This course provides a comprehensive study of the major herbicide groups used in Ontario. The various herbicide groups will discussed under the following topics: herbicide uptake and translocation, herbicide mode of action, herbicide selectivity, weeds controlled and crop injury.
course node page
Academic Department (or campus):
Class Schedule and Location:
Specific Learning Outcomes:
The objectives of this course are that upon completion the student will be able to:
- List the herbicide families, provide examples of commercially available herbicides in that family, state which weeds are controlled.
- Understand the modes-of-action of herbicide groups commercially available in Ontario.
- Distinguish the injury symptoms and basis of selectivity of the various herbicide modes-of-action.
- Herbicide absorption and translocation
- Herbicide mode of action
- Herbicide selectivity
- Group 1 Herbicides - Aryloxyphenoxypropionates & Cyclohexanediones
- Group 2 Herbicides – Sulfonylureas, Imidazolinones & Triazolopyrimidines
- Group 3 Herbicides – Dinitroanilines
- Group 4 Herbicides – Phenoxies, Benzoic Acids & Carboxylic Acids
- Group 5 Herbicides – Triazines
- Group 6 Herbicides – Benzonitriles & Benzothiadiazoles
- Group 7 Herbicides - Substituted Ureas
- Group 8 Herbicides - Thiocarbamates
- Group 9 Herbicides – Organophosphorus
- Group 10 Herbicides – Organophosphorus
- Group 13 Herbicides – Isoxalidinones
- Group 14 Herbicides – Triazolones, Diphenylethers, Dicarboximides and Pyrimidinediones
- Group 15 Herbicides – Chloroacetamides
- Group 22 Herbicides – Bipyridyliums
- Group 27 Herbicides - Isoxazoles, Triketones, Pyrazolones, & Benzoylpyrazoles
- Herbicide Activity – Why do herbicides provide poor weed control?
- Herbicide Activity – Why do herbicides cause crop injury?
Seminars will cover:
- Herbicide Resistance: A “Wicked Problem”
- Target Site and Non-Target Site Based Resistance
- Diversity in Target Site Herbicide Resistance
- Variance in Resistance Among Families within a Herbicide Group
- 2,4-D – Review of Properties and Uses Auxinic Resistance and the Auxin Signal Transduction Pathway
- Current State of Herbicides in Herbicide-Resistant Crops
- State of Knowledge of Group 9 Resistance – Use Patterns and Mechanisms of Resistance
- Unintended Effects of Shifting Herbicide Strategies to Manage Herbicide Resistant Weeds
- Technology and Non-Herbicidal Approaches to Managing Herbicide Resistance
Course Assignments and Tests:
|Assignment or test||Contribution to final mark||Learning Outcomes Assessed|
|Participation in weekly discussions||20%||a, b, c|
|Tests||45%||a, b, c|
|Final exam||35%||a, b, c|
Guide to Weed Control – Publication 75 (2016-2017)
Course Policy on Group Work:
Course Policy regarding use of electronic devices and recording of lectures:
Electronic recording of classes is expressly forbidden without consent of the instructor. When recordings are permitted they are solely for the use of the authorized student and may not be reproduced, or transmitted to others, without the expressed written consent of the instructor.
Other Course Information:
Additional Course Information
Academic consideration will be made for missed or late assignments/tests/midterms for medical, psychological or compassionate reasons only. No other reasons are eligible for consideration. The use of personal electronic devices such as cell phones, Blackberries, IPods, MP3 players is prohibited during lectures and labs. If a student is unable to write a test on the date in this course outline the student MUST arrange for an alternative time to write the test ahead of time with the instructor. The student must provide a valid excuse for this action to occur. It is strongly recommended that tests and exams are written in pen. If tests are written in pencil they will be marked but will not be re-marked if questions arise later.
When you find yourself unable to meet an in-course requirement because of illness or compassionate reasons, please advise the course instructor in writing, with your name, id#, and e-mail contact. See the academic calendar for information on regulations and procedures for Academic Consideration:
- For Graduate Students: https://www.uoguelph.ca/registrar/calendars/graduate/2018-2019/genreg/sec_d0e2182.shtml
- For Undergraduate Students: https://www.uoguelph.ca/registrar/calendars/undergraduate/current/c08/c08-ac.shtml
- For Diploma Students: https://www.uoguelph.ca/registrar/calendars/diploma/current/c08/c08-ac.shtml
The University of Guelph is committed to upholding the highest standards of academic integrity and it is the responsibility of all members of the University community, faculty, staff, and students to be aware of what constitutes academic misconduct and to do as much as possible to prevent academic offences from occurring.
University of Guelph students have the responsibility of abiding by the University's policy on academic misconduct regardless of their location of study; faculty, staff and students have the responsibility of supporting an environment that discourages misconduct. Students need to remain aware that instructors have access to and the right to use electronic and other means of detection. Please note: Whether or not a student intended to commit academic misconduct is not relevant for a finding of guilt. Hurried or careless submission of assignments does not excuse students from responsibility for verifying the academic integrity of their work before submitting it. Students who are in any doubt as to whether an action on their part could be construed as an academic offence should consult with a faculty member or faculty advisor.
The Academic Misconduct Policy is detailed in the University Calenders:
- For Graduate Students: https://www.uoguelph.ca/registrar/calendars/graduate/2018-2019/genreg/sec_d0e2632.shtml
- For Undergraduate Students: https://www.uoguelph.ca/registrar/calendars/undergraduate/current/c08/c08-amisconduct.shtml
- For Diploma Students: https://www.uoguelph.ca/registrar/calendars/diploma/current/c08/c08-amisconduct.shtml
The University of Guelph is committed to creating a barrier-free environment. Providing services for students is a shared responsibility among students, faculty and administrators. This relationship is based on respect of individual rights, the dignity of the individual and the University community's shared commitment to an open and supportive learning environment. Students requiring service or accommodation, whether due to an identified, ongoing disability or a short-term disability should contact the Student Accessibility Services (SAS), formerly Centre for Students with Disabilities (CSD), as soon as possible.
Course Evaluation Information
Your ratings and comments are important. Course evaluation data are used to assess and enhance the quality of teaching and student learning at the University of Guelph. Student course ratings and comments are used as an important component in the Faculty Tenure & Promotion process, and as valuable feedback to help instructors improve their teaching effectiveness and to improve the delivery of the course.
Your responses will not affect your grade. Course evaluation data are distributed to individual instructors after final grades have been submitted to the Registrar, following the completion of each academic semester.
Please be honest, respectful, constructive and thorough. Instructors and review committees place great value on student course ratings and read all comments provided in course evaluations. It is helpful to provide comments on the strengths of the course, in addition to the areas for improvement. Please refrain from personal comments unless they relate to teaching and learning.