One Canadian Farmer's Opinion on Biotech

Pesticide Handlers and Spary Applicator Job Description

Introduction to Systems Thinking

Spiraling Whitefly and Encarsia

Aphidius, an aphid endoparasitoid

Red Palm Weevil

How to plant a tree - Progressive Farmer

Pruning - Removing Large Branches

Hall's Landscape Tour - Dallas, Texas

Scouting Grapes for Pests

Integrated Pest Management - Mosquitos Part I

Integrated Pest Management UNL

Module 7 - Weeds

Welcome to the final module of the short eight week summer semester. This weeks topic is IPM of weeds. Image source: pawpaw67

ANNOUNCEMENTS

INTRODUCTION
The first thing you need to do is think of the term "weed" as a concept and not simply a list of plant species you memorize for their detrimental impact on the landscape. A weed is simply a plant in a location where it is utilizing resources we would prefer be available to other plants. A plant species can be a weed in one location and desirable in another.

Weeds utilize water, sunlight, nutrients, and ecological niches that could be used by crops, plants installed in the ornamental landscape, or native plants in the ecosystem. Consider all the wasted money that goes to weed management that just results from irrigating non-target landscape areas.

A weed could be a dandelion in the garden, a barberry that has escaped cultivation and now is reproducing by seed in a pasture. A common roadside example is Paulonia tomentosa, an introduced tree species that rapidly colonizes road cuts in many parts of the mid-Atlantic United States.

Similar to many of the other horticultural pests we have covered, weeds require a special skill set to manage properly. Their are several landgrant institutions in the United States that offer a Ph.D. in weed science.

LEARNING OBJECTIVES

• Discuss the concept of a "weed"
• List some of the different life cycles of common weeds
• Compare and contrast some different strategies for weed management
• Differentiate between contact and systemic herbicides
• Discuss some of the modes of action of common herbicides
• Discuss how some novel biological control methods work by taking IPM principles into consideration

Dandelion seed ready for dispersal. Dandelions are infamous as prolific seeders and the taproots can make removal difficult. Image Source: D H Wright

TERMS TO KNOW

• site surveys, transect counts
• headers, competitive plantings
• allelopathy, cultivation, solarization
• organic mulch, synthetic mulch, weed barrier
• dandelion knives, weed knife, hula, hoe, briar hook
• flame weeding, hot water treatment, biological weed control
• contact herbicide, systemic herbicide, organic-approved herbicides
  

READING AND MULTIMEDIA ASSIGNMENTS

• Chapter 7. Weeds. pages 297-340, focus on 297-320.
• Watch YouTube video on using Goats as part of an IPM program
• Watch YouTube video on how invasive snail is being used for weed control of lowland rice

Thistle, another common weed, albeit a beautiful one. Image Source: Aunt Owwee

STUDY QUESTIONS (5 points each, answer in complete sentences)

1. Develop your own concept for "weeds" be sure to cover all potential uses of the word.
   
   
2. A key part of IPM, as in the case of insect pests, is that some weeds be tolerated. How does a horticulturalist determine what can be economically tolerated.
   
   
3. A local landscape maintenance contractor tells you (a new business owner) that the best time to control weeds is late spring "when you can see what you are dealing with" support or refute the contractor's statement.
   
   
4. Discuss three different ways that landscapes can be designed to reduce weed competition from the beginning.
   
   
5. Allelopathy is a tool that is being considered more frequently in modern landscape design. Describe allelopathy and list some commercial applications of this natural defense mechanism. You should be able to find one or two research projects using an Internet Search Engine.
   
   
6. Cultivation, either by hand or mechanically can help control weed populations. Mechanical cultivation requires careful attention. Explain some of the considerations that should be made with mechanically cultivating a site for weed control.
   
   
7. Soil solarization is gaining popularity both as a control for weeds and some pathogenic nematodes. Explain what soil solarization is and how it works.
   
