Zoysiagrass - a dense, hardy turf that endures high temperatures and humidity. Tolerates low maintenance, although it is slow growing with a long winter dormancy. Very winter hardy.
   5. Bermuda and zoysiagrass are the two most popular warm-season grasses for the transitional zone.
2. Cool-season turfgrass varieties
   1. Kentucky bluegrass - a rhizomatous, medium leaf texture grass most commonly used as a lawn turfgrass in cold or cool zones.
   2. Tall fescue - a course textured, bunch type turfgrass commonly used in cold, cool, or transition zones, and has a greater resistance to summer stress.
   3. Perennial ryegrass - a medium textured, bunch type turfgrass commonly used in cold and cool zones.
   4. Tall fescue is the most popular cool-season lawn turfgrass for the transition zone.
3. Southern Zone
   1. Warm-season turfgrasses grow best in southern regions.
   2. Include such states as Florida and Texas.
4. Northern Zone
   1. Cool-season turfgrasses grown best in northern regions.
   2. Include such states as Maine and Vermont.
5. Transition zone
   1. Three most common transition zone lawn turfgrasses are bermuda grass, zoysiagrass, and tall fescue.
   2. The main management practices for cool-season, transition zone turfgrass is to decrease nitrogen fertilization during the hot summer months.

14.02 Analyze specific fertilizers used exclusively for golf courses and other sports fields.

Supplemental

15.00 Examine basic lawn care practices.
15.01 List the steps necessary for establishing or renovating a lawn.

Lawn establishment and renovation (LLC & GCM, Unit IV, Lesson 9 pp. 101,106)

1. Facts concerning lawn establishment and renovation.
   1. A new turfgrass plant can propagate either from a seed or a vegetative part of the parent plant. Most turfgrasses are perennials but turfgrasses replace their roots annually and leaves monthly.
   2. The proper selection of turfgrass for a new lawn is critical.
   3. Seeding is a common method for cool-season turfgrass lawns.
   4. Sodding is the fastest way to establish a new lawn but expensive.
   5. Watering is critical during the time of germination.
   6. Cool-season turfgrass lawns should be established or renovated in the fall.
   7. Warm-season turfgrass lawns should be established in the spring or summer.
2. Sixteen steps to renovate a lawn.
   1. Selecting proper turfgrass and seeding or planting procedure.
   2. Evaluating the soil (a soil test).
   3. Controlling the weeds or pests.
   4. Measuring the sites, which need over seeding, planting, or sodding.
   5. Calculating the needed seed, vegetative parts, or sod based on the recommended rate.
   6. Calculating the needed fertilizers based on the recommended rate.
   7. Calculating the needed soil amendments based on the recommended rate.
   8. Aerating the entire lawn.
   9. Redoing edging (optional).
   10. Adding soil amendments based on the calculation.
   11. Applying starting fertilizers based on the calculation.
   12. Rolling the sites to have an even and uniform surface.
   13. Watering (optional) based on the soil moisture (avoiding a too dry or too wet condition before seeding, planting, or sodding).
   14. Seeding, planting, or sodding based on the calculation rate.
   15. Adding a layer of mulch material on the renovating sites (optional).
   16. Watering.

15.02 Determine the benefits of mowing, fertilizing, watering and controlling soil compaction and thatch build-up in lawns.

Mowing, fertilizing, watering and controlling soil compaction and thatch build-up in lawns (LLC & GCM, Unit IV, Lesson 10 p. 108, Lesson 11 p. 119, Lesson 12 pp.130,131,133, Lesson 13 pp. 138)

1. Three benefits of mowing.
   1. Provides uniform appearance for aesthetic value.
   2. Reduces potential of weeds.
   3. Reduces potential of turfgrasses to produce seed heads.
2. Facts concerning fertilizer.
   1. Turfgrasses need fertilizers because of insufficient nutrients in the soil.
   2. Nitrogen is the number one nutrient needed in quantity by plants.
   3. Only apply fertilizer to lawns when they need it.
3. Facts concerning watering.
   1. Plant covered areas loose water through evapotranspiration (ET). It is the combination of evaporation and transpiration.
   2. During a hot summer day, 90% of water taken up by plants is lost back to the atmosphere due to transpiration of plants to cool down their body.
   3. Tall fescue is the most drought tolerant cool-season turfgrass and buffalo grass is the most drought tolerant warm-season turfgrass.
   4. Early morning irrigation is highly recommended as well as deep and infrequent watering.
4. Soil compaction and thatch build-up.
   1. Causes.
      1. Intensive traffic on lawns.
      2. Soils with less organic matter and heavy clay content tend to be more compacted. The ideal soil composition by volume is 50% solid material including 1-5% organic matter, 25% water, and 25% air.
   2. Results of soil compaction.
      1. Extensive nitrogen and water application.
      2. Soils will have a poor supply of oxygen which is critical for root growth.
5. Thatch.
   1. Causes.
      1. Excessive nitrogen and water application.
      2. Turfgrass species with stolons and rhizomes.
      3. Lower soil pH.
      4. Poor soil microbial activity.
      5. Higher mowing height.
   2. Benefits of moderate thatch layers.
      1. ½” or less thatch layer can act as a cushion to reduce injuries when a lawn is used for games.
      2. Functions as a filter to reduce pollutants from moving into groundwater.
   3. Thatch control.
      1. Reduce excessive nitrogen fertilization and water.
      2. Increase soil pH by liming when the soil pH is low.
      3. Reduce mowing height.
      4. Using mechanical methods such as soil cultivation or lawn aeration. The most common practice is to use an aerator with hollow times to take out soil plugs.
      5. Topdressing - applying a layer of materials on the turf surface to speed up decomposition through microbial activity.

16.00 Examine weed, disease, and insect control as it applies to lawn care and turf production.
16.01 Investigate lawn weeds and the proper methods of control.

Weeds and their control (LLC & GCM, Unit IV, Lesson 14 pp. 148,152)

1. Weeds - a plant growing in the wrong place.
   1. Classified by life cycles.
      1. Annual weeds - finish a life cycle within a year such as crabgrass and common chickweed.
      2. Biennial weeds - finish a life cycle within two years such as ball thistle and wild carrot.
      3. Perennial weeds - live multiple years.
2. Types.
   1. Broadleaf - dicotyledonous such as plantains and clovers.
   2. Grass-like - Not grasses but look like grasses such as wild garlic and nutsedge. They are monocots but not grasses.
   3. Grassy - unwanted grassy plants such as crabgrass or even a turfgrass species in an unwanted area.
3. Control of lawn weeds.
   1. Cultural - such as mowing, watering, fertilizing.
   2. Chemicals/Herbicides - a type of pesticides used to kill weeds.
      1. Non-selective - kills all weeds and plants.
      2. Selective - controls targeted weed without killing the desired plant.
      3. Pre-emergence - applied prior to seed germination of targeted weed.
      4. Post-emergence - applied to emerged weeds.

