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Contents e Introduction to County Agents ......................................... 1 " Welcome and Introduction ............................................ 3

I. . The Concept of Integrated Pest Management ................... ' 4 " i II. Laws and Regulations .................................... ',' 5 iIII. How to Read Pesticide Labels ............................... 9 .. IV. Groundwater and

i i V. Endangered Species Protection ............................. 10

VI. Pesticide Record-Keeping ................................ 1 12 VII. Personal Protection and Proper Use ........................ ' 13 Q

VIII. The Worker Protection Standard ............................ 16 'Ii IX. Application, Equipment, and Calibration .....................: 18

X. Pests and Pest Damage .............. . . . . . . . . . . . . . . . . . . . . . . 21 ((IXI. Conclusion ...................................................: 27 e,

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This is only a guide. You may modify this as you see fit to improve the Q " presentation. However, by law, you can not cut the 'Instruction' time to less than, 41three (3) hours (breaks can not be counted as instruction time). I would appreciate Qany suggestions you may offer so that we can update the Teacher's Guide

Qperiodically. You will be sent all of the electronic files as e-mail attachments. A Qhard copy of the Teacher's Guide and examples of all the handouts will be sent by

mail. If you need hard copy Photo Masters for copying, please contact me. 4l

Revised by: Dr. Mary Ketchersid Reviewed by: Dr. Don L. Renchie

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.The Texas A&M University System

Using Pesticides

Private Applicator

Certification

Training

Teacher's Guide

October 2002

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Reprinted from September 2001 CHEMOGRAM i:

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Procedures for Private Applicator Training, " ., "Have the.License Candidates Get Their Manuals In Advance"

" t ~' Don L. Renchie, Ph.D. ,.

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Coordinator - Pesticide Safety Education Program '

".!, As we wind down another busy season, many of you are focusing on recertification programs for the Fall. Likewise, many ofyou are also using this opportunity to get ahead ofnext Spring's "/ need an applicators license" rush. As I visit with you, one thing that always comes up is "how do I help better prepare license candidates for the Private Applicator examination"? t.,. Many of you keep the private applicator manuals on hand and distribute them on the day of the training program. This works fine when the examinations are administered at a 'later date. However, when the examinations are scheduled for the same day, license candidates may not have enough time to properly prepare. In an effort to avoid occasional complaints (most of you

t;. tell me that they are merely observations) from our customers, ask your staff to remind growers

t e to come by and pick up the Private Applicator Manual (B-1648) in advance ofyour scheduled

training program. Explain to them the need to review the entire book before the program, as it will help them be better prepared to participate in your training program and pass the examination. Also, suggest that they order a copy of the IDA Laws and Regulations (B-5056). Having a copy of the laws and regulations can save them time and possibly help avoid violations, as they can refer to the book for questions about record keeping, WPS, Prior Notification, and the Hazard Communication Act (RTK).

We realize that time is important to our customers, which is why examinations are often scheduled the same day. However, failure on the examination is not only embarrassing to the license candidate, but a negative reflection on our educational programs. Everyone benefits / when - we change the procedure by requiring them to do some advance preparation. Their time is better utilized, our educational programs are better received, and the pass rates on the examinations better reflect the quality ofyour training activities.

NEW PRlVATE APPLICATOR EXAM SUMMARY

1. There are 100 multiple choice questions each with one correct answer. This is much better than TruelFalse where asingle word in the statement could change it from True to False.

2. There are 20 questions related to Laws and Regulations. Some of these come from the Laws and Regulations Manual and some are in both the Laws and Regulations Manual and in the Using Pesticides - Private Applicator Manual. There are items on the Notetaking Worksheet related to all of these (the locati'on of the answer is noted for each question in the Teacl~er's Guide). It is important that the Questions on the Note-taking Worksheet related to Laws and Regulations be reviewed with the participants.

3. The manual has five pages ofPhoto ID. The Exam has six Photo ID questions. The images on the Exam are taken from the images in the manual. A photo image is numbered and four choices are gi~en for the answer so the participant does not have to supply the name.

4. There are 12 items taken from the DePesto Label so it is very important to practice reading and interpreting the label.

5. There are 9 calibration problems on the Exam. The formulas provided are more complete now than on the old Exam. If you practice the calibration problems with the participants, this part can be very easy to complete accurately.

6. Additional questions are spread fairly evenly over the remainder of the manual. Labels and Labeling - 6, Groundwater - 3, Endangered Species - 1, Pesticide Safety - 7, Environmental Considerations -2, Application Equipment - 5, with the remaining 29 from the Chapters related to Pests and Pest Damage (Chapters 8-14 pages 39 - 76).

Use the Note-Taking Worksheet to insure that all necessary items have been reviewed.

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Using Pesticides

'_I Private Applicator Certification Training

'. Teacher's Guide- Typically training is done in a classroom setting with the County Agent acting as the Teacher. This guide is arranged to help the Agent plan the presentation. Plan on approximately 4 hours to complete the training. The regulations related to Applicator Certification, 7.21, requires that training consists of at least three hours of net instruction time. Three hours are required but'I'I additional time typicallyallQws for a better training experience,just tell the participants the amount of time they should expect in training: This training program prepares agricultural producers, as prospective pesticide users, for the private applicator license exam. The program combines a number of elements: Extension publication B-1648 Using Pesticides - PrivateApplicator Manual,' a note-:-taking worksheet, handouts, and a videotape (VHS 960).. Th~ manual (B-1648) contains the '. core subject matter upon which the Texas license exam is based. The videotape covers supplemental4.

'. subjects, such as integrated pes:t management and pesticide record-keeping, that we have an obligation to teach, regardless of the exam. Students preparing for the Pesticide Applicator Exam . should be advised to spend.enough time o~ their own to completely read the manual and study the questions covered on the note-taking worksheet before attending the class.'.I. The following guide is a framework; it provides some basic comments and sequence ofactivities forI.I you, the teacher, to follow. You may add your own exercises, visuals, etc. You may also alter the lecture script to suit your own presentation style and the needs of your audience.