   
8. Discuss the variety of organic mulches that are available.
   
   
9. What are the advantages to using organic mulch as compared to synthetic mulches?, are there any disadvantages?
   
   
10. What are some disadvantages of using synthetic mulches.
    
    
11. Once weeds have emerged what are some ways you can limit population growth?
12. How is flaming used to control weeds?
    
    
13. Watch the Youtube video on goat control of weeds again. How does this pest manager use IPM to control target weeds. Be sure to cover the multiple benefits provided by the goats.
    
    
14. Watch the Youtube video on the invasive species of snail now used to control weeds in lowland rice. How did some clever problem solving lead to a potential solution? Innovators with an open mind can often solve problems by using the resources at hand.
    
    
15. What are some other types of biological controls that were covered in your textbook? Provide specific examples.
    
    
16. Sometimes chemical control of weeds using pesticides becomes necessary. Outline fundamental safety precautions that should always be followed when using synthetic herbicides or any chemical for pest control.
    
    
17. Differentiate between the mode of action of a systemic herbicide and a contact herbicide. Give an example of each that is commonly used in the landscape industry.
    
    
18. Discuss some of the modes of action of preemergence herbicides.
    
    
19. Discuss some of the modes of action of postemergence herbicides.
    
    
20. Conduct Internet Research. Develop a list of the top 10 worst landscape weeds for the Western North Carolina Landscape. Be sure to cite your references.

Out of control weed population in an abandoned lot near a highway. Image Source: Editor B.

EXTRA CREDIT (+5 possible)
Roundup is one of the most popular herbicides in the landscape industry. Explain the mode of action in detail. What does roundup-ready mean for corn and soybeans? How exactly are roundup-ready corn and soybeans produced?

Module 6 - Abiotic Threats

Hail damage to a Michigan backyard garden that occurred in July. Image Source: George E. Norkus.

ANNOUNCEMENTS

INTRODUCTION
Plant stress resulting from a variety of non-optimal environmental conditions can produce symptoms that can mirror those resulting from certain types of pest damage. As a horticultural professional it is important that you understand how do differentiate between biotic and abiotic stress.

Simply put biotic stress is caused by living things including those we have covered so far including, fungi, bacteria, insects, snails, mites, slugs, and others. Biotic stress comes from non-living challenges. Biotic stresses include nutrient deficiencies, salt stress, drought, freezing temperatures, excessive heat, excessive light, rapid changes in temperature, hail, lightening, heavy rain, pesticide toxicity, and even damage from mechanical equipment such as lawn mowers.

The exercise this week will be a bit different. I have inundated you with questions up to this point, so I thought it might be a good opportunity for an alternative assignment. You will be building a dichotomous key to cover all the symptoms covered on page 275 and 278 of the textbook. More detail is provided under the study exercise section.

Freezing temperatures can kill tender plants, but if properly acclimated many plants native to temperate regions can survive freezes. Spring freezes tend to be more damaging that those that might occur at other times of the year. New leaf and stem growth, and expanding buds are often very susceptible to freeze injury. Image source: net efekt

LEARNING OBJECTIVES

• Differentiate between abiotic and biotic plant disorder causes.
• List the causes of the common causes of abiotic stress in the landsccape
• Describe corrective landscape management practices for the common types of abiotic plant stress.
  

TERMS TO KNOW

• water deficiency, water excess, flooding, drought
• nutrient deficiency, nutrient toxicity
• chlorotic leaves, interveinal chlorosis, general chlorosis
• salt stress
• herbicide and pesticide phytotoxicity
• mechanical injury
• sunburn, sunscald, light deficiency
• freezing stress, chilling stress, heat stress
• edema
• ozone, sulfur oxide, pollution
  

READING AND MULTIMEDIA ASSIGNMENTS

• Chapter 6. Abiotic or Noninfectious Disorders. pages 273-275.
• Wikipedia entry on Dichotomous keys.
  