16.02 Investigate lawn diseases and insects and their proper methods of control.

Lawn diseases and insects and their control (LLC & GCM, Unit IV, Lesson 15 pp. 165,173,174, 176,179. Lesson 16 pp. 180,183,187,188,189,191)

1. Lawn diseases.
   1. Dollar spot - fungus disease of all turfgrasses which causes small foliar patches.
   2. Brownpatch - fungus disease which causes patches and affects turfgrasses when it is hot and humid.
   3. Fairy rings - fungus disease in which all turfgrasses are susceptible and causes circular abnormal appearance in lawn.
   4. Gray snow mold - a fungus, patch disease affecting turfgrasses when it is cold with snow cover.
   5. Powdery mildew - fungus disease that thrives in wet and shade conditions and causes white powdery cover on leaves and shoots.
   6. Pythium blight - fungus disease, fast spreading patches, occurs in cool-season turfgrasses and bermudagrass in hot and humid summer months.
   7. Take-all patch - a fungus, patch disease of turfgrasses when soil pH is high.
2. Lawn-disease control.
   1. Dollar spot - adequate nitrogen fertilization and fungicides.
   2. Brown patch - adequate fungicides and reduce fertilization in the Spring.
   3. Fairy rings - clean soil and light nitrogen applications.
   4. Gray snow mold - adequate fungicides and reduce fertilization in the fall season.
   5. Powdery mildew - use adequate turfgrass and fungicides.
   6. Pythium blight - use adequate preventive fungicides.
   7. Take-all patch - use adequate fungicides and reduce fertilization in spring season.
3. Lawn disease terms.
   1. Fungus - a type of microorganism producing mycelium and spores without chlorophyll. Most turfgrass diseases are caused by fungi, which feed on them.
   2. Hyphae - threadlike filaments of a fungus body.
   3. Mycelium - a mass of hyphae.
   4. Pathogen - a disease-causing organism.
4. Lawn insects.
   1. Armyworms - caterpillars, complete metamorphosis, attack turfgrass shoots.
   2. Billbugs - complete metamorphosis, beetles, attack turfgrass roots and shoots as adults and white grubs.
   3. Black Turfgrass Ataenius - Beetles, complete metamorphosis, attack turfgrass roots as white grubs.
   4. Chinchbugs - incomplete metamorphosis, attack turfgrass with a sucking mouth.
   5. Cutworms - complete metamorphosis, attack turfgrass shoots and leaves.
   6. Japanese beetles - complete metamorphosis, attack turfgrass as white grubs and adults beetles.
   7. White grubs - includes several kinds of beetles and their larvae, complete metamorphosis, attack turfgrasses by damaging roots.
5. Lawn insect control.
   1. Armyworms - use endophyte infected turfgrass and insecticides.
   2. Billbugs - use endophyte infected turfgrasses, insecticides, and other methods.
   3. Black Turfgrass Ataenius - use insecticides and other cultural and biological methods.
   4. Chinch bugs - use endophyte infected turfgrass, insecticides, and other cultural and biological methods.
   5. Cutworms - use endophyte infected turfgrass, insecticides, and other cultural and biological methods.
   6. Japanese beetles - use insecticides and other cultural and biological methods.
   7. White grubs - use insecticides and other cultural and biological methods.
6. Lawn insect mouth parts of turfgrass feeders are either:
   1. Chewing.
   2. Sucking.
7. Lawn insect feelers are either:
   1. Surface - easier to control such as chinch bugs, aphids, armyworms, and catworms.
   2. Subsurface - more difficult to control such as white grubs and mole crickets.
8. Insect control terms.
   1. Endophyte - a type of fungi that lives with a host symbiotically and produces toxic chemicals to insect pests without affecting the host. Endophyte infected turfgrasses are resistant to surface feeders such as chinch bugs, aphids, armyworms, cutworms, and sod webworms.
   2. Biological control - using natural enemies and pathological microorganisms of the pest to control the pest.

17.00 Examine turf production.
17.01 Describe the steps of normal sod production.

Sod production (LLC & GCM, Unit IV, Lesson 17 pp. 192,200)

1. Steps of sod production.
   1. Step 1, identify sod market outlook.
   2. Step 2, select the site and layout the field.
   3. Step 3, soil test.
   4. Step 4, select turfgrass.
   5. Step 5, prepare the site, fertilize, and manage pests.
   6. Step 6, establish the turfgrass by seed or vegetative parts.
   7. Step 7, mow, fertilize, water, and control parts of growing turf.
   8. Step 8, harvest.
2. What is sod production - a farming practice to produce turfgrass sod requiring specialized equipment and maintenance.

17.02 Describe the scope, size, and main areas of turfgrass seed production.

Seed production (LLC & GCM, Unit IV, Lesson 18 pp. 205,208)

1. Terms.
   1. Seed: a ripened ovule with the potential to germinate a new plant.
   2. Seed certification: a measure that insures the purity and quality.
   3. Seed producers: people who produce turfgrass seed as a business.
   4. Seed purity: the percentage of the desired seed as the label name indicates: In general, the turfgrass seed purity is 85% or above.
2. Facts.
   1. Warm-season turfgrass seeds are mainly produced in the southwest region. A hot and dry summer is required for high quality seed production. Arizona and New Mexico are the main states which produce warm-season turfgrass seeds.
   2. Cool-season turfgrass seeds are mainly produced in the northwest regions. They require a wild winter and relatively dry and cool summer. Oregon, Washington, and Idaho are the main states which produce cool-season turfgrass seeds.
   3. Turfgrass seed size varies from species to species: creeping bentgrass has the smallest seed and tall fescue had a much bigger seed.
   4. Seed certification is required for all turfgrass seeds.
   5. The fastest growing international market for turfgrass seed is in Asian countries.

17.03 Establish an area of turfgrass by using seeds, sod, plugs and sprigs.

Supplemental

VII. GOLF COURSE MANAGEMENT

18.00 Explore career opportunities in the golf course industry.
18.01 Describe the scope and development of the golf course industry.

Golf Course Industry Scope and Development (LLC & GCM, Unit IV, Lesson 1 pp. 5,6)

1. Golf Industry Scope.
   1. There are more than 16,350 golf courses in the U.S.
   2. There are more than 25,000 golf courses worldwide.
   3. There are more than 175,000 workers directly working on golf courses in U.S.
   4. Golf courses in U.S. make up more than 1.6 million acres of land or 8% of the total U.S. turf area.
   5. Golf course management has an annual U.S. economic impact of $18 billion.
   6. 100 universities and colleges in North America provide formal training in turfgrass management.
   7. The golf industry is the core reason for attracting manufacturers, suppliers, and distributors of turf-related products.
2. Golf Industry Development.
   1. U.S. Golf course development is on the increase.
   2. 1 new golf course opens in U.S. on average each day.

18.02 Compare the career opportunities and skills needed in golf course management.

Direct and Related Golf Course Careers (LLC & GCM, Unit V, Lesson 2 pp. 13,15, Lesson 3 pp. 25, 33)

1. Direct Careers.
   1. Golf course superintendent - supervisor and leader of golf course management crew. About 85% have formal training in turfgrass science or related fields.
   2. Golf course management crew - 3 to several dozen people with special training to maintain a golf course.
   3. Golf course assistant superintendent - serves as superintendent when superintendent is absent.
   4. Irrigation technician - trained specialist responsible for maintaining golf courses irrigation systems.
   5. Pesticide technician - trained specialist responsible for golf course pest management.
   6. Golf course mechanic - trained specialist responsible for repairing and maintaining turf and golfing equipment.
2. Related Golf Course Careers.
   1. Golf course architect - people who design golf courses. A new golf course starts with a golf course design.
   2. Golf course builder - people who build or renovate golf courses.
   3. Golfing writers - people who write professional articles for magazines, newsletters, etc.
   4. Golfing sales representatives - people who sale products to golf courses including fertilizers, pesticides, equipment, and irrigation supplies.