'. An estimate of the time required is listed for each segment. This is an approximate minimum time, excluding question/answer periods and optional activities, so times will vary for each location and group. State regulation requires a minimum training time of3 hours. However, at least 4 hours should be allotted for this program for group meetings. This should allow. for breaks and looking back over materials that may require more time. Private Applicator Training is most effective as a classroom presentation. However, it can be converted to a self-study format for individual trainees. Trainees must complete the program in a ,.Jt, monitored classroom or office sr:tting,~ home study does not meet the regulatory requirement. To learn more about the self-study format, contact the Extension Agricultural and Environmental Safety (A&ES) unit. Ifyou are .unsure about conducting this program, you may want to observe another . agent who has experience with the program, consult your mentor, or ask A&ES personnel for help. , ,. Necessary Material (last update October 2002) B-1648 Using Pesticides - Private Applicator Manual (dated 1/02). Extension form D-1411 (the same as TDA Q565 forms). VCR & television or video projector and VHS 960 Using Pesticides - Private Applicator'. r. Certification Training (in office) and VHS 2624 Pests and Pest Damage (from AV

t Library).

The applicator will need a calculator to practice calibration and will also need 'a calculator at the testing session. . , [t '. Texas Department of Agriculture monthly test schedule and locations.

it Copies of the Laws and Regulations Manual (B-5056, dated 8/01) and/or a copy of the D-

It 1405 order form with which an applicator may obtain this book.

Photocopies of handouts and worksheets suggested by this teachers guide.

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. Contact Mary Ketchersid at 979-854-6531 or m-ketchersid@tamu.edu with questions related to this Teacher's Guide.

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Handout Photo-masters: (electronic files in Word Perfect will be sent to each County office) Note-taking worksheet - this is a MUST - use this even if nothing else is used. The Note

taking worksheet should be given to the participant when they pick up their manual so they can study through the manual before the actual training session.

Laws & Regs Supplement - (Example sections from the Laws & Regs Manual - this covers material that is included on the exam and should be provided with the manual and Notetaking worksheet if the Laws and Regulations Manual B-5056 is not provided.)

Calibration problems worksheet (good practice for Exam; 1 page of formulas and 1 page of problems, print 9 problems 2 sided. These are the problems from the manual butthey look like the problems on the exam so the participant can see how the problems and formula page can be used to work the problems.) .

.Optional Materials that may be helpful: Note-taking worksheet answers ( Some people say having the answers written down make it

easier to pay attention to the presentation. ) I PesticideApplication Recordkeeping in Texas and Example recordkeeping form from

A&ES or other source < http://agenvsafety.tamu.edu/RecordKJAES-RK.pdf> A Checklistfor Accident Prevention (from B-5060, CommerciallNoncommercial General

Manual chapter 12 excerpt pgs.130-131) WPS Resources Pesticide Poisoninga~d First Aid (chapter 13 from B-5060, CommerciallNoncommercial

General Manual chapter 12 excerpt pgs.135-142 ) Poison Control Center magnets and/or st~ckers Poison Help 1-800-222-1222 available by

calling the number given

NOTE: The student must obtain a copy ofB-1648 Using Pesticides - Private Applicator Manual before training. The note-taking worksheet and the Laws & Regs Supplement should be given to the student along with the manual so that the student can read the manual and look for worksheet answers prior to the training. The student should also have a copy of the Pesticide Laws and Regulations Manual (B-5056) for future reference.

How you recover publication costs, etc., and assess fees is left for you to decide. The list price ofB1648 Using Pesticides - Private Applicator Manual is $20.00 but County Agents can purchase these manuals for $5.00. This allows you to sell the manuatfor $20.00 and use the funds generated to . purchase equipment needed for your Pesticide Applicator Training program. The cost of the Pesticide Laws and Regulations Manual (B-5056) is $5.00 for alL Trainees may also order and pay for pesticide applicator training publications directly through the Extension Agricultural & Environmental Safety Office by calling 979-845-1099 or by using the Extension order form D-1405 available on the A&ES website at < http://agenvsafety.tamu.edulorderform.pdf>. For private individuals, payment must be received in advance. Allow one fiIll week for normal delivery.

It is necessary to cover the entire manual, B-1648 Ysing Pesticides - Private Applicator Manual,

and complete the entire note-taking worksheet to be prepared to take the IDA Exam. The

. videotape (VHS 960) has been provided to every county office and a supplement on Pests and Pest Damage (VHS 2624) is available on loan fro'm the Extension A V Library. Careful study of the section of the manual on "Pests and Pest Damage" (Chapters 8-14, pages 39-76) is ofutmost importance for the applicator to pass the exam. In the past, there have been some complaints because this section was not covered in the training. Be sure that the participants read the entire manual and answer all of the worksheet questions. All worksheet answers should be reviewed with the participants at some point in the training process.

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http://agenvsafety.tamu.edulorderform.pdfhttp://agenvsafety.tamu.edu/RecordKJAES-RK.pdf

Welcome and Introduction

Duration Objectives

Yout:.Lecture Notes !

5 minutes Understand the purpose of this training. Understand the roles of the Texas Department of Agriculture (TDA) and the Texas Cooperative Extension in applicator certification.

Suggested Lecture Script !

Pesticide application is very complex. In fact, it requires more knowledge about safety and proper use than ever before. To make sure you, learn all that you should, the govenunent requires you to undergo training and testing, which is why you are here. This process is called certification and it's the tyain requirement for obtaining a pesticide applicator license.

The test!ng side ofcertification, and all the administration of licensing and pesticide regulation, is handled by the Texas Department of Agriculture (IDA). To contact the department, you can write the Licensing Section at P.O. Box 12847 in Austin,

78711, or call1-800-TELL TDA, which is 1-800-835-5832. You also may contact one of the TDA regional offices or look up the . IDA website at:http://www.agr.state.tx.us then select Pesticide Programs: Pesticide licensing, registration, and compliance.

Texas Cooperative Extension (TCE) is an arm of the Texas A&M . .