STUDY EXERCISE

1. Make sure you read the chapter and the entry on Dichotomous keys thoroughly.
   
   
2. Develop a dichotomous key for the plant stresses summarized on pages 275 and 278 of the text.
   
   
3. Build a Dichotomous key that would a user to start out with a description of symptoms of abiotic stress on a plant and identify the cause of those stress symptoms. For example, the description "Foliage is discolored, pale, or burned" should key out to excess light.
   
   
4. This may seem like a simple exercise at the outset, but let me assure you it is not. Remember that a dichotomous key should allow the user to follow a series of binary decisions to the desired outcome.
   
   
5. After trying this on you own, if you still are having difficulty contact your instructor for an appointment. This thought process if mastered will become a useful tool for many of your learning endeavors.
   

EXTRA CREDIT (+10 possible)
Explain what the cellular common mechanism would be that ties salt, drought, and freezing plant physiological stresses together.

Drought can stress some plants to the point of death, but other plants have adapted anatomical mechanisms such as water storage adaptations or deep root systems. Still others go dormant. Image Source: spoungeworthy

Module 5 - Plant Diseases

A tree with root rot has fallen over. The increased soil moisture resulting from a Beaver dam facilitated disease development by impacting by altering the environment component of the disease triangle. These leaves an opening for plant succession, but in the landscape this is undesirable and could lead to increased soil erosion.

ANNOUNCEMENTS

INTRODUCTION
Plant disease causing organisms are present in every landscape. However, by managing certain factors a horticulturalist can control the level of disease in the landscape. Disease can be reduced by using resistant plants, starting with the highest quality planting material, using appropriate plant health-based design principles, monitoring irrigation, applying appropriate nutrition, using proper pruning (as seen in previous modules), and practicing good sanitation.

Plant Pathology is a discipline unto itself. This module can only be considered a cursory review. Additional training is available in many extension courses and through University courses. This module will use Dutch Elm Disease and information provided by the American Phytopathological society to review some common themes in the spread of plant diseases.

LEARNING OBJECTIVES

• Discuss the various types of disease causing organisms
• Differentiate between hallmark disease symptoms and their associated pathogens
• Explain disease management strategies commonly used in horticulture
• Familiarize yourself with some disease cycles

Occasionally, virus infections can yield interesting ornamental patterns. The color breaking pattern in the tulip (right) is the result of a virus. Some modern cultivars with consistent breaking patterns are not result of infection, but rather breeding. Although, colorful the virus infection does result in a loss of vigor. Image Source: RcktMsnIL

TERMS TO KNOW

• fungi, bacteria, viruses, phytoplasmas
• resistant plants
• sanitation
• soil sterilization
• biological control
• beneficial microorganisms
• fungicides and bacteriacides
• the disease triangle
  

READING AND MULTIMEDIA ASSIGNMENTS

• Read Textbook pages 209-271. Focus on 209-222
• Dutch Elm Disease Lesson ALL MENU ITEMS
• Watch YouTube Video on Diseases in the Garden
  

In addition to the direct damage from feeding aphids also transmit viruses, although this is a much bigger problem in food crops than in the landscape. Image Source: Jeanette H.
STUDY QUESTIONS (Answer each question below in complete sentences, 5 pts each).

1. Briefly describe the 4 classes of plant pathogens as discussed in your textbook.
   
   
2. Conduct internet research. (Hint: you may want to start with the American Phytopathological Society link below). Come up with an estimate of the economic losses due to plant disease that occur on an annual basis globally.
   
   
3. How do you treat a landscape plant that has become infected with a virus?
   
   
4. Describe the plant disease triangle.
   
   
5. For the plant disease triangle list 4 things that a horticulturalist can do for each of the 3 corner concepts that will limit plant disease development in the designed landscape.
   
   
6. How can a landscape designer help improve plant health by optimizing planting site and design?
   
   
7. Describe proper sanitation. Thinking holistically how do you manage sanitation while also promoting healthy populations of biocontrols (see figure 4.5 in your text as an example). Can you see how developing a pest management strategy can quickly become complicated? Again we are trying to control many small practices in order to avoid a major intervention such as a broad spectrum pesticide.
   
