Course Syllabus: Insect Pest and Vector Management
ENY 5236
3 credit hours
Instructor: John L. Capinera
Office: Entomology-Nematology Room 1018
Phone: 352-273-3905
Email: capinera@ufl.edu
For each section, view the corresponding lecture on the
Lecture/Video CD or WWW. I will provide CDs on request. WWW access is available
at:
http://entomology.ifas.ufl.edu/baldwin/webbugs/pest1/
http://entomology.ifas.ufl.edu/baldwin/webbugs/pest2/
Please note that the division of pest1 and pest2 corresponds
only to the amount of material that would fit on the CDs, and has no other
significance. Thus, as noted below, the first exam covers sections 1-9, not all
the material on CD1.
1.
Introduction
2.
Overview
Part I. Background to Insect Pest
and Vector Management
3.
Pests
and humans (Reading Assignment: Text, Chapter 1 and Supplementary
Readings 1, 2, 3)
Direct pests, and vectors of plant and animal diseases
Pest status: major, minor, occasional, migrant, potential
Human practices and the occurrence of pests
Not all arthropods are pests: some benefits
4.
The
causes of pest and vectored disease outbreaks (Reading
Assignment: Text, Chapter 2 and Supplementary Reading 11)
Population biology
Factors affecting abundance
Density dependence and independence
How people cause outbreaks
5. Sampling and monitoring arthropods (Reading Assignment: Supplementary Reading 5)
Methods of sampling and monitoring
Components of a sampling plan
Types of sampling plans
Allocation of sampling units
Part II. Approaches to Insect Pest and Vector Management
6.
Insecticides
(Reading Assignment: Text, Chapter 3 and Supplementary Reading 18)
Background
Issues affecting introduction of new products
Types of insecticides
Formulation
The pesticide label
Toxicity and safety
7.
Application
of insecticides (Reading Assignment: Text, Chapter 4
and Supplementary Readings 7, 14)
Targets
Droplet size
Application equipment
Rational application
8.
Problems
associated with using insecticides (Reading Assignment: Text, Chapter 5
and Supplementary Readings 8, 10)
Toxicity to humans and wildlife
Resistance
Insecticides and disease transmission
9.
Environmental
and cultural control (Reading Assignment: Text, Chapter 6
and Supplementary Reading 4)
Mechanical techniques
Irrigation
Fertilizer
Sanitation
Alternate hosts
Multiple and intercropping
Separation in time and space
Crop geometry
10. Biological control
(Reading Assignment: Text, Chapter 7 and Supplementary Readings 23, 25, 27)
Successes of biocontrol
Types of biocontrol agents
Predators
Parasitoids
Nematodes
Techniques of biocontrol
Inoculation
Inundation
Conservation
Reasons for failure of biocontrol
11. Insect pathogens
(Reading Assignment: Text, Chapter 8 and Supplementary Reading 15)
Advantages and disadvantages
Types of pathogens: fungi, viruses, bacteria, microsporidia
Transmission of pathogens
12. Genetic control and area-wide
management (Reading Assignment: Text, Chapter 9 and “community
participation” from Chapter 12, plus Supplementary Reading 6, 12, 13)
Sterile insect technique
Eradication
Other genetic approaches
Area-wide management
13. Pheromones
(Reading Assignment: Text, Chapter 10 and Supplementary Reading 17, 19)
Pheromones/allelochemicals
Monitoring
Attract-and-kill
Mating disruption/confusion
Alarm pheromones and oviposition deterrents
14. Host resistance
(Reading Assignment: Text, Chapter 11 and Supplementary Reading 21, 22)
Basis for resistance
Mechanisms of resistance
Compensation
Induced resistance
Problems of using resistance
Repellents
15. Physical measures
(Reading Assignment: Text, Chapter 12 [except legislative section] and
Supplementary Reading 20)
Exclusion and barriers
Traps
Physical disturbance
Sound
Lethal temperature
Controlled atmosphere
Dusts and particulates
Irradiation
16. Legislation and regulation (Reading Assignment: Text, Chapter 12 [legislative section] and Supplementary Reading 24)
Exclusion and routes of entry
Risk assessment
Pesticide legislation
Effects of regulation
Genetically modified organisms
17. Emerging concepts and practices
(Reading Assignment: Text, Chapter 13 and Supplementary Readings 9, 16, 26)
The integrated control/ IPM concept
Damage thresholds
Forecasting
Increasing agroecosystem resistance
Pesticide selectivity
Eradication versus control
What limits IPM adoption
Decision support
Managing desert locusts: a case study
Course
Description
The principles and practices used in pest management,
emphasizing arthropod pests affecting crop and ornamental plants, humans and
livestock.