University System. Extension is a leader in providing education about agriculture and natural resources. Consequently, TCE has become a major soUrce ofcertification training and continuing education that pesticide applicators need. This training program combines a number ofactivities including video presentations and study time for you to read from the private applicator manual ana' related handouts. The manUal covers the core subject matter upon which the licensing exam is based. It takes approximately 4 hours to complete this program. Be sure to get the proofofcompletwn form (D-1411 = TDA Q565D) before leaving so you can take the license exam.

After you receive your license, you must stay alert to continuing education opportunities. Private Applicators are required to obtain 15 hours ofcontinuing education units (CEUs) every 5 years for license renewal with 2 in laws and regulations and 2 in IPM. These CEUs should be completed by December 31st before renewal but must be completed and reported to TDA prior to February 28th in a process called self certification. See selfcertification at: or call 979845-1099 ifyou do not have internet access.

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http://www.agr.state.tx.us/pesticide/selfcert.htmhttp:at:http://www.agr.state.tx.us

Here'in County, we ... (Tell about local programs). You might be interested to know that the Texas Cooperative Extension also. .. (Tell about other Extension program areas - OPTIONAL)

Activities Distribute the Note-Taking Worksheet ifnot previously done. Many prefer to have an answered Note-taking worksheet at this point so they can pay attention to the presentation rather than try to write inanswers. You are the judge ofwhat works best for you.

I. The Concept ofIntegrated Pest Management I

Duration -10 minutes

Objectives - Pesticide use should be planned with IPM in mind,.

Your Lecture Notes Suggested Lecture Script ! !

Every decision to use a pesticide should be guided by the principles ofIntegratedPest Management, or IPM. IPM is a way to anticip~te' and prevent pest problems by combining a variety of tactics. With an IPM approach, producers tum to pesticides as a last resort rather than a first response. The primary reason for using an IPM approach is to reduce the chance of developing pest resistance.

We will watch a videotape that explains more about integrated pest management. As you watch fill in the appropriate answers on t4e note-taking worksheet. Ofcourse you can take additional notes as well. Please keep the worksheet to use as a refresher before you take your license exam;

Activities Play video cut #1 - 'IPM in Agriculture' Review answers on worksheet.'

7:37

Worksheet Answers:

A. Define IPM " 1. IPM is a pest population management system that anticipates and prevents pests from causing

damage. 2. !PM is an ecological approach to pest control.

B. Components of IPM 1. Pest identification 2. Monitoring 3. Use of natural enemies (biological control) 4. Pest-resistant plants 5. Cultural and structural changes 6. Judicious use of least - toxic pesticides

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I C. Intent ofIPM 1. To use tactics that include pesticide alternatives that reduce the total amount of pesticide chemicals us~d thereby lessening the opportunity for pests to develop resistance.

Duration Objectives

Your Lecture Notes !

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II. Laws and Regulations

20 minutes

Explain that it is the responsibility ofpesticide applicators to

comply with laws pertaining to pesticide use.

Identify major pesticide laws and their main provisions.

Suggested Lecture Script !

Federal laws set standards for pesticide use in order to protect you, your workers, the environment and the public. States may set even stricter standards. As a pesticide applicator, you are responsible for complying with federal regulations and the rules ofthe state where you work.

Some safety practices that were only suggested in the past are now required by law. You will learn much more about safety and personal protection later in the program. But for now, you will pause for a few n:toments of reading time so you can study the Laws and Regulations section in your Private Applicator Manual.

Remember, this manual contains the core subject matter from which the license exam is written, so please study it thoroughly. There will be reading time for several ofthe sections as you progress through this training:

Please notice that your Note-Taking Worksheet has several questions foryou to answer DURING each of your reading sessions. At this time, take about 10 minutes to read pages 1 to 6 in your manual and answer the Laws and Regulations section offue worksheet.

Participants read pp.I-6 of the manual and sections from the Laws and Regulations Manual. In addition see Appendices 1 and 2, pages 77-80. * * You may prefer to just discuss this section with the participants, pointing out where each answer can be found in the Private Applicator Manual or Laws and Regulations Manual (or in the supplement taken from the Laws and Regulations Manual). Ifyou have not already done so, distribute the Laws and Regulations Manuals (B-5056) or the form for ordering the manual (0-1405). Look thiough a Laws and Regulations

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Manual (B-5056) if available. If the Laws & Regulations Manuals are not distributed, you should pass out the Laws & Regulations Supplement which includes excerpts from the manual needed to answer certain questions. Review answers on worksheet. OPTIONAL: You may arrange a presentation from a TDA representative about important Laws & Regs.

Worksheet Answers:

1. How is a pesticide defined by law? (page 1, paragraph 3; 76.001 definitions) Any substance or mixture ofsubstances intended for preventing, destroying, repelling or mitigating my pest, and any substance intended for use as a plant growth regulator, defoliant or desiccant.

2. Which state and federal agencies register pesticides? (page 2, paragraph 1; 76.00 1 definitions) Texas Department ofAgriculture (TDA) and the U.S. Environmental Protection Agency(EP A).

3. What is the federal law that regulates the sale and use ofpesticides? (page 2, paragraph 2; 76.001 definitions) The Federal Insecticide, Fungicide and Rodenticide Act (FIFRA).

4. What is a state-limited-use pesticide? (page 2, paragraph 3; 76.003) A pesticide or pesticide use on which additional restrictions are placed by the Texas Department of Agriculture

5. As defined by law, what is a private pesticide applicator? (page 2, paragraph 4; 76.112) A person who uses or supervises the use ofa restricted-use or state-limited use pesticide or a regulated herbicide for the purpose producing an agricultural commodity.

6. When supervising pesticide use, must the private applicator be physically present? Is the applicator responsible for actions ofthe supervised workers? (page 3, paragraph 2; 7.31) The applicator need not be physically present, unless required by the label or other conditions of use, but must be available ifand when needed The licensed applicator and the supervised person may keep in touch by phone, radio, etc. The applicator is responsible for actions ofindividuals being supervised.