   
8. Discuss the role of irrigation in the development of soil borne root diseases. Briefly discuss how irrigation can be scheduled throughout the year to help limit such problems.
   
   
9. Where should irrigation microsprinklers be placed for a mature Red Maple in the a Western North Carolina residential landscape?
   
   
10. Briefly describe how to treat 'shot hole' on a Purpleleaf plum in a client's landscape.
    
    
11. Differentiate between synthetic fungicide, botanical fungicide, and inorganic fungicide.
    
    
12. Differentiate between the symptoms of scabs, rusts, viruses, and bacterial blights. Obviously your answer needs to be very generalized.
    
    
13. Choose one disease of interest to you covered in your textbook and describe its lifecyle.
    
    
14. How was Dutch Elm Disease introduced to trees in the United States?
    
    
15. Discuss the factors that contributed to the rapid spread of Dutch Elm Disease to the large population of Ulmus americana in the United States, frame your discussion in terms of the disease triangle.
    
    
16. Describe the life cycle of the two pathogens known to be responsible for Dutch Elm Disease.
    
    
17. Describe the symptoms of Dutch Elm Disease.
    
    
18. Choose one of the three control strategies for Ductch Elm Disease and discuss it in detail.
    
    
19. What lessons from the Dutch Elm Disease epidemic can be utilized to reduce the potential of plant disease in any ornamental landscape?
    
    
20. Give two examples of virus infections that result in enhanced ornamental characteristics for their plant hosts.
    

EXTRA CREDIT (+3) briefly summarize the approach and results to date of one of the several plant breeding programs around the U.S. specifically focused on reducing the impact of Dutch Elm disease.

OTHER RESOURCES
American Phytopathological Society

American Elm tree in decline from Dutch Elm Disease. Image Source: Drab Makyo

Module 4 - Insect Pests II and Mites, Snails, and Slugs and Pesticide Rules and Regs

Snail feeding on ornamental plant. Image Source: MyAngelG

ANNOUNCEMENTS

INTRODUCTION
In addition to invertebrate insects mites, snails, and slugs can be devastating pests in certain situations. You will learn more about them in the brief reading assignment required this week.

If you get serious about IPM and live in North Carolina you will need to become a licensed pesticide applicator. This week's module also gives you a brief taste of what types of information you will need to know when testing for this certification. The North Carolina Department of Agriculture and Consumer Services is the certifying body.

The 1971 North Carolina Pesticide Law requires that the following persons be certified prior to working: private pesticide applicators, commercial applicators, pesticide dealers and pest control consultants. The North Carolina Department of Agriculture and Consumer Services' Food and Drug Protection Division, Pesticide Section is the agency responsible for the administration and enforcement of the Law and rules. (see NCDA & CS for more information)

LEARNING OBJECTIVES

• Describe the damage to plants caused by Mites, Snails, and Slugs
• List some basic control measures for these three broad classes of pests.
• Explain the steps to becoming a certified pest applicator in North Carolina
• Describe the job duties of certified pest applicator.
• Review the information that you will be tested on should you elect to become a pest applicator in North Carolina.
• Describe how biotech could reduce chemical applications and allow farmers to keep less land in production and possible conserve more as habitat.
  

TERMS TO KNOW
READING AND MULTIMEDIA ASSIGNMENTS

• Read the rest of Chapter 4. pages 197-207. on Mites, Snails, and Slugs
• Read Licensing, Certification and Recertification Guide for Pesticide Applicators in North Carolina.
• Read and work through Private Applicator Workbook. These types of questions will be on the FINAL EXAM.
• Watch YouTube Video on Job Description for Pesticide Handler
• EXTRA: Watch YouTube Video on one Farmer's Opinion of Biotech

Large modern agricultural field sprayer. Booms open up on either side giving about 40 ft of coverage. Image Source: Danton Pix

STUDY QUESTIONS - Part I

1. Differentiate between insects and mites (4 pts).
   
   
2. How do most mites damage horticultural crops? (2 pts)
   
   
3. What taxonomic order does the 'spider mite destroyer' belong to? (2 pts)
   
   
4. How do snails and slugs move? How can this knowledge help you identify them as a pest? (2 pts)
   
   
5. Describe two types of controls for snails and slugs that do not involve pesticides. What type of management category does each of the controls you describe fall under (4 pts).