An introductory course in entomology.
Course
Goals and Objectives
The goals
of this course are (1) to provide a broad overview the philosophy of pest
management, including the ecological and economic basis for attainment of pest
status, and (2) to discuss the techniques available to pest managers, including
the advantages and disadvantages of each.
Course
format
This course is self-paced and CD-ROM based. Most of the
information you need concerning text and requirements are spelled out in the
course syllabus. There are two CDs; you can view the syllabus, view and listen
to the lectures for units 1-10, and access some videos on CD number 1. CD
number 2 contains units 11-17, and some videos. You probably will want to print
the notes and readings for easier reading (be careful, however, as they are a
lot of pages!). You probably will need speakers or earphones to hear the
narration clearly. To start both CDs, click on “index .html”.
Hopefully you will have no trouble viewing the videos if you
have a fairly new computer. They are interesting but not critical to the
course, so if you have trouble viewing them, you are at no disadvantage. If you
just bought your computer and have a very new browser it may not be able to
read some text files, and this is a problem; probably the easiest fix for that
is to access an older browser.
If you prefer to access the material on WWW you can do so
at:
http://webbugs.ifas.ufl.edu/pest1/
http://webbugs.ifas.ufl.edu/pest2/
I suggest that you print out the Powerpoint notes and use
them to make any additional notes or comments/questions as you listen to the
CD. If something is not clear, do not hesitate to email me with questions.
There are 2 exams and a project for this course. I can schedule the exams at any time,
but we should plan on having one at about, or before, the mid-point of the
semester (covering sections 1-9) and another before the end (sections 10-17).
You should indicate to me when you want to take the exam, and I will email the
questions to you. You should provide the answers to me within a week. The
project is due two weeks before the end of the semester.
Exams are open-book, and will be sent to you by email. You
can use any written materials to help you with the exams, but you must work alone; do not consult other
people. You can return the exams to me, as well as your project, as an
email attachment. Please return the exams within a week. IT IS IMPORTANT that
you acknowledge my emails, and I will acknowledge yours; otherwise we will be
uncertain of receipt of materials. The only way you can be assured that your
tests and project have been submitted successfully is to have my
acknowledgment.
As you complete your exams and project, keep in mind that
because it is open-book, and you are not time-limited, so I expect that
spelling and grammar will be correct.
YOU ARE REQUIRED TO RETURN THE CD-ROM AT THE END OF THE
COURSE.
Grading for Course
The course grade is based on performance
on 2 exams and a project (each representing 1/3 of the final grade). The final
grade will be assigned as:
A = >93
A- = 90-92.9
B+ = 87-89.9
B = 83-86.9
B- = 80-82.9
C+ = 77-79.9
C = 73-76.9
C- = 70-72.9
D+ = 67-69.9
D = 63-66.9
D- = 60-62.9
E = <60
Questions
are provided in each of the lessons. They are based on the material presented
on the CD and text readings, and the supplementary readings. They are designed
to help you understand what is important for you to know.
Grade point
equivalencies for grades are found at:
http://www.registrar.ufl.edu/catalog/policies/regulationgrades.html
You are to
select a pest management situation (for example, a crop) that is grown in at
least two geographically distant and climatologically different regions (for
example, southeastern and midwestern USA). You are to identify the 5-10 most
important arthropod pests associated with that “situation” in each geographic
region, and search for the existing management recommendations (both chemical and
nonchemical) for each. Link to or copy the recommendations for pest management
provided by the state extension service (or the equivalent) and include them as
an appendix in your report.