7. Who is responsible for assuring that any person working under the licensee's direct supervision is knowledgeable of the label requirements and rules and regulations governing the use tifthe particular pesticide being used by the individual? (page 3, paragraph 2;. 7.31) The licensed applicator (may be private, commercial, or noncommercial)

. , 8. What practical knowledge and skills should a private applicator have? (page 3, items listed 1-5)

The applicator should know how to: recognize common pests andpest damage; read and understand the label; apply pesticides according to label instructions and warnings; recognize environmental conditions and avoid contamination; and recognize poisoning symptoms andperjormfirst-aid.

9. What is the significance of pesticide label directions with regard to the law? (page 3, paragraph 5; 7.71) The label has the force oflaw and includes a statement stating that the use ofany chemical inconsistent with the label directions is a violation ofthe law.

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10. . What types of laws are violated when the applicator uses pesticides inconsistent with label directions? Examples: Is it ever legal to use more than the labeled rate? Is it ever legal to allow the pesticide to DRIFT off ofthe target site?\~page 3, paragraph 5; 7. 71) . Bothfederal and state law prohibits uses pesticides inconsistent with label directions. It is NEVER legal to use more than the labeled rate ofa pesticide. It is NEVER legal 10 allow the pesticide to

, DRIFT offofthe target site.

11. What role do Texas counties have in regulating pesticides? (page 4, paragraph 1; 7.S0) Sale and use ofcertain herbicides are regulated in some counties where a permit must be obtained to use such products during certain times ofthe year.

12. What is a spray permit? (page 4, paragraph 1; 7.50) A spray permit is a document issued by TDA that must be issued before application that authorizes a . person to apply regulated herbicides in a regulated county.

13. When does a spray permit expire? (7.S0) All permits expire when the acreage for which the permit was granted has been sprayed, or 180 days after issuance, whichever occurs first.

14. List some applications that would require a spray permit and some that would not require a spray permit and some that are prohibited from having a spray permit. (7.50) Spraying with standard ground application equipment would require a permit. Applications of regulated herbicides to lawns and by brush, mop, wick, basal treatment, or injection methods are exempt from obtaining a permit. The use ofany turbine or blower-typeiground application equipment to apply regulated herbicides is prohibited.

15. What Continuing Education Units (CEUs) are required to renew the private applicator's license? (page 5, paragraph 3; 7.24) Private applicators are required to recertify every five (5) years by obtaining fifteen (15) continuing education units (CEUs) including at least two credits in laws and regulations and two credits in integratedpest management.

16. What late fees are added to the renewal fee if a private applicator does not renew the license by February 28th? (page 5, paragraph 5; 7.25) The renewal fee is $50.00 due by February 28. After February 28 to May 31, there is a $25.00 late fee - total cost $75.00. After May 31 the latefee is $50.00- total cost $100.00. After 12 months the license is lost. After a license is lost, the applicator must wait one year before they can train and retest. TDA will NOT issue a new license until one full year elapses.

17. Ifan applicator fails to inform TDA ofa change in mailing address, what can happen to the license? (7.20) Failure 10 provide such information may be grounds for denial, sus pens ion or revocation ofthe license.

18. When can a person request prior notification? (7.37) Prior notification can be requested when pesticides are being applied with air-blast, mist blowing or aerial equipment by people on adjoining properly living within 114 mile or bypersons in charge of day-care centers, hospitals or nursing homes, and schools within 114 mile ofthe application.

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19. Name an excepted method of giving prior notification of a scheduled application to a neighbor who has requested prior notification. (7.37) The notification may be made by raising an EPA WPSjlag/sign in or about thejield to which pesticides are scheduled to be applied

20. How long are licensed pesticide applicators required to keep records? What types ofpesticides are required to be included in these records? (7.33) A person licensed or certified as a private applicator must maintain records ofeach application ofa restricted-use pesticide, state-limited-use pesticide, or regulated herbicide. Records ofpesticide use must be maintainedfor a period of two (2) years.

21. Explain what is needed when the regs require that the total volume of spray mix, dust, granules, or other materials applied per unit be recorded. (7.33) Give an example of what is meant here. Record the rate/area. Examples - J gallon per J000 square feet or 30 gallons per acre this would include water, pesticide, surfactant and any other additive put into the tank

22. List locations that are covered by WPS and others that are exempt. (see Laws and Regulations Supplement WPS- 40 CFR, Subpart A, 170.1). WPS applies to most agriculturalproduction such asjield crops (cotton, corn, sorghum, etc. also turfgrass production for sod, and greenhouse plantproduction). Pastures and rangeland are exempt from WPs.

23. Compare the terms "Agricultural Employer" and "Handler Employer" as used in the wps. (see Laws and Regulations Supplement WPS - 40 CFR, Subpart A, 170.3). When reading the WPS Laws and Regs the term "Agricultural Employer" is used when theydiscuss the employer of "workers" and the term "Handler Employer" is used when they discuss employers of "handlers ". These two may well be the same person so Cion 't let the terminology confuse you.

24. What is an agricultural employer? (see Laws and Regulations Supplement WPS - 40 CFR, Subpart A, 170.3). The agricultural employer is the person ultimately responsible for insuring worker compliance with WPS restricted entry intervals before entering treatedjields.

25. How often is a supervisor required to monitor a handler who is using a highly toxic pesticide marked with a skull and cross bones and how can they be monitored? (see Laws and Regulations Supplement WPS - 40 CFR, Subpart C, 170.21 0). Handlers handling highly toxic pesticides: The handler employer shall assure that any handler who is performing any handling activity with a product that has the skull and crossbones symbol on the front panel ofthe label is monitored visually or by voice communication at least every 2 hours.

26. What items are necessary at the decontamination site(s) and who is responsible for providing these items? (see Laws and Regulations Supplement WPS - 40 CFR, Subpart C, 170.250). The handler employer must provide enough water for routine washing, for emergency eye jlushing, andfor washing the entire body, soap and single-use towels in quantities sufficient to meet handlers' needs, and one clean change ofclothing, such as coveralls in case ofan emergency.

Some of the above questions may be repeated in a later section due to specific subject matter..

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it III. How to Read Pesticide Labels

Duration 8 minutes til) Objectives Explain the legal force ofpesticide labeling.".