Horse drawn pesticide sprayer from late 19th century. Used on Prince Edward Island to spray potato fields. Image Source: Buddy Tignor

Part II - True false 4 pts each.

1. Sprayers are used to apply pesticide solutions and wettable powders.
2. A low pressure field sprayer uses gravity and the weight of the liquid in the tank to apply the pesticide solution.
3. A low pressure field sprayer would be ideal for applying pesticide to a peach orchard.
4. High pressure sprayers provide good spray penetration.
5. High pressure sprayers would be good for a pepper producer.
6. An airblast sprayer uses a fan to convert the pesticide solution into tiny droplets.
7. A regular flat fan nozzle is used on booms with overlapping spray streams this type of flat fan nozzle is used for band spraying.
8. When discussing cone spray nozzles two categories are often used. The hollow and full cone spray nozzles are the two types.
9. A solid stream nozzle would be used when you want good foliar coverage including under the leaves.
10. The materials nozzles are made of should be resistant to Corrosion, but the applicator need not be worried about abrasion resistance.
11. Brass nozzles are more resistant to abrasion than Tungsten carbide (ceramic nozzles).
12. The best all-around material for extensive nozzle use is stainless steel.
13. The pesticide label specifies how much pesticide must be applied per acre in terms of the undiluted pesticide as it arrives in the container from the manufacturer.
14. When calibrating a sprayer the pesticide applicator wants to simulate the actual ground speed of the sprayer, pumping pressure, nozzles to be used, and pesticide in the tank. It is important to use the actual pesticide mixture because water may not flow out to the sprayer at the same rate.
15. If it takes 5 gallons to spray 1/4 of an acre then it will take 200 gallons to spray 10 acres.
16. The actual flow rate leaving the sprayer is dependent on the type of pesticide formula used and the nozzles selected for the sprayer.
17. To apply pesticide evenly, the sprayer must move at a constant speed and operate at a constant pressure.
18. Nozzle pressure is very important to adjust for longevity, but nozzle height has little or no effect on the life expectancy of the nozzle.
19. The threshold for nozzle replacement occurs when an individual nozzle has a flow rate that is more than 25% different than the average of all the nozzles being used on a given sprayer.
20. The best way to improve your chances of successfully passing the pesticide applicators exam is to attend a review session hosted by your local extension service.

Part III - Choose six false statements above and rewrite them so that they are true (6pts).

EXTRA CREDIT (+2)
Explain why copper is an effective barrier for snails.

Module 3 - Insect Pests I

Lady bug larvae dining on aphids. Image Source: Benimoto.

ANNOUNCEMENTS

INTRODUCTION
For many years horticulture students studying pest management would learn pest identification and control, usually synthetic chemical control. However, over the past decades things have begun to change and integrated pest management principles (some of which have been known for centuries) are becoming the focus of such courses.

This week you have a rather large reading assignment, but don't despair. I don't want you to memorize all these pests. Instead I want you to notice how different life cycles, climate, plant species distribution, and management practices impact plant damage and economic loss. You will have a chance to choose a pest during this weeks assignment and focus on the detail.

After this week's assignment and next's, you should develop a good feel for how Integrated Pest Management Practices not only help stop economic losses in horticulture, but reduce cost and protect the environment.

Beyond environmental protection these practices also maximize the ability of the local ecological resources to maintain and repair damage. For example, a broad spectrum pesticide will control aphids on succulent herbaceous plant materials, but will also kill beneficial organisms such as lady bug larvae and adults that can help with biological control. The successful horticulturalist will target control measures to reduce pest problems while maintaining beneficial populations.

