InTeGrate Modules and Courses >Future of Food > Student Materials > Module 8: Pests and Integrated Pest Management > Module 8.2: Weeds, Transgenic Crops for Pest Management, and Pathogens > Summative Assessment (Blended)
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These materials are part of a collection of classroom-tested modules and courses developed by InTeGrate. The materials engage students in understanding the earth system as it intertwines with key societal issues. The collection is freely available and ready to be adapted by undergraduate educators across a range of courses including: general education or majors courses in Earth-focused disciplines such as geoscience or environmental science, social science, engineering, and other sciences, as well as courses for interdisciplinary programs.
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These student materials complement the Future of Food Instructor Materials. If you would like your students to have access to the student materials, we suggest you either point them at the Student Version which omits the framing pages with information designed for faculty (and this box). Or you can download these pages in several formats that you can include in your course website or local Learning Managment System. Learn more about using, modifying, and sharing InTeGrate teaching materials.
Initial Publication Date: January 11, 2018

Summative Assessment (Blended)

Herbicide Resistant Weed Interpretation and Management of Multiple Pest Types

If you are enrolled in the on-line Geography 3 you need to go to the summative assessment for the on-line class. This is the assessment for the blended on-line/classroom course.

Instructions

Explore the International Survey of Herbicide Resistant Weeds and answer the questions below. On the International Survey of Herbicide Resistant Weeds Home page, examine the trends of herbicide resistant weeds. In the left column choose "Summaries" by "US State Map" and by "Country". By moving your cursor over the states and scrolling down the list of countries, compare the number of herbicide resistant weed species across a range of geographical regions. You can also view the data as a "Global Map".

  1. Based on what you have learned about factors that contribute to weeds evolving resistance to herbicides, what might explain the number of herbicide resistant species and how they differ among world countries, regions, and states in the United States?
  2. Return to the left column and click on Glyphosate Resistant Weeds. Review the chronological list of weeds that have been identified as resistant to glyphosate, and where the resistance was reported in the United States. Examine the reports of resistance for the two annual weed species: Amaranthus palmeri(Palmer amaranth) and Conyza canadensis (Horseweed). How might you describe the spatial and temporal trends of glyphosate resistance in the United States of these two annual weed species? Based on what you have learned about weed reproduction, glyphosate herbicide use, and industrial agricultural systems, discuss two to three factors that likely explain the spatial distribution and rate of evolution of glyphosate resistance in these weed species.
  3. In this module you learned about the stacked transgenic herbicide-resistance crops that Monsanto and Dow AgroSciences developed to control glyphosate-resistant weeds. In addition to glyphosate resistance, the stacked transgenic herbicide-resistance soybeans and cotton have resistance to either dicamba or 2,4-D, herbicides that are volatile, and prone to drifting and damaging broadleaf plants outside of the location where they are sprayed. In 2017, dicamba-resistant crops were released in some states, and many farmers reported that dicamba drifted into their fields and damaged their crops. Discuss at least two other potential problems with wide-scale adoption of these stacked herbicide resistant crops.
  4. Insects, weeds, and pathogens have evolved resistance to chemical control tactics and insects to transgenic Bt crop traits. Describe two specific pest control tactics other than chemical control tactics and the transgenic Bt crops that a farmer whom grows grain crops such as corn and soybeans could employ to control insects, weeds and diseases. Explain how and why IPM, IWM or "many little hammers" can reduce the risk of the pests evolving resistance.

Downloadable Files

Module 8.2 Summative Assessment Worksheet (Microsoft Word 2007 (.docx) 141kB Jan3 18)

Submitting Your Assignment

You should submit your answers in your course LMS, and bring your typed answers to this assessment to the following class.

Grading Information and Rubric

This assessment is worth 30 points.


Grading Rubric for the 8.2 Summative Assessment

DescriptionPossible Points
Answers reflect analysis and critical thinking and apply understanding about types of regional crop production and soil management practices from Modules 5 and 7. Answer references the factors that contribute to the evolution of weed herbicide resistance examined in this module and is clear and well written.4 points
Answer accurately describes the spatial and temporal trend in glyphosate herbicide-resistance of the two weed species in the US and reflects a careful analysis of apply concepts discussed in this Module and features of industrialized agricultural systems that might contribute to the spread of herbicide resistance. The answer is clear and well written.6 points
Two problems identified refer to concepts covered in this module, and reflect analysis and synthesis of the concepts with the weed resistance trends observed in the data (5 points for each problem discussed). Explanations are clear and well written. Points will be deducted for not applying module concepts and for weak writing.10 points
Two strategies proposed refer to concepts covered in this module and reflect analysis and synthesis. Answers should include and address the complexity of the problem of controlling three pest types, applying concepts explored in this module. Explanations are clear and well written. Points will be deducted for not applying module concepts and for weak writing.10 points
These materials are part of a collection of classroom-tested modules and courses developed by InTeGrate. The materials engage students in understanding the earth system as it intertwines with key societal issues. The collection is freely available and ready to be adapted by undergraduate educators across a range of courses including: general education or majors courses in Earth-focused disciplines such as geoscience or environmental science, social science, engineering, and other sciences, as well as courses for interdisciplinary programs.
Explore the Collection »