Review the basic components of a labeL,.,'. Your Lecture Notes Suggested Lecture Script ! 1 Another important legal and safety aspect of using pesticides ist reading the pesticide labeL That includes the label on the product8 container and any information provided by the manufacturer in

separate leaflets or brochures.&ie

The law requires you to use a pesticide according to labeli 'I::' instructions, so remember, the label is the law. Also remember to

read the label ofeach product, every time you plan to use it. Doe., NOT rely on your memory, and do not expect the labels on new purchases to stay the same.

'8 & To help introduce you to "labe1lingo", we will watch another

video presentation. This one runs almost 6 minutes. It gives a good8 overview of the Label section in y,our manual so you may want to

'8 read it before watching the video or you may just watch the video,,& and then skim over the manual section but either way be sure to take notes on your worksheet.&.,

Activities Play video cut #2 - 'How to Read Pesticide Labels' 5:47e Read Chapter 2; pages 7-12.

& Review answers on worksheet.

Read the Label exercise (questions and sample label frome Appendix 3 on pgs. 81-83 ofB-1648 Using Pesticides :t Private Applicator Manual OPTIONAL: Conduct a "Label Quiz" (Ask questions about a

visual or handout of an actual product label.)

Sources ofLabels can be found on the A&ES web site go t9

< http://agenvsafetv.tamu.edul > and select "Pesticide Safety,

Environmental & Technical Information" and then "Pesticide

Labels On-line"

ERROR - See Label on pg. 83 - EPA Reg. No. should be 111-22-3 and EPA Est. No. should be 0000

Worksheet Answers:

1. Look for the brand name on the front ofthe label. (page 7, paragraph 2) 2. Active ingredients are the ones that kill or control the pests. (page 7, paragraph 3)

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3. Signal words tell you how poisonous the pesticide is. (page 8-9, paragraph 3 & 1-4) CAUTION: least poisonous pesticides - low toxicity WARNING: more poisonous or irritating - moderately toxic DANGER: very poisonous or irritating; may also have skull and crossbones - very toxic

4. When handling pesticides with the DANGER signal word, someone should check on you every two (2) hours. (video)

5. The precautionary statements section tells you which parts of your body need special protection and. what kind of personal protective equipment to wear. (page 9-10, paragraph 7 & 1-2) /

6. The environmental hazards section tells you if you must take extra c.are to protect bees and wildlife or to keep the pesticide out of groundwater and surface water. (page 10, paragraph 3)

7. A restricted use pesticide is classified as restricted use by EPA because it may, without additional regulatory restrictions, cause unreasonable adverse effects to the environment or to human health (including injury to the applicator). Labels say for sale to and for use by certified applicators or persons under their direct supervision and only fcir uses covered by the Licensed Applicator's. license. (page 10, paragraph 4) ,

8. The directions for use section lists information on mixing, loading and application. (page 10, paragraph 5)

9. All agricultural pesticides have a restricted entry interval, or an REI. The REI is the time immediately after the pesticide application during which entry into the treated area is restricted. (While the REI is in effect certain PPE is required for entry into the area; after the REI has expired workers and handlers can enter the area without PPE.)(page 11, paragraph 1-2; WPS - 40 CFR, Subpart A, 170.3)

10. The preharvest interval is the number of days between when the pesticide is applied and when the crop is harvested. (page 11, paragraph 3)

11. Using a little MORE pesticide than the label recommends is never legal since it is a use inconsistent with label directions. (7.71 - Use Inconsistent with Label Directions)

12. The label never allows drift off of the intended spray target. C7.71 - Use Inconsistent with Label Directions)

IV. Groundwater and V. Endangered Species Protection

Duration Objectives

Your Lecture Notes !

13 minutes Be aware of the dangers of pesticides in the environment.

Suggested Lecture Script !

As a steward of natural resources, and a representative of the agriculture industry, it's very important for you to pay attention to the environmental precautions on pesticide labels. While proper and wise pesticide use can enhance public health and the environment, misuse can harm them.

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We know that pesticide drift can affect air quality; pesticide . residue in the food chain can threaten wildlife; pesticide buildup in soil can limit crop production; and pesticide leaching cap contaminate groundwater. The bottom line? Any pesticide that is off-target is a pollutant. Fortunately, for the most part, the practices you follow to obtain efficient and economical pest control are also th~ practices that

. minimize the risk of pesticide pollution. For a fuller review ofthe environmental hazards ofpesticides, please read two sections in your manual, Chapter 3, pages 13-16, 'Groundwater' and Chapter 4, pages 17-19, 'Endangered Species.' As before, read the manual and Write the answers on your worksheet.

Activities Participants read pp. 13~19. Review answers on worksheet.

Worksheet Answers:

IV. Groundwater

1. What are some consequences of groundwater contamination? (page 14. paragraphs 2 & 3) Potentially prohibitive clean-up expenses; possible cancellation ofregistered pesticides; health effects, ect.

2. . List some routes by which pesticides may reach groundwater. (page 14, paragraphs 4-5) By leaching with recharge wat~r and via spills, abandoned wells, sinkholes. back-siphoning into wells, and improper rinsate and container disposal.

3. What site features contribute to a greater potential for chemical movement through soil? (page 15, paragraph 3) Coarse (sandy) soil, low in organic matter, a shallow depth to groundwater and highly permeable materials between soil and groundwater.

4. What chemical and physical properties contribute to a pesticide's potential for leaching? (page 15, . paragraph 4) A Pesticide is more likely to leach ifit is very soluble in water, if it does not strongly adsorb onto soil, and if it persists in the soil (does not readily break down) over time.

S. What pesticide application practices help minimize the potential for groundwater contamination? (page 16, paragraph 1) In general, the same practices that youfollow to obtain the most efficient and economicalpest control. such as accurate measuring and mixing. proper equipment calibration, etc .

.6. List some ways to minimize direct contamination of groundwater. (page 16, paragraph 2) Protect well heads and other water sources, move needed water to the fieldfor mixing and loading, conduct all water using activities away from well heads and other water sources.