In most cases invertebrate (insects, mites, snails, and slugs) pests damage horticultural crops by feeding on them. The pests are after the energy that plants are able to produce directly using the sun's energy. In addition to energy, plants are also good sources of nutrients for pests. You should also remember from last week that in many cases plants can tolerate quite a bit of damage from pests and what we seek to due as pest managers is keep that damage below the economic threshold using integrated pest management.

Brown Lacewing. An example of a beneficial insect that when in its larval stage is a great bio-control for aphids and other pests. Image Source: kidcadaver

LEARNING OBJECTIVES

• Explain the relative proportion of invertebrates that are pests, innocuous visitors, and beneficials
• Differentiate between different types of damage produced by insects
• Discuss differences in insect life cycles
• Explain the concept of economic threshold
• Discuss the importance of monitoring insect populations and diagnosing problems
• Compare and contrast the different management practices for insect pests
• List examples of natural enemies of insect pests
  

TERMS TO KNOW

• chewing mouthparts, sucking/piercing mouthparts
• invertebrate, vertebrate
• life cycle, complete metamorphosis, incomplete metamorphosis
• larva, caterpillar, chrysalis, adult
• egg, nymph, adult
• branch beating, sticky traps, sticky cards, pheromone traps, pitfall traps
• time counts, honeydew monitoring, frass dropping, degree-day monitoring
• Biological Control, importation, conservation, enhancement, augmentation
• pesticide types, acetaldehyde, botanical, carbamate, chlorinated hydrocarbon, contact
• insect growth regulator, inorganic, microbial, organophosphate, pyrethroid
  

READING AND MULTIMEDIA ASSIGNMENTS

• Chapter 4. Insects, Mites, and Snails and Slugs. pages 49-196. Focus on pages 49-71.
  
• Familiarize yourself with the Biological Control Information Center (NC State)
• International Concern. Watch YouTube video on Red Palm Weevil.
• International News Story. Watch YouTube video on Spiraling Whitefly
  
• Potential BioControl of Aphid. Watch YouTube video on Aphidius, an aphid endoparasitoid
• EXTRA: General Introduction to Systems Thinking. This is the wave of the future.
  

STUDY QUESTIONS (Answer all questions in complete sentences.

1. Compare the damage symptoms caused by insects with chewing mouthparts (ex. Tobacco Hornworm) with symptoms caused by an insect with sucking piercing mouthparts (ex. aphid). (5 pts)
   
   
2. What is the reward for an insect consuming a plant? Eating the plant takes energy and time what does the pest get out of it? (5 pts)
   
   
3. Compare and contrast complete metamorphosis and incomplete metamorphosis life cycles in insect pests. Provide two economically important pest examples for each type of life cycle. (10 pts)
   
   
4. Briefly describe 5 different types of insect monitoring methods. List at least one specific insect species that is monitored with each type. (10 pts)
   
   
5. Pest Degree Days can be an important tool to measure insect population growth. Go to the University of Illinois Warm Pest Degree Day Web tool. Choose 45.5 for the Bean Leaf Beetle and using the web-based tool determine the current degree day total and how many generations the insect has had this summer. Describe the steps you went through to determine your answer (5 pts).
   
   
6. Describe what can happen when a method is applied to control target Pest A and kills the natural enemies of Pest B (not currently a problem). A good place to start is figure 4-3 in the textbook. Has this method of control been a problem in the past (10 pts).
   
   
7. You run a landscape maintenance company. Why might the whitefly and psyllid management practice in Figure 4-5 0f your text require you to educate your clients before implementing. (10 pts).
   
   
8. Explain how a parasitic wasp can be used to control aphids. Describe the life cycle of the wasp and aphid and how the interaction of the two leads to population control of each species. (10 pts).
   