Provide a
one-page synopsis of the biology, economic importance, and sampling protocols
for each pest. If economic injury levels or treatment thresholds exist, they
should be included. Discuss why you selected these particular pests as the most
important (provide documentation from the literature as to frequency of infestation
or economic impact). Discuss the regional differences in major pests (if there
are any), and the differences in pest management recommendations. For each
pest, indicate how you would offer optional pest management procedures (both
preventative and curative) to someone requesting information on pest
management, including specific insecticides. Although pest control
recommendations often are mostly lists of registered insecticides, search for
efficacy data (Arthropod Management Tests and Journal of Economic Entomology
are good sources) that supports the use of your suggested insecticides for each
major pest, and append copies of the research that justifies your choices.
This report
can be submitted in either electronic or hard copy form, and must be received
by the instructor at least 2 weeks before the end of the semester. Late
submissions automatically will receive one lower letter grade.
Van Emden, H.F. and M.W. Service. 2004.
Pest and Vector Control. Cambridge University Press. 349 pp. (Note: Text is recommended, not required)
Other readings as assigned (see
supplemental reading list).
List of supplemental readings (Note: Required reading)
These
readings are on your CD. You should print and read them.
1. History and insects. Pages
1158-1169 in Encyclopedia of Entomology (2008).
2. Decomposer insects. Pages 1810-1826
in Encyclopedia of Entomology (2008).
3.
Transmission of plant diseases by insects Pages 3853-3885 in Encyclopedia of
entomology (2008).
4.
Host plant selection by insects. Pages 1163-1173 in Encyclopedia of Entomology
(2008).
5.
Sampling arthropods. Adapted from pages 3231-3246 in Encyclopedia of Entomology
(2008).
6.
Area-wide insect pest management. Pages 266-282 in Encyclopedia of Entomology
(2008).
7.
Insecticide application: the dose transfer process. Pages 1958-1974 in Encyclopedia
of Entomology (2008).
8.
Management of insect-vectored pathogens of plants. Pages 2277-2280 in
Encyclopedia of Entomology (2008).
9.
Economic injury level and economic threshold concepts in pest management. Pages
1282-1286 in Encyclopedia of Entomology (2008).
10.
Plant viruses and insects. Pages 2938-2945 in Encyclopedia of Entomology
(2008).
11.
North American vegetable pests; the pattern of invasion. American Entomologist
48: 20-39 (2002).
12.
Medfly (Diptera: Tephritidae) genetic sexing: large-scale field comparison of
males-only and bisexual sterile fly releases in Guatemala. Journal of Economic
Entomology 97: 1547-1553.
13.
Recapture of sterile Mediterranean fruit flies (Diptera: Tephritidae) in
California’s preventative release program. Journal of Economic Entomology 97:
1554-1562 (2004).
14.
Effect of temperature on efficacy of insecticides to differential grasshopper
(Orthoptera: Acrididae). Journal of Economic Entomology 97: 1595-1602 (2004).
15.
Plant-incorporated Bacillus thuringiensis
resistance for control of fall armyworm and corn earworm (Lepidoptera:
Noctuidae) in corn. Journal of Economic Entomology 97: 1603-1611 (2004).
16.
Tactics for management of thrips (Thysanoptera: Thripidae) and tomato spotted
wilt virus in tomato. Journal of Economic Entomology 97: 1648-1658 (2004).
17.
Comparison of sticky wing and cone pheromone traps for monitoring seasonal
abundance of black cutworm adults and larvae on golf courses. Journal of
Economic Entomology 97: 1666-1670 (2004).
18.
Evaluation of a nonconventional insecticide and appropriate application timing
for destruction of gypsy moth (Lepidoptera: Lymantriidae) egg masses. Journal
of Economic Entomology 97: 1671-1674 (2004).
19.
Monitoring western corn rootworm (Coleoptera: Chrysomelidae) susceptibility to
carbaryl and curcurbitacin baits in the areawide management pilot program.
Journal of Economic Entomology 97: 1726-1733 (2004).
20.
Management of aphid-borne viruses and Bemisia
argentifolii (Homoptera: Aleyrodidae) in zucchini squash by using UV
reflective plastic and wheat straw mulches. Environmental Entomology 33:
1447-1457 (2004).
21.
Efficacy of permethrin-treated uniforms in combination with DEET topical
repellent for protection of French military troops in Ivory Coast. Journal of
Medical Entomology 41: 914-921 (2004).
22.