19.00 Examine Basic Golf Course Maintenance Practices.
19.01 Describe the various areas of a golf course, including tees, fairways, putting greens, roughs, bunkers, and hazards.

Parts of a golf course and preferred turf (LLC & GCM, Unit V, Lesson 4 pp. 34,35,36)

1. Parts of a golf course.
   1. Apron - the front area between a green and the fairway.
   2. Bunker - a hazard consisting of a depression area of bare ground usually covered with sand.
   3. Collar - the zone surrounding the green ranging from two feet to several feet wide.
   4. Fairway - the area between the tee and green with a mowing height of ¼ to 1 inch.
   5. Hazard - any bunker or water hazard. Roads, cart paths, and trees are not hazards.
   6. Practice green - the green area of a golf course used for practice putting and usually placed near the clubhouse.
   7. Putting green - the area to putt the ball into the hole.
   8. Rough - the area that surrounds the putting green, fairway, and tees and provides the background which the game is played. They are covered with turfgrasses.
   9. Tee - the area to start a hole. A tee is mowed at 3/8 to ¾ inches depending on type of turfgrass used.
2. Preferred Turf.
   1. Creeping bentgrass cultivars - only putting green turfgrasses used in the northern and transition zones.
   2. Hybrid bermudagrass cultivars - only putting green turfgrass in southern regions.
   3. Creeping bentgrass, Kentucky bluegrass - suitable turfgrasses for tees in cool regions.
   4. Bermudagrass, zoysiagrass - suitable turfgrasses for tees in warm regions.
   5. Bentgrass, annual bluegrass, Kentucky bluegrass, perennial ryegrass, fine fescues = suitable turfgrasses for cool season fairways.
   6. Bermuda grass, zoysia grass, seashore paspalum = suitable turfgrasses for warm season fairways.
   7. All cool season and warm season turfgrasses suitable for lawns are suitable as golf course rough turfgrasses.

19.02 Determine the practices and benefits of mowing, fertilizing, irrigating , cultivating and regulating golf courses.

Mowing, fertilizing, irrigating, cultivating and regulating Golf Courses (LLC & GCM, Unit V, Lesson 5 pp.53, Lesson 6 pp. 65,67, Lesson 7 pp. 76, 77, Lesson 8 pp. 86, 87, 88)

1. Mowing Golf Courses.
   1. Mowing is the most common practice to prepare the playing surface.
   2. Mowing a green is the most critical step in preparing the putting surface and it requires training and experience.
   3. Straight cutting lines, proper overlaps, proper turns, and uniform mowing patterns are essential for all mowing practices on golf courses.
   4. A walk-behind or rider reel mower is used to mow greens at a mowing height range of 3/16 to 1/10 of an inch.
   5. Proper setting of the mower is critical for the mowing quality.
   6. Due to the required playing surface, clippings are removed from putting greens.
   7. Frequently emptying mower baskets of clippings will reduce the impact to the soil and the potential of scalping.
   8. A mowing cleanup pass at the edge is critical to have a neat appearance.
   9. Greens, tees, and fairways are commonly mowed on a daily basis.
   10. If it is necessary, the putting greens are mowed twice a day.
   11. Allowing dew to evaporate before mowing reduces disease potential such as dollar spot and results in a better cut.
   12. Safely operating mowing equipment is essential for all operators.
   13. Proper training is required for new employees without mowing experience on golf courses.
   14. The sharpness and proper maintenance of mowing equipment is needed.
   15. Thorough clean up of mowing or other equipment after mowing is a basic work ethic.
2. Fertilizing Golf Courses.
   1. Plants require 16 essential elements to grow.
   2. A shortage of any of these 16 elements will cause nutrient deficiency in a plant.
   3. Among the 16 essential elements, 13 of them come from soils.
   4. Nitrogen, phosphorus, and potassium are required by plants in the greatest quantities and these three often become deficient. So these three elements are added to a lawn as fertilizers.
   5. A soil test is high recommended for golf courses on a regular basis such as once every three to four months.
   6. For a creeping bentgrass green, an annul fertilization of 4 to 6 lb N/1,000 sq. ft. is recommended.
   7. For a creeping bermudagrass green, an annul fertilization of 4 to 10 lb N/1,000 sq. ft. is recommended.
   8. For a tee or a fairway, an annual fertilization of 2 to 5 lb N/1,000 sq. ft. is recommended.
   9. For a rough, an annual fertilization of 1 to 3 lb N/1,000 sq. ft. is recommended.
   10. If the tee, fairway, or rough, is planted in bermuda grass, add one to two pounds for season.
   11. Never apply more than 1 lb N/1,000 sq. ft. at one single application.
   12. “Spoon-feeding” is highly recommended for all golf course areas.
   13. All organic fertilizers (except urea) are slow release fertilizers.
   14. All inorganic fertilizers are quick release fertilizers.
   15. Cool-season turfgrasses are fertilized in the spring and fall.
   16. Warm-season turfgrasses are fertilized in the summer.
   17. Recycling clippings can save as much as 50% of the required fertilizers.
   18. Excessive fertilizer application can cause fertilizer burn and a negative impact on the environment.
   19. Based on many scientific research results, the impact of fertilizers and pesticides on the environment is minimal with proper fertilization and pesticide application to a turf area.
   20. It is safe to use fertilizers and pesticides if the label instructions are followed.
   21. Fertigation - practice used to fertilize a golf course when irrigating.
3. Irrigating Golf Courses.
   1. Irrigating Greens.
      1. Type of irrigation system - underground sprinklers.
      2. Irrigating - by irrigation systems and hand watering.
      3. The highest irrigating frequency - daily.
      4. The highest syringing frequency - several times a day by hand or the system.
      5. Impact - the quality of irrigation is influenced by many factors, such as irrigation frequency and intensity. Infrequent and deep irrigation is highly recommended. Frequent and light irrigation causes shallow root systems and surface moisture for diseases.
      6. Proper time of irrigation - early morning.
      7. Degree of irrigation required - high.
      8. Degree of training and decision making required - high.
      9. The most challenging part - reducing the negative impacts to a minimum.
   2. Irrigating Tees and Fairways.
      1. Type of irrigation system - underground sprinklers.
      2. Irrigating - the irrigation system.
      3. The highest irrigating frequency - weekly.
      4. Proper time of irrigation - early morning.
      5. Degree of irrigation required - low.
      6. Degree of training and decision making required - medium.
      7. The most challenging part - to reduce the negative impacts to minimum.
      8. Only some high maintenance golf courses have an irrigation system for roughs.
4. Aeration - a practice used to improve soil conditions by removing soil cores or slicing the soil without destroying the lawn. Methods include coring, slicing, hydro-jet, vertical cutting, and de-hatching such as solid tine & deep drill.
   1. Coring - method of turf cultivation in which soil cores are removed by hollow tines.
   2. De-thatching - any method used to reduce the thatch layer of a lawn.
   3. Hydro-jet - a method using high pressure (5,000 psi) water injection into the turf to loosen soil compaction without producing soil cores and destruction of the playability.
5. Soil compaction - a problem on golf courses due to the intensive traffic of 20,000 to 50,000 golfers on a course per year. Traffic control is a common practice on golf courses.
6. Biostimulants - plant growth promoters extracted from other living organisms containing one or more types of plant hormones.
7. Plant Growth Regulators (PGR) - chemicals that can either reduce or promote the growth of turfgrasses, improve turf quality, or suppress weeds.
8. Color agents - used to draw lines or make marks on golf courses for tournaments. Iron liquid fertilizer between 2 to 4 oz. per 1,000 sq. ft. is also often used to improve turfgrass color within rows.