7. How can back-siphoning be prevented? (page 16, paragraph 3, also page 26, paragraph 3) By keeping the discharge end ofthe water delivery hose above the level ofthe liquid in the tank (referred to as an air-gap), by using check valves and anti-backflow devices on pumping equipment.

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8. What procedures should be used to clean out pesticide containers? (page 16, paragraph 6) Triple rinse or pressure rinse the containers and return rinse water to the spray tank.

v. Endangered Species

1. What are the benefits of biological diversity? (page 17, paragraphs 1-2; page 18, paragraphs 1-3) Many properties ofplants, animals and microorganisms are usedforfood, clothing, medicine and shelter werefound in nature. For example, nearly haljofpharmaceutical drugs were developedfrom substances found in nature. Most crops produced in this country originated elsewhere in the world.

2. What is an endanger~d species? (page 18, paragraph 5) A species in danger ofextinction throughout all or asignijicant portion ofits range.

3. What responsibility does the EnvironmentarProtection Agency have with regard to endangered

species protection? (page 18, paragraph 7)

To ensure that EPA registration ofpesticides does.not harm an endangered or threatened species or its critical habitat.

4. How can the label help protect endangered species? (page 18, paragraph 8) By including statements oflimitations on the label, by prohibiting chemical use at certain times or within certain areas, by referral to a County Bulletin with additional information and instructions.

S. Name two government agencies that can provide information on endangered species. (page 19,

paragraphs 2)

Texas Parks and Wildlife Department (state agency) and U.S. Fish and Wildlife Service (federal agency)

VI. Pesticide Record-Keeping

Duration 12 minutes

Objective Demonstrate the benefits and necessity ofpesticide record

keeping

Your Lecture Notes Suggested Lecture Script 1 1 ~.

Keeping good records ofpesticide usage is a wise practice. Not only do records help protect you from damage claims, but they also help you improve your pest control efficiency. For example, records can help you compare the results obtained from different products, and records can guide you in buying only the amount of pesticides you need.

The more data you keep on record, the more useful your records will be. However, you should at least document the information that is required by law. Our next video segment explains what your legal requirements are when it comes to pesticide record-keeping. Don't forget to take notes on your worksheet as you watch.

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Activities Play video cut #3 - 'Pesticide Record-Keeping' 8:35 Review answers on worksheet. Review an example record-keeping form and the words of the "Law" 7.33 Records ofApplication from the Pesticide Laws and Regulations Manual (B-5056). The exact record-keeping form is not critical but you MUST record all of the information required by the law. Example record keeping form on web at < http://agenvsafety.tamu.edulRecordKlAES-RK.pdf > Read A2 on pages 79-80

Worksheet An~wers: (answers from video and refer to RULE 7.33 - - - Records of Application)

A. The 1990 Farm Bill and subsequent amendments require you to record basic information about a pesticide application. The required information includes: c 1. applicator name and certification/license number 2. the month, day and year of application 3. product or brand name and EPA Registration number 4. total amount applied of undiluted pesticide 5. crop, commodity, stored product or site that received the application 6. the size of the area treated, in acres, number oftrees or other measurement 7. the location of application (using maps, county field numbers or legal descriptions so that the exact

area can be identified 2 years later if requested) B. Ifyou make a spot application to an area that is less than one-tenth of an acre over a 24-hour period, then

you only need to record: 1. date of application 2. brand or product name 3. EPA registration number 4. total amount applied 5. the location (designated as spot application, followed with. short description)

C. Greenhouse and nursery applications are not considered spot applications and therefore do NOT qualify for the shorter list of required data.

D. Records must be recorded within 14 days of the application and then kept for 2 years.

E. The regs require that the total volume of spray mix, dust, granules, or other materials applied per unit be recorded - Give an example ofwhat is meant here. Example - 30 gallons per acre this would inclulle water, pesticide, surfactant and any other additive put into the tank.

VII. Personal Protection and Proper Use

Duration 45 minutes Objectives Explain the need for and types of personal protective

equipment. Know proper safety precautions for before, during and after pesticide application.

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http://agenvsafety.tamu.edulRecordKl

Your Lecture Notes Suggested Lecture Script 1 1

Most pesticide accidents result from carelessness or ignorance .. Remember, reading the pesticide label and practicing safe procedures go a long way toward preventing accidents. The key is planning ahead ... thinking through what you should do before, during and after pesticide handling and application. Planning ahead also means preparing for emergencies, just in case an accident does occur.

That's a lot to think through. There's more to your personal protection and proper pesticide use than you may realize. To help you learn what's involved, you will watch a 26-minute, nine-part video program. It goes into more depth than the pesticide safety section in your manual, so pay close attention . .. and take notes on your worksheet.

Pesticide Safety is covered on pages 21 to 24 and Environmental Considerations are reviewed on pages 25 to 26 of the manual.

Activities Play video cut #4 - 'Personal Protection and Proper Use Series' 26:31

Read Chapter 5, pages 21-24, 'Pesticide Safety.'

Read Chapter 6, pages 25-26, 'Environmental Considerations.'

Review answers on worksheet.

Review A Checklist for Accident Prevention and Pesticide

Poisoning and First Aid

Worksheet Answers: (video; also review Chapter 5, Pesticide Safety, pp.21-24 and Chapter 6, pages 25-26, Environmental Considerations.)

A. Protecting Yourself from Pesticides 1. When handling pesticides, watch out for spills and splashes. Avoid sprays and dusts from pesticide

applications. Also avoid residues, which are pesticides that remain on the plants, soil, water, equipment, clothing ,or in the air after an application.

2. Pesticides can poison or injure you if you: swallow or breathe them or get them into your eyes or on your skin..

3. The most common route for pesticides to enter the body during use is through the skin. (page 21, paragraph 5) .

4. Applicators are more likely to receive high levels of skin exposure when they are mixing and loading. (page 22, paragraph 1)

5. Signs and symptoms oforganophosphate poisoning include: fatigue, headache, dizziness, blurred vision, excessive sweating; nausea and vomiting, stomach cramps, and diarrhea. (page 23, paragraph 8)

B. Personal Protective Equipment (PPE) 1. Chemical-resistant PPE can be made of a variety ofchemical-resistant material, including PVC and

rubber. 2. Gloves that are made of cotton and leather should NOT be worn when handling pesticides.