Laboratory evaluation of mosquito repellents against Aedes albopictus, Culex
nigripalpus, and Ochlerotatus
triseriatus (Diptera: Culicidae). Journal of Medical Entomology 41:
726-730.
23.
Release, establishment and monitoring of Bemisia
tabaci natural enemies in the United States. Pages 58-65 in International
Symposium on Biological Control of Arthropods (2002).
24.
Field effects of BT corn on the impact of parasitoids and pathogens on European
corn borer in Illinois. Pages 278-283 in International Symposium on Biological
Control of Arthropods (2002).
25.
Classical biological control of arthropods in the 21st century. Pages 3-16 in
International Symposium on Biological Control of Arthropods (2002).
26.
Augmentation biological control using the entomopathogenic nematode Steinernema feltiae against the South
American leafminer Liriomyza huiobrensis.
Pages 136-140 in International Symposium on Biological Control of Arthropods
(2002).
27.
Augmentation in orchards: improving the efficacy of Trichogramma inundation.
Pages 130-135 in International Symposium on Biological Control of Arthropods
(2002).
28.
Bioclimatic models in entomology. Pages 478-481 in Encyclopedia of Entomology
(2008).
29.
Push-pull strategy for insect management. Pages 3074-3082 in Encyclopedia of
Entomology (2008).
30.
School IPM, or pest management on school grounds. Pages 3289-3299 in
Encyclopedia of Entomology (2008).
Academic
Honesty, Software Use, Services for Students with Disabilities, UF Counseling
Services
Academic
Honesty:
The University requires all members of its community to be
honest in all endeavors. Cheating, plagiarism, and other acts diminish the
process of learning. When students enroll at UF they commit themselves to
honesty and integrity. Your instructor fully expects you to adhere to the
academic honesty guidelines you signed when you were admitted to UF.
Plagiarism is the use of ideas or writings produced by
someone else. You should not use the writings of another person, including
material from the internet WWW), without putting the ideas in your own words,
or placing the copied material in quotes and attributing authorship. In the scientific
literature, quotations are rarely used. You should use your own words for
answering questions on exams, and in your class project.
As a result of completing the registration form at the
University of Florida, every student has signed the following statement:
“I understand the
University of Florida expects its students to be honest in all their academic
work. I agree to adhere to this commitment to academic honesty and understand
that my failure to comply with this commitment may result in disciplinary
action up to and including expulsion from the University. “ Furthermore, on work
submitted for credit by UF students, the following pledge is either required or
implied: “On my honor, I have neither
given nor received unauthorized aid in doing this assignment.”
It is to be assumed that all work will be completed
independently unless the assignment is defined as a group project, in
writing by the professor.
This policy will be vigorously upheld at all times in this
course.
Software
Use:
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required and expected to obey the laws and legal agreements governing software
use. Failure to do so can lead to monetary damages and/or criminal penalties
for the individual violator. Because such violations are also against
University policies and rules, disciplinary action will be taken as
appropriate.
Students experiencing crisis or personal problems that
interfere with their general well-being are encouraged to utilize the university’s
counseling resources. Both the Counseling Center and Student Mental Health
provide confidential counseling services at no cost for currently enrolled
students. Resources are available on campus for students having personal or
lacking clear career and academic goals, which interfere with their academic
performance. The Counseling Center is located at 301 Peabody Hall (next to
Criser Hall). Student Mental Health is located on the second floor of the
Student Health Services in the Infirmary.
1. University Counseling Center, 301 Peabody Hall,
392-1575;
personal and career counseling: www.counsel.ufl.edu
2. Student Mental Health, Student Health Care Center,
392-1171, personal counseling: www.hsc.ufl.edu/shcc/smhs.htm
3. Sexual Assault Recovery Services (SARS), Student Health
Care Center,
392-1161, sexual assault counseling; and
4. Career Resource Center, Reitz Union, 392-1601, career development
assistance and
counseling.
Students With
Disabilities Act:
The
Dean of Students Office coordinates the needed accommodations of students with
disabilities. This includes the registration of disabilities, academic
accommodations within the classroom, accessing special adaptive computer
equipment, providing interpretation services, and mediating faculty-student
disability related issues.
Dean of Students Office, 202
Peabody Hall, 392-7066, www.dso.ufl.edu