IPM Final questions
Know the 16 parts of a written recommendation, with special attention to the importance of the signature (#16) and the criteria used to make a decision (#14)
#14: record showing how you can come to the decision to treat, include monitoring data attachment; #16: sign,date and provide PCA license number, states alternatives that have less impact on the environment have been considered and applied
Compare and contrast IPM programs for insects, weeds, and pathogens
IWM relies on multiple control techniques underpinned by ecological knowledge, pathogen: intergration of preventative techniques; IPM: monitoring, decision making, intergrated control tools
Be able to describe the 4 levels of ecological organization we focused in on class (individual, population, community, & ecosystem), and how they interact & differ from one another
Individual(base unit, source of diversity), Populations(interactions of individuals of the same species), Community( interactions between all populations of all species), Ecosystem(includes interactions with the abiotic environment)
Know what an LD50 & LC50 are, be able to identify them from a dose/response curve.
LD50 is the concentration of a toxin that will kill 50% of the lab organisms exposed to it; LC50 is the concentration in a solution that kills 50% of lab organisms
Be familiar with the knowledge that a PCA is expected to have for pesticide recommendations, and the tools a PCA can use to reduce their liability when making a recommendation.
PCA is responsible for knowing all of the chemicals restrictions; know the track record of the chemical, liability insurance
Explain how overreliance on chemical control resulted in the development of IPM. Specifically touch on resistance, resurgence, and secondary pest outbreaks and how they contributed to the pesticide treadmill
Pesticides used wipe out natural enemies leading pest populations to grow, they also wipe out primary pests which allows for secondary pest population to rise which forces growers to switch to new pesticides the pests build resistance so they grower switch pesticide chemistry and the cycle repeats.
Describe what sampling efficiency is, and some tools that can be used to increase efficiency in the field?
The ratio of total cost to accuracy for a sampling techniques. Tools to increase sampling efficiency are using triggers, presence-absence sampling, sequential sampling.
Compare and contrast acute and chronic toxicity, and how we test for them.
acute toxicity is effects resulting from a single exposure or multiple exposures in short time; chronic toxicity is effects from long term exposure to a toxicant
Be able to list the benefits of collective behavior, and how it can be applied to pest control.
being able to work together gives the abilty to be more effective and efficient, working together we can treat larger percentage of pest population
Explain some of the ways non-targets can come into contact with pesticides.
can be harmed by direct(drift or direct contact) and indirect(residues left on ag products) exposure
Explain how refuges for susceptible pests can be used to manage the evolution of resistance.
creates a safe haven for susceptibles to mate with resistant ones
Also, be able to differentiate between cross-resistance and multiple-resistance.
cross-resistance is when a single gene provides resistance to more than one pesticide, multiple resistance is when pest is resistant to multiple MOAs because it has multiple unique resistance genes
Compare and contrast mechanical and cultural control. How do the two overlap? How are they distinct from one another?
cultural control:are modifying the environment to make it less favorable to pest invasion, reprodution, survival & dispersal; mechanical practices destry a pest or present a physical barrier to their infestation
Explain what pesticide resistance is, and how it is caused and driven by natural selection.
decreases the susceptibility of a pest population to a pesticide that previously controlled it, pesticides remove pests with low resistance genotypes and retain those with resistant genotypes
Describe and identify the three major uses of pheromones in IPM: Detection-Monitoring, mass trapping, and mating disruption?
detection/monitoring: measure the presence and abundance of pest species; mass trapping: setting enough traps to reduce the pest population to the point that crop damage is reduced; mating disruption: males are unable to find female, longer females wait the lower the amount of eggs shell have.
Understand what a fitness cost is, and how it relates to the development of resistance. Why do resistance genes typically come with a fitness cost?
expending extra energy to detoxify the pesticide, cost the pest more energy than the original genotype
Compare and contrast field-by-field based control with Area-wide control. Be able to explain the advantages and disadvantages of each.
field by field basis is simple and can be done by one person but only treats small fraction of pest population; area-wide control treats the field but also the surrounding pest refuges, requires more infrastructure and cooperation and often fails due to lack of cooperation
Understand the relationship between hazard and risk, and the steps we can take to reduce risk when using pesticides.
hazard is an innate part of a pesticide cant change it but we can reduce the risk; using PPE reduces risk
Understand how changes in wind, humidity and temperature can influence the volatility of a compound.
high wind, high temp, low humidity equal greater volatility
What does it mean that soil is a reservoir?
hold pesticides until they enter other parts of the environment
Be able to list and briefly describe the ways that pesticides breakdown in the environment.
hydrolysis(chemical reaction with water), photodegradtion(breakdown by light), oxidation reduction(transfer of electrons), microbial degradation (microbes in soil digest pesticides)
List the characteristics of weeds, insects, and pathogens.
