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VA Pesticide Manual > Unit 2. Principles of Pest Control > Flashcards

Unit 2. Principles of Pest Control Flashcards

1
Q

Explain the differences between Key Pests, Occasional Pests, and Secondary Pests.

A
  • Key Pests are nearly always present. You should expect to find them and be ready to implement some type of control (ex. termites).
  • Occasional Pests are migratory or cyclical. When present, you may need to implement some type of control depending upon the damage they are causing (ex. fall webworm).
  • Secondary Pests are only a problem under certain conditions such as elimination of a Key Pest or absence of a natural host (ex. weeds in a lawn with low pH or poor soil fertility).
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2
Q

What is the first thing that you should do when you observe damage to a plant, livestock, or other valuable commodity?

A

Study the damage and positively identify the cause.

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3
Q

Why is it important to positively identify the cause of damage?

A
  • It allows you to determine basic information about the pest, including its life cycle.
  • Knowing something about the pest’s life cycle allows you to develop strategies for controlling the pest when it is most susceptible to controls.
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4
Q

Which Virginia Tech facilities can help you identify a pest and diagnose an infestation?

A
  • Weed ID Clinic
  • Plant Disease Clinic
  • Nematode Assay Laboratory
  • Insect Identification Laboratory
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5
Q

Name the five (5) basic pest groups discussed in this unit.

A
  • Weeds
  • Parasites and Diseases
  • Mollusks
  • Arthropods
  • Vertebrates
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6
Q

What makes a weed hard to control?

A
  • They tend to be hardy and grow quickly.
  • They produce large numbers of seeds.
  • They are tolerant of harsh growing conditions and can successfully compete against crops and turf, for water, nutrients, and sunlight.
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7
Q

How do we identify a monocot plant (ex. grasses and sedges)?

A
  • They have only one seed leaf.
  • They have parallel leaf veins.
  • They have flower parts in multiples of 3 (ex. 3, 6, 9).
  • They have fibrous roots.
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8
Q

How do we identify a dicot plant (ex. broadleaves)?

A
  • They have two seed leaves.
  • They have net-like veins.
  • They have flower parts in multiples of 4 or 5 (ex. 4, 5, 8, 10).
  • They have taproots.
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9
Q

What do we call this type of weed?
* Lives one year or less.
* Germinates from seed, grows, flowers, sets seed and dies within 12 months.
* Flower in late summer, early fall, or spring, depending on when the seed germinates.

A

Annual

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10
Q

What do we call this type of weed?
* Has a two-year life cycle.
* Germinates and grows in first year, with leaves often forming a “rosette”.
* In the second year, they flower, set seed and die.

A

Biennial

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11
Q

What do we call this type of weed?
* Lives more than 2 years.
* Stores nutrients in roots.
* Uses the underground stroage of nutrients to power spring growth.
* May flower and set seed multiple times within the growing season.

A

Perennial

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12
Q

What four (4) types of pathogens cause most plant and animal diseases?

A
  • Fungi
  • Bacteria
  • Viruses
  • Mycoplasmas
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13
Q

What sorts of symptoms do plant viruses cause?

A
  • Stunting
  • Yellow rings on leaves
  • Wilting
  • Mosaic patterns (yellow or bleached streaks) on leaves
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14
Q

In what ways can parasites such as flies, ticks, and lice harm livestock and other animals?

A
  • Can transmit disease
  • Cause blood loss
  • Cause physical damage
  • Reduce weight gain
  • Cause decrease in milk or egg production
  • Interfere with reproduction
  • Weaken animal making it more susceptible to disease
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15
Q

How do plant-parasitic nematodes harm plants?

A
  • By attacking roots, stems, and leaves
  • Root feeding reduces the plant’s ability to take up water and nutrients.
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16
Q

How do mollusks (ex. slugs) harm plants?

A
  • By feeding on foliage and fruit
  • Reduce the value of commercial crops by causing blemishes on fruit
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17
Q

What do we call an animal that has no backbone?

A

Invertebrate

18
Q

What do we call an animal that has a backbone?

A

Vertebrate

19
Q

What do we call an animal that has the following?
* Segmented body
* Jointed appendages
* External skeleton made of “chitin”

Also, may have one or more of the following:
* Sucking tubes
* Chewing mouthparts
* Egg depositors
* Antennae
* Pincers

A

Arthropods

20
Q

True or False:
Insects are arthropods.

A

True.

Insects are one type of Arthropod.

21
Q

Insects go through several life stages that we call “metamorphosis.” What are the two (2) types of metamorphosis called?

A
  • Gradual Metamorphosis
  • Complete Metamorphosis
22
Q

What are the stages of Gradual Metamorphosis?

A
  1. Egg
  2. Nymph
  3. Adult
23
Q

What are the stages of Complete Metamorphosis?

A
  1. Egg
  2. Larva
  3. Pupa
  4. Adult
24
Q

True or False:
Arachnids are arthropods.

A

True.

Arachnids are wingless arthropods with four (4) pairs of legs on the rear body section (abdomen).

Examples include spiders, ticks, mites, and scorpions.

25
Q

How are insects different from aracnids?