19.03 Cut a cup hole for flag placement.

Supplemental

20.00 Examine Golf Course Pests and their Control.
20.01 Investigate golf course diseases, weeds and insect pests and their control.

Golf course diseases, weeds and insect pests and their control (LLC & GCM, Unit V, Lesson 9 pp. 104,109,110,111,112,113,115, Lesson 10, pp.116,124,125,126,128,130,131, Lesson 11 pp. 133, 135,139,140,141,142)

1. Turf Disease and Control.
   1. Most turf diseases are caused by fungi.
   2. Fungal pathogens reproduce by producing spores.
   3. The body of a fungus is composed of numerous threadlike filaments called mycelium.
   4. Turf disease problems are most common during period of high humidity and warm temperatures.
   5. Cultural management is an effective way to prevent turf diseases.
   6. The first step in disease prevention is to select resistant species or cultivars.
   7. Fungicides are often used to control turf disease.
   8. The IPM program is used on golf courses for effective pest control.
   9. The most common disease found on the golf is dollar spot.
   10. The most devastating diseases are pythium blight, brown patch, and gray leaf spot.
   11. A pest license is required to apply ant pesticide on golf courses.
   12. A fungicide has three names: common name, trades name, and chemical name.
   13. A fungicide must be registered by EPA before it can be used.
   14. The label of a fungicide is a legal document.
   15. Fungicides are pesticides and are toxic.
   16. Proper handling and storage of fungicides are required by law.
2. Common Turf Diseases.
   1. Dollar spot - fungus disease, small foliar patches, all turfgrasses are susceptible. Control by using adequate nitrogen fertilization and fungicides.
   2. Brown patch - fungus disease, patch disease affecting turfgrasses when it is hot and humid. Control by - using adequate fungicides and reduce fertilization in spring.
   3. Fairy rings - fungus disease, circular and abnormal appearance, all turfgrasses are susceptible. Control by - cleaning soil and light nitrogen applications.
   4. Gray snow mold - fungus disease, patch disease affecting turfgrasses when it is cold with snow cover. Control by - using adequate fungicides and reduce fertilization in the fall.
   5. Leaf spots - fungus diseases, several types of foliar diseases affecting all turfgrasses. Control by - using adequate fungicides.
   6. Pink snow mold - fungus disease, patch disease affecting turfgrasses when it is cold with or without snow cover. Control by - using adequate fungicides and reduce fertilization in fall.
   7. Powdery mildew - fungus disease, white powdery cover on turfgrass leaves and shoots. Wet and shade conditions are favorable for this disease. Control by - using adequate turfgrass and fungicides.
   8. Pythium blight - fungus disease, fast-spreading patch disease of cool-season turfgrasses and bermudagrass. Disease happens during a hot and humid summer. Control by - using adequate preventive fungicides.
   9. Red thread - fungus disease, red thread appearance, affects slow-growing turfgrasses with poor soil fertility conditions. Control by - using adequate fertilization and fungicides.
   10. Take-all patch - fungus disease, patch disease affecting turfgrasses when soil pH is high. Control by - using adequate fungicides and reduce fertilization in spring.
3. Golf course weeds.
   1. Annual bluegrass - annual or perennial grassy weed reproducing by seed.
   2. Common chickweed - winter annual broadleaf weed reproducing by seed.
   3. Dandelion - perennial broadleaf weed reproducing by seed.
   4. Henbit - biennial broadleaf weed reproducing by seed.
   5. Mouse-ear chickweed - biennial broadleaf weed reproducing by seed.
   6. Nutsedge - perennial monocot weed, that is not a grass but looks like a grass, reproducing by seed, rhizomes, and nutlets.
   7. Spotted surge - summer annual, broadleaf weed, reproducing by seed.
   8. Smooth crabgrass - annual, summer grassy, weed, reproducing by seed.
   9. Wild Garlic - perennial, monocot weed that is not a grass but looks like a grass, reproducing by seed and bulbs.
4. Golf course weed control.
   1. Annual bluegrass - using post or pre emergence herbicides and growth regulators.
   2. Common chickweed - using post-emergence broadleaf or non-selective herbicides when turf is dormant.
   3. Dandelion - using post-emergence broadleaf herbicides.
   4. Henbit - using post-emergence broadleaf herbicides.
   5. Mouse-ear chickweed - using post-emergence broadleaf non-selective herbicides when the turf is dormant.
   6. Nutsedge - using post-emergence recommended herbicides.
   7. Spotted surge - using post-emergence broadleaf herbicides.
   8. Smooth crabgrass - using pre-emergence and post-emergence grassy weed herbicides.
   9. Wild garlic - using post-emergence recommended herbicides.
5. Golf Course Insects.
   1. Armyworms - caterpillars, complete metamorphosis, attack turfgrass shoots.
   2. Chinchbugs - incomplete metamorphosis, attack turfgrasses with a sucking mouth.
   3. Japanese Beetle - complete metamorphosis, attack turfgrass as white grubs and adult beetles.
   4. Mole crickets - Incomplete metamorphosis, attack warm-season turfgrasses by damaging roots and soil structure. It is a serious insect pest in southern states and it is a subsurface feeder like white grubs.
6. Golf Course Insect Control.
   1. Armyworms - control by using endophyte infected turfgrass and insecticide.
   2. Chinchbugs - control by using insecticides, endophyte infected turfgrass and other cultural and biological methods.
   3. Japanese beetles - control by using insecticides and other cultural and biological methods.
   4. Mole crickets - control by using insecticides and other cultural and biological methods.
7. Golf Course Insect Facts.
   1. Turfgrass insect pests have two types of mouth parts, chewing and sucking.
   2. Biological control of insects include using microorganisms, nematodes and natural enemies.
   3. Subsurface feeder insects are more difficult to control than surface feeders.
   4. Surface feeding insects include - cutworms, armyworms, aphids, chinchbugs, adult billbugs, sod webworms, and some mites (not insects).