insects: large and varied in physical structures, highly mobile and reproduction, complex trophic interactions; pathogens: host dependent, limited mobility/dispersal, very small and hard to ID, damage isnt seen until after infection, reproduce in multiple ways; weeds: large somewhat easy to ID, easy to quantify, enter field undetected, limited mobility/dispersal
Explain how reducing applications, using economic thresholds, IPM, and selective pesticides can be used to reduce the rate of resistance.
less sparys equal less resistance; economic thresholds delay sprays; IPM can keep pests below threshold; selective pesticides protect biocontrols
Be able to explain how the persistence, soil adsorption, and water solubility of a pesticide can contribute to its ability to contaminate both ground and surface water.
longer persistence means longer time to break down, pesticides can bind to soil, ability of pesticide dissolve in water
Understand the purpose of monitoring and sampling. Suggest the sampling universe and unit that could be used when monitoring a hypothetical location?
monitoring your are just watching the activities/growth and sampling your are actively collecting measurements of a pest population; a vineyard block would be the sampling universe, sampling unit would clusters
Be able to explain why chemical control tactics are more heavily regulated than biological, cultural, or mechanical controls.
more of chance to contaminate the environment through volitization, drift, leaching
What does it mean that resistance is preadaptive? Can a susceptible pest become resistant through exposure to non-lethal doses.
must be inherited from parents or gained through random mutation, cannot become resistant through exposure to non-lethal doses
Compare and contrast point source and non-point source pollution.
non-point source is when small amount of pesticides enter ground water from any one location; point source pollution is when large quantities enter from small defined location
Clarify the role of pesticides in IPM. How does IPM recommend pesticides be used?
pesticides are a part of a larger intergrated system of control measures, used as a last ditch suppressive technique during outbreaks
Be familiar with how pesticides enter the air, and the tactics used to reduce air pollution.
pesticides enter through volitization and drift of pesticide; decrease spray pressure to increase drop size, increase drop size, dont spray with winds higher than 7 mph
Describe tools and techniques used by PCAs to reduce risk
pretest out new tactics, be proactive if problem occurs, preach caution, keep up to date on labels
Compare and contrast preventative and suppressive control techniques. Provide examples of both types of control.
preventative are methods that discourage damaging population from developing and reaching outbreak levels; suppressive control is applied after a pest population has reached outbreak level. designed to reduce populations to tolerable levels
Explain how rotating MoA's can be used to manage the evolution of resistance.
reduces selection pressures; rotating MOA allows you to kill pests resistant to only one MOA
Describe the major factors that stop growers from adopting IPM.
risk of failure, higher cost to grower, lower levels of control
Describe the 3 major tiers of the cotton IPM 'Pyramid' and how they interact with one another.
sampling, effective chemical use, avoidance
Know the three biological factors that cause pests to evolve resistance quickly, and be able to identify pests that are at the greatest risk to evolving resistance.
short lived:produce moe generatins per season; rapid developer: produces more generations; immobile:cant avoid the pesticide; mites, aphids, scales
Know the common routes of surface and ground water contamination, as well as the techniques used to limit contamination.
surface water can be contaminated by pesticides having high adsorption and low solubility; ground water can be contaminated by pesticides having low adsorption and highly soluble
Understand and be able to explain how selective pressure can increase or decrease the rate of resistance evolution.
the greater the selective pressure the faster resistance will develop and visa vera
Know the 3 components that all AW systems must have (public participation, few free riders, and clear benefits to growers). Be able to explain why these are each important, and what could happen if they are not followed.
the public has to paticipate if not no control can be implemented and without public support it can generate mistrust and out rage; free rider can provide reuge habitat for pest and discourage other from AW; avoid free rider by providing clear benefits that encourage grower to take part in AW
Know the operational factors that cause pests to evolve resistance quickly, and how you can alter applications of pesticides to slow resistance.
use same MOA, every generation treated, pesticides applied directly before mating, spray whole field; rotate MOAs
Compare and contrast vertical and horizontal resistance. Be able to identify whether a described resistant plant has vertical or horizontal resistance?
vertical resistance is resistance that results from the activity of one or two major genes, horizontal resistance is when resistance originates from more than one gene having more than one defensive mechanism
Provide a brief overview of whitefly issues in the low-desert, and the IPM program designed to control them.
white flies are common hemipteran pest they directly affect plants by consuming photosynthate and indirectly transmitt diseasres and sooty mold growth, established B. tabaci IPM
Explain how IPM is a decision-making system. Describe the five steps in the system?
you have to understand what pests are and when there is a problem. able to monitor and establish thresholds for treatment. knowing when to implent action; ID(correctly ID pest), Monitoring(know if action is needed, see if pop. numbers decreasing or increasing), Assessment(set action threshold), implementation(take action), evaluate results(Did it work?)