   
9. Briefly describe 5 natural insect predators and at least one pest each can help control (5 pts).
   
   
10. What are some types of pesticides that may only be available to professionally licensed applicators? List 5 different classes of pesticides. (5 pts)
    
    
11. Explain in detail how the Bacillus thuringiensis toxin can control Lepidopteran pests. (5 pts)
    
    
12. Discussion: Bt is commonly used by organic growers as a form of pest control. The gene that encodes production of the toxin is one of the most common Genetic Modifications made to crop plants for pest protection (Ex. Bt-corn). Why would organic growers voice concern over the tool they use for pest control being used in GMO crops. Hint: This one may require a little research on your part. (20 pts).
    

EXTRA CREDIT
In greenhouse pest control you will see both yellow and blue sticky cards used for insect monitoring? What pest does the blue sticky card target? (+2)

Two thousand Galerucella beetles released into Cutler Park, as part of the Purple Loosestrife Biocontrol Project. We will cover weed control in a later chapter. Image Source and Description: urtica

Module 2 - Optimizing Plant Resistance

ANNOUNCEMENTS

INTRODUCTION
Healthy trees are much more able to utilize internal resistance strategies to combat pests. So your next question is probably how does a horticulturalist maximize the chances of a plant being healthy?

Since horticulturalists are often involved in landscape design and installation one of the first and foremost things to promote health is proper plant selection. You should try to only use plants that are adapted to the local soil conditions and climate. You should also install plants at a density that maximizes air flow and limits overcrowding. Improved air movement can reduce disease and proper spacing insures plants have the resources they need for success.

Knowing the pests in your area is also a good place to start. There is no need to plant species that are susceptible to known problematic insects and diseases. Plant maintenance such as fertilization, irrigation, and even pruning (see poorly pruned specimen above, image source: elroySF)can be important in maintaining plant health and maximizing pest resistance.

LEARNING OBJECTIVES

• Describe the relationship between a healthy plant and increased pest resistance
  
• Explain how to maximize plant health through plant selection
  
• Describe how climate can impact plant health in the designed landscape
  
• Describe the relationship between seasonal growth, horticultural practices, and plant health
  
• Describe how to recognize a hazardous tree before a dangerous situation occurs
  

TERMS TO KNOW

• seasonal growth cycle
• climate, weather
• taproots, lateral roots
• canopy, drip line
• mycorrhizae
• root bound, circling roots
• resistant, less susceptible
• plant compatibility
• drainage, water infiltration, percolation
• root ball, field capacity, wilting point, soil moisture
• plant available water, unavailable water
  

READING and MULTIMEDIA ASSIGNMENT

1. Chapter 3. Growing Healthy Trees and Shrubs. pages 21-48 in your text
2. Read Stressed Out Plants
   
3. Watch YouTube Video on Hall's Landscape Tour
   
4. Watch YouTube Video on pruning large branches
5. Watch YouTube Video on Tree Planting
   

STUDY QUESTIONS

1. In a one page essay explain how proper plant selection and maintenance can improve plant health. Be sure your essay is rich with examples. (20 pts)
   
   
2. Based on what you have learned so far in the course explain how improved plant health could impact the types of management involved in an IPM program. (10 pts)
   
   
3. Watch the Hall Landscape Tour video again after reading Chapter 3. List practices utilized by this company that are covered in your text. (10 pts).
   
   
4. Describe in detail how soil type impacts plant growth and development. You may limit yourself to archetypal clay, loam, and sand soils. Be sure to include water relations in your discussion (20 pts). Those of you who have had HOR 166 Soils and Fertilizers will be aware of many different soil types based on texture.
   
   
5. Briefly discuss how improper pruning can lead to increased pest pressure. How do you implement the 3 cut pruning technique to remove a large branch? Be sure to list the purpose of each cut. (10 pts)
   
   
6. Describe to a new horticulture student how one might go about scheduling irrigation on a simple yard that was essentially 1/2 cool season grass and 1/2 large specimen trees. What types of irrigation equipment might you recommend for this site? Answer in complete sentences (20 pts)
   
   
7. You are going to plant 10 trees that arrive in 5 gallon plastic containers. Explain to your crew what to look for as far as the roots go. You can have the local nursery exchange any trees that you think are in poor condition and won't survive in the landscape. Describe the proper steps to plant the trees. How can planting a tree properly reduce future pest management issues (10 pts).