20.02 List the advantages of Integrated Pest Management (IMP) in golf course management.

Integrated Pest Management (IPM) (LLC & GCM, Unit V, Lesson 12 pp. 147)

1. Advantages of (IPM) Integrated Pest Management.
   1. IPM reduces pesticide use and is more environmentally friendly.
   2. Biological control is the main component of IPM.
2. Scope of (IPM) Integrated Pest Management.
   1. There are more than 8,000 golf courses in the U.S. using IPM program.
   2. IPM is a relatively new concept in turfgrass management.

VIII. SPORTS TURF AND TURF IRRIGATION

21.00 Explore career opportunities and management practices in the sports turf industry.
21.01 Compare the career opportunities and skills needed in sports field management.

Career Opportunities in Sports Turf (LLC & GCM, Unit VI, Lesson 1 pp. 4,7,12)

1. Careers in Sports Turf.
   1. Sports field irrigation specialist - responsible for irrigation design, installation, maintenance, and drainage system of sports fields.
   2. Sports field technician - responsible for maintenance of sports fields with proper training.
   3. Sports field manager - professional who supervises the maintenance crew for a sports field facility to maintain the field to the desired level of playability. Most have a college degree in turfgrass science and management or related area. Most have had experience as an assistant manager. After examination and evaluation by the STMA (Sports Turf Managers Association) Certification Program, an experiences sports turf manager with a five year working experience as a manger, is qualified to apply for the certification to become a Certified Sports Field Manager (CSFM) which is a lifetime title.
2. Scope of Sports Turf Managers.
   1. Average working in industry 14 years.
   2. 2/3 have a 4 year or advanced degree.
   3. National Association is Sports Turf Managers Association (STMA) which is the largest organization of its kind.

21.02 Explain the various types of sports fields and their features.

Types and Features of Sports Fields (LLC & GCM, Unit VI, Lesson 2 pp. 14,15)

1. Types of Sports Fields.
   1. Football field - a field with a dimension of 300’ by 160’ for the game of football. It is normally covered with turf. It has a middle crown of 12” to 18” high.
   2. Baseball and softball field - a field that occupies an area between 1.4 to 4.5 acres, and is normally covered with turf and special clay for skinned areas.
      1. 90’ bases baseball field covers 4.5 acres of field.
      2. Softball field covers 1.4 to 2.4 acres.
   3. Soccer field - a field with a dimension of 300’ to 360’ by 160’ to 225’ for the game of soccer that is normally covered with turf.
2. Three Major Features of Sports Fields.
   1. Proper drainage.
   2. Proper irrigation system.
   3. Proper turfgrass maintenance program.

21.03 Describe the 5 major turfgrasses used for sports fields and their characteristics.

Major Turfgrasses for Sports Fields and Their Features and Problems (LLC & GCM, Unit VI, Lesson 3 pp. 24,25,26)

1. Major Sports Field Turfgrasses.
   1. Bermudagrass - warm-season turfgrass with strong rhizomes and stolons for excellent wear tolerance.
   2. Creeping bentgrass - a cool-season turfgrass with strong stolons and excellent low mowing tolerance.
   3. Kentucky bluegrasses - a cool-season turfgrass with strong rhizomes with moderate wear tolerance and slow establishment.
   4. Perennial ryegrass - a cool-season turfgrass with excellent wear tolerance without rhizomes and stolons.
   5. Tall fescue - cool-season turfgrass with excellent wear tolerance adapted to the transition zone.
2. Sports Field Turfgrass Features.
   1. Wear tolerance.
   2. Rapid recovery rate.
3. Common problems.
   1. Bermudagrass - winter kill in transition zone.
   2. Kentucky bluegrass - slow recovery rate.
   3. Tall fescue - bunches up.
   4. Perennial ryegrass - lacking stolons and rhizomes.
   5. Creeping bentgrass - limited use and high disease potential.

21.04 Layout and prepare various sports fields.

Using a Level, 3,4,5, method, and scale drawing on various Sports Fields (LLC & GCM, Unit VI, Lesson 4, p. 33, Lesson 5, p. 36, Lesson 6, pp. 45,49)

1. Properly Set-Up and Use a Level.
   1. A level consists of the telescope and the cross hairs. The telescope is used for sighting and maintaining a horizontal line of sight. The cross hairs are two fine lines etched in the glass inside the telescope. The lines that form the crosshairs are perpendicular to each other and form 4 90° angles +. Using the vertical cross hairs, sight on points in the landscape and use the horizontal crosshairs to read the leveling rod.
   2. Set up the tripod and make the base for the automatic level as level as possible. This will make set-up much easier.
   3. The tripod has spikes on the bottom legs that should be pushed securely into the ground.
   4. The threaded stud on the base screws into the base of the auto level.
   5. Use the three leveling screws at the base of the auto level to bring the instrument into level. Do not over tighten these screws.
   6. While adjusting the leveling screws keep an eye on the bull’s eye bubble level. The bubble must stay in the center of the circle if the instrument is level.
   7. Turn the instrument in several different directions to make sure it is level no matter which way it points.
   8. After the instrument is level and secure, measure out 100 feet from the instrument and place a flag.
   9. Place the leveling rod at the flag.
   10. Look across the top of the scope barrel and point the scope directly at the rod.
   11. Look through the scope and focus in on the rod. Turn the focus rod on the side of the instrument until the rod is clearly visible.
   12. The focus knob for the crosshairs is at the eyepiece. Turn this knob until the crosshairs are clear.
   13. The person holding the rod must hold it straight up and down and steady to allow for an accurate reading.
   14. The crosshairs may not always come out exactly on the rod measurements so you may need to go up or down to get a number to write in your notes but try to be consistent if you must do this. In other words, if you go up to start with go up each time.
   15. After completion of survey activity remove instrument from tripod base and carefully place in travel case.
   16. Remove tripod and retract legs.
   17. Collect all flags.
   18. Return all equipment to the classroom.
2. 3, 4,5, method.
   1. Direct application of Pythagorean Theorem.
   2. Locate a point and measure 30’ down one side.
   3. Measure 40’ down the oth4er side from original corner.
   4. Measure the diagonal distance between the end of the 30’ line and the end of the 40’ line and when you get it to be 50’, then the corner is square. (see drawing).
3. Scale Drawing.
   1. Example: 1 inch on paper could be 40 feet on sports field. Therefore a 300ft. football field (length) = 7 ½ inches on paper.
   2. Example: 1 inch on paper could be 40 feet on sports field. Therefore a 160ft. football field (width) = 4 inches on paper.
4. Baseball pitcher’s mound - This is the highest point on a baseball field and is 18 feet in diameter.

22.00 Examine basic sports turf irrigation practices.
22.01 Determine the layout of a sports turf site and the type of system and equipment needed to properly water it.