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C. Follow these easy rules for wearing PPE correctly: 1. Keep pant legs over the top of boots. 2. Wear chemical~:esistant gloves that reach at least half-way to elbow. 3. Ifapplying pesticides toward the ground, wear sleeves over the outside of gloves. 4. Ifworking above your shoulders, wear sleeves inside your gloves. Make sure you choose gloves

with cuffs. 5. Wear coveralls over your regular work clothes to give your body good protection against most.

pesticides. 6. Use a chemical~resistant apron to keep splashes and spills from soaking your coveralls while you are

mixing and loading pesticides or cleaning equipment. .

D. Respirators (best protection against gases and vapors) (page 23, paragraph 3) ,

I. The National Institute for Occupational Safety and Health (NIOSH) is the federal agency that evaluates and approves respirators. In addition, since 1998, the Occupational Safety Health Administration (OSHA) requires that before employees can use respiratory protection equipment they must be trained and have amedical evaluation.

2. Styles of respirators include: Dust-mist filtering respirators Chemical cartridge respirators Canister respirators Air-supplying or self-contained breathing apparatus (when using highly toxic pesticides or

during fumigation) (page 23, paragraph 4)

3. Every time you put your respirator on, make sure that you do a fit check.

4. Ifthere are no instructions, then replace filters, cartridges and canisters at the end of each work day or after 8 hours whichever comes first.

5. When and how should the face piece be cleaned? (page 23, paragraph 6) Remove filters and cartridges and wash the face piece with soap and warm water after each use. Rinse thoroughly to remove traces ofsoap. Dry and keep in a well ventilated area.

E. Transporting and Storing Pesticides

F. Mixing and Loading Pesticides

G. Cleaning Up Pesticide Spills - - The three 'C's of spill management: L Control 2. Contain 3. Clean up

H. Cleaning and Disposing of Pesticides and Pesticide Containers

I. Applying Pesticides

J. Cleaning Up. When washing contaminated work clothes, follow these washing procedures: 1. Keep work clothes separate from other laundry. 2. Wash only a few items at a time. 3. Use the highest water level. 4. Use heavy-duty detergent and hot water..

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5. Use two rinse cycles and use warm water if possible for the rinse cycles.. 6. Use two complete washer cycles for items moderately to heavily contaminated. 7. Hang washed work clothes outside. " ,, "8. Run washer without clothes for one additional cycle using hot water and detergent to clean machine. 9. Try NOT to use a dryer; or use highest setting. When clothing is heavily contaminated it should be destroyed. (page 22, paragraph 6)

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Environmental Considerations (Chapter 6, pg.2526; Laws and Regulations Supplement 7.34; and t1 pesticide label.) t I. Empty pesticide containers should be triple rinsed prior to disposal, what should the applicator do

with the rinse water from the triple rinsing? (page 26, paragraph 6; 7.34 - including storage and

tdisposal language from the pesticide label) , "

All "empty" pesticide containers should be rinsed three times (triple rinsed). This rinse water should be added to tlte spray tank and applied to the labeled site. fj

2. What can be done with empty, rinsed, pesticide containers? (page 26, paragraph 5; Rule 7.34 including storage and disposal language from the pesticide label) 4 DO NOT reuse empty container. Triple rinse (or equivalent) and offerfor recycling or reconditioning, or puncture and dispose ofin a sanitary landfill. Empty rinsed containers must be

punctured then stored in a secure area until they can be recycled or disposed of properly. NOTE: Burning is NOT allowed in Texas.

Duration Objectives

Your Lecture Notes 1

., tVIII. The Worker Protection Standard I

12 minutes t Understand your obligation and authority as private applicators to conduct federally-required worker protection training. Know about materials you may need to train workers and to

comply with the Worker Protection Standard. '.. Suggested Lecture Script '.

1 Protection from pesticide exposure is something you owe not only , yourself, but also your employees. As an employer, you're responsible for complying with the federal Worker Protection

tl Standard, or WPS. This class doesn't go into the provisions of ..WPS, although some Extension continuing education programs do.

For now, you're on your own to learn more about the Worker t

Protection Standard. t..The important point today, is that Texas law recognizes private pesticide applicators as WPS trainers. Once you obtain your private t applicator license, you need no other qualification to legally .. conduct the training required for agricultural workers and pesticide handlers. til!.You WILL need certain training aids that are approved by the Environmental Protection Agency. In fact, the last video series we ,'

16 f! tJ"

watched was adapted from an approved training program for pesticide handlers. Because your applicator license gives you the added authority to conduct WPS training, we want to give you some how-to pointers. That's what the next video presentation. does. This isn't covered in your manual, so flex your fingers for some note-taking during the next 7 minutes.

Activities: Play video cut #5 - 'The Worker Protection Standard' 7:13. Laws and Regulations Supplement WPS - 40 CFR 170 Review handout, WPS Resources Review answers on worksheet.

Worksheet Answers: (from video and 40 CFR 170)

1. To conduct worker training, you must use: written or audio-visual training materials (EPA approved).

2. You can deliver the information yourself or rely on andio-visual programs to deliver content (or enlist another approved trainer).

3. The training must be presented so that it can be understood by the workers: use trainee's language, use non-technical terms, respond to questions.

4. List locations that are covered by WPS and others that are exempt. (see Laws and Regulations Supplement WPS - 40 CFR Subpart A 170.1) .. WPS applies to most agricultural production such as field crops (cotton, corn, sorghum, etc. also turfgrass production for sod, andgreenhouse plant production). Pastures and rangeland is exempt from WPS.

5. Compare the terms "Agricultural Employer" and "Handler Employer" as used in the WPS. (see Laws and Regulations Supplement WPS - 40 CFR Subpart A 170.3). When reading the WPS Laws and Regs the term "Agricultural Employer" is used when they discuss the employer of "workers" and the term "Handler Employer" is used when they discuss employers of "handlers n. These two may well be the same person so don't let the terminology confuse you.