A

Insects have …
* 3 body parts (head, thorax, abdomen)
* 1 or 2 pairs of wings
* 3 pairs of legs
* 1 pair of antennae

Arachnids have …
* 2 body parts (cephalothorax, abdomen)
* no wings
* 4 pairs of legs
* no antennae

26
Q

Name a few beneficial insects.

A
  • Ladybird beetles (insect predators)
  • Honeybees (pollinators, honey producers)
  • Butterflies (pollinators)
  • Lacewings (insect predators)
27
Q

What is the difference between prevention, suppression, and eradication of pests?

A
  • Prevention means reducing the chances that a pest will become a problem (ex. don’t leave food out that will attract rodents and insects).
  • Suppression means reducing pest numbers or damage to an acceptable level.
  • Eradication means destroying an entire pest population.
27
Q

Give reasons why you would use an integrated pest management (IPM) approach as opposed to relying only on pesticides?

A
  • Because you have a variety of tactics (i.e. control measures in your “tool box”), you often achieve better success at the treatment site.
  • You promote a more balanced ecosystem.
  • Less likely to create conditions for pestcide resistance.
  • By reducing pesticide use, you may help to increase beneficial insects.
  • Often IPM is more acceptable to your neighbors.
28
Q

Describe the steps in putting together an IPM program.

A
  1. Identify the pest and understand its life cycle.
  2. Monitor the target pest.
  3. Decide whether control is needed.
  4. Determine the pest control goal.
  5. Know what tactics you have available to you.
  6. Evaluate the risks and benefits of using various tactics, alone or in combination.
  7. Choose the most effective strategies that will cause the least harm to humans and the environment.
  8. Use each tactic correctly.
  9. Observe all applicable local, state, and federal regulations.
  10. Keep records and take time to study the results.
29
Q

Name the five (5) IPM elements discussed in Unit 2.

A
  • Host resistance
  • Biological control
  • Cultural control
  • Mechanical and physical control
  • Chemical control
30
Q

What is “host resistance?”

A

The ability of a plant, animal or structure to* resist pests*. For example, some tomato plants resist blights, some cattle breeds are more resistant to flies and some building materials are not susceptible to attack by termites, carpenter bees, etc.

31
Q

What do we mean by “biological control?”

A

The use of living organisms to control pests, For example, ladybird beetles are used to control aphids in ornamentals and fruit trees.

32
Q

What is meant by “cultural control?”

A

Changing the habitat where pets flourish. The two main types of cultural control are:
* cultural practices
* sanitation practices.

33
Q

Name at least six (6) cultural practices that are used to help manage agricultural pests.

A
  • Pruning, thinning and fertilizing crops to provide optimal growth conditions.
  • Rotating crops to reduce pest populations.
  • Using appropriate tillage practices.
  • Mulching to reduce weeds, conserve moisture.
  • Varying time of planting or harvest to reduce pest pressure.
  • Planting trap crops to lure pests away from the primary crop.
  • Adjusting row width to reduce weeds, increase air flow, etc.
34
Q

Give examples of good sanitation practices for pest management.

A
  • Clean up, eliminate pest harborage (places where they can hide/live) and increase frequency of garbage disposal.
  • Clean up spills and store food in sealed containers.
  • Provide drainage in barnyards to reduce wet spots. Remove manure.
  • Eliminate places where mosquitoes, flies, etc. can breed.
  • Keep fields, seed stock, tools, and surfaces clear of weeds, insect pests, and plant diseases.
  • Use pest-free seeds and transplants.
  • Decontaminate equipment, animals, and other equipment before allowing these things in a pest-free area.
35
Q

Name five (5) important qualities to consider when choosing a pesticide.

A
  • Efficacy (effectiveness)
  • Persistence (periof of activity)
  • Mobility (tendency to leave the target site as runoff, vapor, etc.)
  • Toxicity (harmful effects)
  • Mode of action (how it works)
36
Q

What is the difference between a selective and non-selective herbicide?

A

A selective herbicide controls some plants but not all (ex. 2,4-D controls dicots but not monocots).

A non-selective herbicide controls all plants (ex. Glyphosate is toxic to all plants).

37
Q

What is the difference between a contact and a systemic pesticide?

A
  • A contact pesticide works by contacting the target pest.
  • A systemic pesticide works by being absorbed and translocated (moved around) within the plant.
38
Q

Pesticide resistance is the ability of a pest that is repeatedly exposed to a pesticide, to resist its effects. What sorts of things can you do to reduce the chances of pesticide resistance?

A
  • Rotate or combine pesticides with different modes of action.
  • Use pesticides that target multiple sites in a plant.
  • Use new or altered pesticides that the pest is less likely to have been exposed to previously.
  • Treat alternate generations of pests so that they are not continually exposed to the same pesticide.
  • Use non-chemical controls when possible.
39
Q

Give reasons why a pesticide might fail to control the target pest.

A
  • The pest was resistant to the pesticide.
  • You misidentified the pest.
  • The pest was not in the area at the time of pesticide application.
  • You chose the wrong pesticide or under-applied the pesticide.
  • You applied the pesticide incorrectly.
  • The pests you see now are part of a new infestation that developed after you applied the pesticide.

VA Pesticide Manual (11 decks)

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