Sports Turf Irrigation and Slope (LLC & GCM, Unit VI, Lesson 7 p. 56, Lesson 8, p.62, Lesson 9 p. 69, Lesson 10, p. 67)

1. Sports Turf Irrigation
   1. Sprinklers
      1. Need to be placed in such a way to throw the water sprinkler to sprinkler or head to head.
      2. In the irrigation industry, sprinklers are often called heads.
      3. The distance from the sprinkler head to the furthest point of water application is the radius of throw.
   2. Piping
      1. With every turn in an irrigation piping system, there is created more resistance to flow.
      2. Care should be taken to make as few turns as possible when designing an irrigation piping circuit.
2. Slope
   1. Refers to the incline or difference in elevation from one part of property to the other.
   2. To find the slope measured in percentage you should:
      1. Divide the rise (measure of height) by the run (measure of length).
      2. Multiply the above figure by 100.
      3. Example: If you measured from the edge of your house out 40 feet and pulled a level masonry line out that 40 feet and the level line was 12 inches off the ground, that would indicate a drop of 12 inches.
         Calculated: 12 inches ÷ 480 inches(40 feet) x 100 =
         12 ÷ 480 = .025
         .025 x 100 = 2.5%

Irrigation, electrical, plumbing, controller and valve systems (LLC & GCM, Unit VI, Lesson 11 p. 80, Lesson 12 pp. 87,88, Lesson 13 p. 94, Lesson 14 pp. 101,102)

1. Irrigation and the Electrical System.
   1. Electrical current - in electricity, a complete circuit is one where the power flows in one wire or lead, goes through the electrical component (a light) and leaves on a different or neutral wire. If either lead is broken or interrupted, the power stops flowing.
   2. Electrical transformer - all controllers need 120 volts or in that range to operate, but they have a transformer that steps down the electricity to 24 volts. This stepped down electricity is sent out through the field wiring to the solenoids that control the irrigation valves. The stepped down voltages is much safer.
   3. Field wiring - wire buried directly in the ground. Because of the extreme environment, approved wire should be used. All commercial systems require the use of UF (underground feeder) U.L. approved wire. The most frequently used wire for commercial application of an automatic sprinkler system is single strand, heavy gauge direct burial copper wire.
   4. U.L. - Underwriter’s Laboratories - established by insurance companies and sets safety standards for all electrical supplies and devices in U.S.
2. Irrigation and the Plumbing System.
   1. Pipe (types).
      1. Galvanized steel - steel coated with zinc to prevent rusting.
      2. PVC - polyvinyl chloride, plastic. This is a pipe of choice for irrigation.
      3. CPVC - light or cream-colored plastic pipes specially formulated to withstand higher temperature for use with hot water.
      4. PE - Black plastic tubing used below ground. This is a pipe of choice for irrigation.
      5. Copper - tubing that is manufactured from 99.9% pure copper. Copper pipe is joined together using a solder that is melted with a propane torch.
3. Irrigation Controller.
   1. Also know as a timer.
   2. The part of an automatic sprinkler system that determines when a valve will turn on and how long it will operate.
4. Replacing an Irrigation Valve.
   1. Tools and materials needed.
      1. A plastic sheet - to place soil on.
      2. Long screwdriver - to remove valve box cover.
      3. 2 shovels - to dip up box.
      4. 2 dbr.
      5. 2 dby.
      6. 1 roll, black electric tape - to tape plunger inside solenoid from falling out.
      7. 1 pvc saw.
      8. 1 strap wrench.
      9. 2 pipe wrenches - large enough for your pipe and fittings.
      10. 1 can pvc cement.
      11. 1 can pvc primer.
      12. Repair coupling.
      13. Slip coupling.
      14. Pipe.
      15. New valve.
   2. Procedure for Replacing a Valve.
      1. Be sure water and controller are off.
      2. Open the lid to the valve box and check for spiders.
      3. Locate the wires and pipes. Dig around the box and remove box to allow you more room for valve replacement.
      4. Remove the solenoid wires by disconnecting from the DBY’s.
      5. Using the PVC saw cut the valve out. With a PVC saw you cut on the pull stroke. Be careful and not cut too much out with your first cuts. You can always cut more.
      6. Double check the pipe size - you want to have straight cuts when the pipe slips into the valve or anytime you are gong to glue pipe together. A simple miter box (made from three 1x6’s) will work nicely to hold the pipe and saw square when you cut in the field.
      7. Use a slip coupling on the incoming supply pipe (the one off the tee). Be sure to remove all the burrs and any other debris from in, on, or around the glued joint.
      8. Now glue the 6” nipples into the valve. The can be longer if your like but not any shorter.
      9. After these steps, place in the hole and see if you need to cut more pipe off the line going to the heads. If the space is okay, next slide onto the pipe going to the heads a repair coupling. This coupling will slip over the out going nipple from the valve after you have the other side glued into place. Do a dry fit to check before gluing. If everything fits up, glue your last joint.
      10. Don’t replace the valve box and fill in the hole until you have checked for leaks.
      11. Clean up the area around the valve box so it looks like nothing was disturbed.

IX. TURF EQUIPMENT AND MAINTENANCE

23.00 Compare small gasoline and diesel engines used for turf.
23.01 Identify the basic components of a small gasoline engine used on turf.

Basic Small Engine Components (LLC & GCM, Unit VII, Lesson 1 p. 4)

1. Small Engine Parts.
   1. Piston - moveable plug that moves up and down in the cylinder bore.
   2. Connecting rod - connects piston to crankshaft.
   3. Crankshaft - connected to piston by connecting rod and converts up and down motion to rotary motion.
   4. Valves - intake provides entrance into combustion chamber for fuel and air mixture. Forced to stay open on intake stroke by camshaft rotation. Exhaust provides opening for burned gases to escape during exhaust stroke. Forced to stay open during exhaust stroke by camshaft rotation.
   5. Flywheel - component on end of crankshaft that keeps it turning between power stroke.
   6. Piston rings - located in piston groove that provides for a seal at the cylinder wall.
   7. Cylinder head - provides seal for one end of cylinder bore.
   8. Carburetor - properly mixes filtered air with fuel.
   9. Governor - controls speed.
2. Small Engine Facts.
   1. Most small engines are designed to run approximately 1000 hours.
   2. Good filtration and oil will extend small engine life to 1,500 hours.

23.02 Describe the difference between fuels and lubricants used in turf diesel and gasoline engines.

Small Engine Fuels and Lubricants (LLC & GCM, Unit VII, Lesson 2 pp. 15,16,19,20)

1. Small Engine Fuels.
   1. Cetane - a diesel fuel rating based on its ignition qualities. A 50 cetane rating or higher is ideal for most golf course diesel engines.
   2. Octane - A gasoline fuel rating based on its anti-knocking characteristics. A 87 octane rating is good for golf course small gasoline engines.
   3. Diesel fuel.
      1. Contains more energy than gasoline on a per unit basis.
      2. Contains more sulfur than gasoline.
   4. Gasoline fuel.
      1. Never attempt to sue gasoline as a fuel in a diesel engine.
      2. Contains less energy than diesel on a per unit basis.
2. Small Engine Lubricants.
   1. Oil
      1. Diesel engines will have American Petroleum Institute (API) letters beginning with C.
      2. Gasoline engines will have API letters beginning with S.
      3. Society of Automotive Engines (SAE) numbers such as IOW -30 or SAE-30 on an oil container is the viscosity number and refers to how easily it will flow.
   2. Cooling System Lubricants.
      1. Keep a proper mixture of antifreeze and water in cooling system as it raises the boiling point of plain water, supplies lubricant for the water pump, and helps to control rust.

23.03 Perform various maintenance procedures on small engines.

Supplemental

24.00 Examine reel type and rotary mowers used on turf.
24.01 Service various reel type and rotary mowers and where they are used on the golf course.