Look at this beautiful landscape integrated into the actual design of the building. Imagine the potential IPM practices necessary to keep this garden aesthetically pleasing. What do you think some of the challenges would be? This building is located in the planned communit of Foster City, CA (Image source: Peter Kaminski)

EXTRA CREDIT (2 pts)
Explain what ET is and how it can be used to maximize plant health.

Module 1 - IPM What?, Why?, When?

Scouting for pests. Image by Midori Horticultural

ANNOUNCEMENTS

INTRODUCTION
Integrated Pest Management is one of the more commonly misunderstood terms by horticulture students. One of the more succinct definitions can be found at Wikipedia: "In (horticulture), Integrated Pest Management (IPM) is a pest control strategy that uses an array of complementary methods: natural predators and parasites, pest-resistant varieties, cultural practices, biological controls, various physical techniques, and pesticides as a last resort. It is an ecological approach that can significantly reduce or eliminate the use of pesticides.

Applying IPM principles effectively takes training and practice. This chapter provides a brief introduction to IPM. We will cover some basic principles in this introductory module, but will return to this chapter throughout the course to build foundational IPM skills.

LEARNING OBJECTIVES

• List and describe the 5 components of an IPM program
• Differentiate between different pest management methods
• Utilize Pesticide Terminology
• List potential challenges of using pesticides
• Explain the concept of pesticide resistance and describe IPM strategies to avoid it
  

TERMS TO KNOW

• pests, beneficials
• cultural practices, action threshold
• surveying, scouting
• cultural, mechanical, physical, biological, and chemical control
• reduced risk pesticide
• pesticide resistance
  

READING and MULTIMEDIA ASSIGNMENT

1. Wikipedia article on Integrated Pest Management
2. Chapter 2. Designing and IPM Program. pages 3-19 in your text
3. Watch YouTube Video on IPM -UNL Backyard Gardener
4. Watch YouTube Video on scouting wine grapes for pests

STUDY QUESTIONS

1. According to your text, what are the 5 components of a pest management program? Using complete sentences briefly describe the importance of each component . What component(s) are highlighted in the grape video? (20 pts)
   
   
2. How does scouting for pests in the landscape differ from scouting for pests in food crops or during intense greenhouse production? Explain how a video teaching pest scouting in the landscape might be different than the one you watched on scouting grapes.(10 pts)
   
   
3. Differentiate between cultural and biological control of pests. (20 pts) Use complete sentences and give examples (not in your text) to the two management methods.
   
   
4. You have been asked to give a talk to a local garden club concerning IPM. It is clear that this well meaning group equates IPM with only mechanical and biological control. They are especially fond of organic methods. Discuss in several paragraphs how you would explain the importance of pesticide use to a success IPM strategy for a local native plant garden. Be sure to cover the difference between a botanical and synthetic pesticide (20 pts).
   
   
5. Explain to the garden club in 4 the benefits of Reduced-risk Pesticides. The backyard gardener video you watched might be a good place to start when explaining pesticides to the club. How might this video be expanded to give a talk horticulture students learning about pest management (what do you think might need more emphasis?) (10 pts)
   
   
6. List four potential fates of pesticides that don't reach their intended targets. For each fate, list a real world example of environmental damage caused by an accidental release. (12 pts)
   
   
7. Describe the difference between a systemic pesticide and a contact pesticide (8 pts).

This Cryptolaemus beetle larva was being used as a natural predator - a biological control in a tropical butterfly greenhouse. Photo and description courtesy of Eco Heathen

EXTRA CREDIT (2 pts each)
1. What does the acronym USDA SARE stand for? How could this agency impact the owner of a small horticultural business?

2. How can pheromones be used to monitor insect pest populations? Give an example.