Reel and Rotary Mowers (LLC & GCM, Unit VII, Lesson 3 pp. 24,25,26, Lesson 4 p. 35)

1. Types of Reel Mowers.
   1. Reel type mower - a precision tool used on a golf course where a well-groomed turf is necessary such as on greens or fairways.
   2. Ground driven reel - wheel mowers that use wheel contact to ground as power source to turn reel.
   3. Hydraulic driven reel - mowers that use hydraulic motors mounted on reels as power source.
2. Reel Mower Use.
   1. Cutting dead grass and mowing too close to sand traps causes premature dulling of cutting edges.
   2. Used on fairways and greens where a need for a low cut grass is required.
3. Daily Service Requirements of Rotary Mowers.
   1. Before starting engines check the level of water in radiator, oil in engine and transmission (hydraulic oil) and if air filter needs to be changed before starting to mow each morning.
   2. After mowing clean the radiator with air pressure, wash grass clippings from mower unit with low- pressure water then grease fittings to chase out any water that may have entered. However, do not over grease as this may damage the grease seals.
   3. Report any problem or unusual noise to the equipment technician so he can decide if it needs his attention.
4. Other Service Requirements of Rotary Mowers.
   1. Keep the unit safe to operate by keeping all nuts, bolts, etc. tight especially the blade bolts.
   2. Keep all hydraulic lines in good condition. Use cardboard or paper to check for leaks that often develop as hoses age. Pin hole leaks can penetrate the skin.
   3. Do not change the governor settings to get more speed. This can damage the engine.
   4. Always be sure you have read the operators manual and understand your responsibilities.

24.02 Demonstrate the proper use of hand tools used to maintain mowers.

Hand Tools Usage (OFFA AT & MIM, pp. 13,14,15)

1. Reel and Rotary Mower Hand Tools.
   1. Allen wrench - turning hex head socket screws.
   2. Combination wrench - turning hex and square nuts and bolts.
   3. Grease gun - lubricating through grease fitting.
   4. Phillips screwdriver - turning Phillips head screws.
   5. Pin punch - driving out metal pins.
   6. Slip joint pliers - adjust for holding various size material.
   7. Slotted screwdriver - turning slotted screws.
   8. Spark plug gauge - gauge and set spark plug gap.
   9. Spark plug socket - Install and remove spark plugs.
   10. Tire chuck - to inflate tires.
   11. Tire gauge - checking tire air pressure.
   12. Torque wrench - measure amount of torque.
   13. Tube cutter - cutting soft tubing.
   14. Valve spring compressor - compressing valve spring for removal and insertion.
   15. Vise grip pliers - for extra firm gripping.

24.03 Demonstrate the proper use of a weed-eater.

Supplemental

25.00 Use a boom sprayer properly.
25.01 Identify the basic components of a boom sprayer.

Boom Sprayer (LLC & GCM, Unit VII, Lesson 5 p. 38)

1. Boom Sprayer Components.
   1. Boom sprayer - a mechanical driven device 10’ to 30’ wide equipped with spray nozzles and a holding tank used to apply a pressurized liquid evenly over the turf. It may be pulled by a tractor or mounted on a utility vehicle.
   2. Pump - a mechanical device driven by a power source to create a flow of liquid in the sprayer system.
   3. Regulator valve - a device located between the nozzles and holding tank on the return side and used to regulate pressure in the sprayer system.
   4. Pressure gauge - a gauge used to measure pressure in the sprayer system. Operator reads in pounds per square inch - PSI.
   5. Nozzle - a device located on the boom that delivers the correct spray pattern to the turf.
   6. Agitator - keeps the water and pesticide in motion so the concentration of pesticide is uniformly mixed with the carrier at all times.

25.02 Calibrate a boom sprayer properly.

Calibrate A Boom Sprayer (LLC & GCM, Unit VII, Lesson 5 p. 43)

1. Boom Sprayer Calibration Procedure.
   1. Determine flow rate - by driving over a measured distance with a full tank of water. For example, if you have a 10ft. boom sprayer, measure a 100ft. distance and make one trip with the sprayer. This will equal 1,000 sq. ft. of coverage. If 1 gal. of water was sprayed, then the flow rate is 1 gal. of spray per 1,000 sq. ft.
   2. Determine pesticide needed in sprayer tank - by reading the label to determine the pesticide needed per area covered. If the label says to use 16 oz. of pesticide per 1,000 sq. ft. and you have a 50 gal. tank and your flow rate is 1 gal./1,000 sq. ft. then you need to add 16 oz. of pesticide per gal. or 16 oz. x 50 gal. tank or 800 oz. in the tank.
2. Boom Sprayer Calibration Example.
   1. We use 1 gal. of spray per 1,000 sq. ft. of turf area.
   2. We want to apply 16 oz. of pesticide per 3,000 sq. ft. of turf area.
   3. So, we will need 3 gal. of water to spray 3,000 sq. ft. and we want to add 16 oz. of pesticide to the 3 gal. to correctly add pesticide to our 50 gal. supply tank, we divide 50 gal. by 3 gal.
      

      50 = 16.666 x 16 oz. of pesticide = 266 oz pesticide per 50 gal. tank
      3

25.03 Calibrate a hand sprayer properly.

Supplemental

 X. HUMAN RESOURCE AND FINANCIAL MANAGEMENT IN THE TURF INDUSTRY

26.00 Examine the recruiting and people skills needed in the turf industry.
26.01 Write a job announcement for an opening on a golf course.

Job Announcement (LLC & GCM, Unit VIII, Lesson 1 p. 11)

1. Typical Job Announcement Requirement Listings.
   1. Educational requirement.
   2. Experience requirement.
   3. Special requirements.
   4. Salary.
   5. Benefits.
   6. Date posted.
   7. Date available.
   8. Comments.
2. Examples of Above Requirement Listings on a Job Announcement.
   1. Educational requirement - Turf degree or 5 years experience.
   2. Experience requirement - Chemical application and irrigation repair.
   3. Special requirements - Extremely self-motivated.
   4. Salary - $28,000 - $30,000.
   5. Benefits - Medical and dental insurance provided.
   6. Date posted - 2-15-02.
   7. Date available - 2-15-03.
   8. Comments - We are looking for a highly motivated person to help sustain our high level of maintenance.

26.02 Describe the techniques used to motivate a turf maintenance crew.

Employee Motivation (LLC & GCM, Unit VIII, Lesson 2 p. 15)

1. Five Levels of Needs That Impart Human Motivation in Job Performance.
   1. Physical needs - Basic needs such as food, clothing, shelter, and comfort. In terms of working conditions, these needs include a pleasant work environment, adequate pay and benefits, work breaks, and labor saving devices.
   2. Safety needs - Include security for oneself and one’s position, and avoidance of risk, harm, and pain. Translated into job-related needs, these include safe working conditions, proper supervision, retirement programs, and assurance of job security.
   3. Social needs - Include companionship, acceptance by others, love and affection, and a feeling of group membership. Superintendents meet these needs on a job by creating opportunities for interaction with others, building a team’s spirit, and creating a work environment that is friendly and enjoyable.
   4. Esteem needs - Include responsibility, self-respect, recognition by others, and a sense of accomplishment. On the job, these needs take the form of job title, award programs, challenging work, participation in decision-making, and opportunity for advancement within the job.
   5. Self-actualization needs - The highest order of human needs that include reaching your potential as an individual, independence, creativity, and self-expression. On the job, these needs may be filled by involvement in work planning , freedom to make decisions affecting the work, creativity in performing the work and opportunities for growth and development.
2. Motivation factors.
   1. Challenging work.
   2. Feeling personal accomplishment.
   3. Recognizing achievement.
   4. Increasing responsibility.
   5. Being an important part of the organization.
   6. Accessing the information.
   7. Involvement in decision-making.

27.00 Examine the financial and interviewing skills needed in the turf industry.
27.01 Identify the major expenses in golf course management.

Major Expenses in Golf Course Management (LLC & GCM, Unit VIII, Lesson 3 pp. 20,21)

1. Labor - This is the largest portion of budget and course. The best way to save money is to motivate employees to do their best, instead of wasting money on unnecessary and less efficient workers.
2. Equipment - The Virginia Turfgrass Survey shows that the State of Virginia had 318 golf courses in 1998. That was 40% increase. The total equipment value of the 318 golf courses was $139,841.00 with an average of $438,752 per golf course. Sound maintenance and proper operation of equipment on a golf course is another good way to save money.
3. Chemicals - based on the same survey, on the average in 1998, a golf course spent $54,355 on purchasing fertilizers and pesticides. By IPM, monitoring programs on golf courses, and wise decisions in purchasing these chemicals, a superintendent will also be able to save money in this area.
4. Utility bills - being caution when using resources is important. A superintendent can regularly compare the costs of utilities and reduce any potential for wasting resources.

27.02 Write a resume for a turf industry career.

Writing a resume (LLC & GCM, Unit VIII, Lesson 4 pp. 39,40)

1. General Rules to Prepare a Resume.
   1. Should normally be a one-page document.
   2. Should be well organized and brief.
   3. Should not contain personal pronouns, wordiness and details.
2. Items to Include on a Resume.
   1. Name - generally placed at top of page.
   2. Address.
      1. Temporary should include
         1. Street.
         2. City, state, zip code.
         3. Phone: area code, number.
         4. E-mail.
      2. Permanent should include
         1. Street.
         2. City, state, zip code.
         3. Phone: area code, number
         4. E-mail.
   3. Professional objective.
   4. Education.
   5. Skills.
      1. Leadership skills - ex.- served as FFA Officer for 3 years.
      2. Communications skills - ex.- served as mentor in Big-Brother Program.
      3. Sales skills - ex. - worked in supermarket.
      4. Computer skills.
      5. etc.
   6. Employment experience - Ex. - summer intern at supermarket.
   7. Honors - Ex. - Scholarships won.
   8. Activities - Ex. - FFA Chapter member.
   9. References.
3. Cover Letter - usually included with resume to inform potential employer about desire to be interviewed and the acknowledgement of enclosed resume.

1. Pearson Education
   Agriscience, Technology and Environmental Catalog
   PO Box 2500
   Lebanon, IN 46052
   Tele: 1-877-260-2530
   Website: www.Phschool.com

2. Instructional Materials Service
   Agricultural Science & Technology Catalog
   Texas A&M University
   TAMUS 2588
   College Station TX 77843-2588
   Tele: 409-845-6601
   Fax: 409-845-6608

3. Instructional Materials Laboratory
   University of Missouri-Columbia
   2316 Industrial Drive
   Columbia MO 65211
   Tele: 1-800-392-7217
   Fax: 573-884-4112
   www.iml.coe.missouri.edu/

4. North Carolina Cooperative Extension Service
   Agriculture Agent
   Local County
   

5. Visual Education Production VEP Catalog
   California Polytechnic State University
   San Luis Obispo CA 93407
   Tele: 1-800-235-4146
   1-888-2DaysAg
   Fax: 1-800-547-8638

6. Curriculum Materials Service
   1114 Chambers Road
   The Ohio State University
   Columbus OH 43212-1702
   Tele: 614-292-4848 Fax: (24 hours) 1-800-292-4919
   Email: cms@osu.edu

7. Idaho Vocational Curriculum Dissemination
   College of Education, 209
   University of Idaho
   Moscow ID 83844-3083
   Tele: 208-885-6556
   Fax: 208-885-6869
   Email: acte@uidaho.edu

8. Publications Distribution Center
   College of Agricultural Science
   Penn State University
   112 Agricultural Administration Building
   University Park PA 16802-2602
   Tele: 814-865-6713
   Fax: 814-863-5560
   Email: AgPubsDist@psu.edu

9. For Delmar publications and materials, contact:
   ITP Order Processing Center
   10560 Toebben Drive
   Independence, KY 41051
   Tele: 1-800-354-9706
   For Desk Copy or Preview cal: 1-800-824-5179
   Website: www.delmar.com

10. ITCS
    University of Illinois
    1401 South Maryland Drive
    Urbana IL 61801
    Tele: 217-244-3906
    Orders Only: 1-800-345-6087
    Fax: 217-333-0005
    Website: www.aces.uiuc.edu/vo-ag/

11. Curriculum and Instructional Materials Center
    Oklahoma Department of Vocational and Technical Education
    1500 West 7th Avenue
    Stillwater OK 74074
    Tele: 1-800-654-4502
    Fax: 405-743-5154
    Website: www.okcareertech.org-cimc

12. Hobar Publications-National Farm Book Co.
    3943 Meadowbrook Road
    Minneapolis MN 55246
    Tele: 612-938-9330
    1-800-846-7027
    Fax: 612-938-7353
    Website: www.finey-hobar.com

13. AAVIM
    220 Smithonia Road
    Winterville GA 30683
    Tele: 1-800-228-4689 or 706-742-5355
    Fax: 706-742-7005
    Email: sales@aavim.com

14. VERNARD Films, Ltd.
    Farm Film Foundation
    Box 1332
    Peoria IL 61654
    Tele: 309-699-3911
    Fax: 309-699-3937

15. National FFA Center
    PO Box 6860
    6060 FFA Drive
    Indianapolis, IN 46268-0960
    Tele: 317-802-6060
    Fax: 317-802-6061

16. Glenco/McGraw-Hill
    PO Box 543
    Blacklick OH 43004-0543
    Tele: 1-800-334-7344
    Fax: 614-860-1877
    Website: www.Glenco.com

17. John Deere Publishing
    5440 Corporate Park Drive
    Davenport, IA 52807
    Email: JohnDeerePublishing@jdcorp.deere.com

18. NC FFA Foundation
    Official Agricultural Tools Identification Manual
    NCSU, 17 Ricks Hall
    Box 7607
    Raleigh, NC 27695
    Tele: 919-515-6129
    FAX: 919-515-9060

19. References and resources as noted at the end of each unit in the CD, Lawnscape, Lawn Care and Golf Course Management, developed by the National Council for Agricultural Education, 2001.

20. Useful websites as noted at the end of each unit in the CD, Landscape, Lawn Care and Golf Course Management, developed by the National Council for Agricultural Education, 2001.