6. What is an agricultural employer? (see Laws and Regulations Supplement WPS - 40 CFR Subpart A 170.3).

} J

The agricultural employer is the person ultimately responsible for insuring worker compliance with WPSrestricted entry intervals before entering treatedfields (and more).

7. How often is a supervisor required to monitor a handler who is using a highly toxic pesticide marked with a skull and cross bones and how can they be monitored? (see Laws and Regulations Supplement WPS - 40 CFR Subpart C 170.21 0). (b) Handlers handling highly toxic pesticides. The handler employer shall assure that any handler who is performing any handling activity with a product that has the skull and crossbones symbol on the front panel ofthe label is monitored visually or by voice communication at least every 2 hours.

8. What items are necessary at the decontamination site(s) and who is responsible for providing these items? (see Laws and Regulations Supplement WPS - 40 CFR Subpart C 170.250). The handler employer must provide enough water for routine washing, for emergency eye flushing, and for washing the entire body, soap and single-use towels in quantities sufficient to meet handlers' needs, and one clean change ofclothing, such as coveralls in case ofan emergency.

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IX. Application, Equipment, and Calibration

I Duration Objectives

Your Lecture Notes !

Activities

35 minutes

Review proper handling ofempty containers.

Review the names and uses ofvarious types of application

equipment. Understand the importance ofequipment calibration.

Learn some common calibration formulas. t

Suggested Lecture Script !

,. . Most pesticide application equipment falls into two groups:

equipment for dry formulations and equipment for liquid pesticides. But even if you do just one type ofpest control, you

must make equipment choices. .. choices that depend on working,

conditions, the target site and potential problems, as well as

pesticide formulation. .'

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Along with choosing the right equipment, you must calibrate the equipment properly. Pesticide manufacturers spend millions of dollars to determine the rate at which ~o apply pesticides. There's no need for you to waste your investment by applying too much or too little pesticide. With proper calibration, you can insure that

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your equipment uniformly applies the correct amount ofchemical t over a gIven area, ,Q

On pages 27 to 30, your manual describes some of the different .,ti types of application equipment. On pages 31 to 37, it goes into an

.introduction ofcalibration principles. 6l ~.

. Readpp. 27-31, Chapter 7 'Application Equipment and

. ~.Calibration.'

Review answers on worksheet. fJ

.d..

'"

NOTE: Book error - page 28, paragraph 4 - Nylon rollers are recommended for nonabrasive 41 . materials with rubber rollers recommended for abrasive materials such as wettable powders. (words in bold are missing in the manual) 41

4i NOTE: Book error -page 29, paragraph 4 - According to the TeeJet Catalog, the applicator :4, should adjust spray height in the field so that patterns overlap approximately 30% on each edge .,ofthe spray pattern. For example, ifboom nozzles are 20 inches apart, the patterns should overlap approximately 6 inches on each side. (not 8 inches) t

Worksheet Answers: .'~. 1. Rank the roller, centrifugal and piston pumps in order from lowest to highest pressure. Which has the

highest volume capacity? (page 28, paragraphs 4-6)

From lowest to highestpressure: centrifugal pump, rollerpump, piston pump. The centrifugal pump

has the higher volume capacity. '

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2. When considering pump size, what capacity should a pump have? (page 28, paragraph 7) Enough capacity to supply all nozzles on the spray boom plus capacity for agitation ifnecessary.

3. What guideline should you follow for selecting a pressure gauge? (page 28, paragraph 8) Select a gauge to read in the range ofpressures to be used, with a range twice the maximum reading expected.

4. What kind of nozzle tip should be avoided when spraying wettable powders? (page 29, paragraph 3) Brass tips.

5. With flat spray tips, what must be adjusted to change the amount ofoverlap in spray pattern? (page 29, paragraph 4) (Note: error correction) The boom height.

6. Which spray tips can be used at an operating pressure of20 to 40 pounds per square inch? (page 29, paragraphs 4~5) Flat and even spray tips.

7. You can change the output ofany nozzle by changing the operating pressure. Changing pressure is only good for small changes; for larger changes it is best to change the nozzle tips to deliver the correct volume.

8. To double nozzle flow rate (without changing the nozzle), you must increase pressure four (4) times. (This is NOT a practical thing to do. For example if you are using 30 psi you would have to increase pressure to 120 psi and nozzle tips generally are designed to work best at pressures between 20 and 40 psi.)

9. What kind ofmaterial should be used to clean nozzles? (page 30, paragraph 1) A soft brush, such as a tooth brush, NOT a knife or wire. .

10. What is a specific precautibn you should take to prevent drift related to wind? (page 30, paragraph 3) Weather conditions affect the direction, amount, and distance ofdrift. DO NOT apply

chemicals when the wind in blowing toward a susceptible crop.

11. What hours of the day are usually best for spray applications? (page 30, paragraph 3) During early morning and late evening hours, when there is less difference between.air temperatures at and above ground level.

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12. How often should equipment be calibrated? (page 31, paragraph 3) Before every use.

13. What material should be used in the tank to check nozzle discharge or calibrate a sprayer? (page 31, paragraph 4) Water.

14. When should a nozzle tip be replaced? (page 31, paragraph 4) When it has aflow rate of10 percent more or less than the average ofthe nozzles in the system. . .

, 15. What kind of application method has a rate per acre of land that is different from its rate per treated

acre? (page 31, paragraph 6) . Band applications (versus broadcast applications).

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16. How is swath width in feet determined when broadcast spraying? when band spraying? (page 32, no. 7) Broadcast - the number o/nozzles on the,boom X the noizle spacing in inches. divided by 12. Band - the number 0/bands X the bandwidth in inches, divided by 12.

17. What does the formula for GPA enable you to determine? (page 32, no. 8) Application rate in gallons per acre.

Error Correction (pg. 34): formula written wrong problem worked correctly

Activities

More - Calibrating FieJd Sprayers

You must learn to calibrate so you can prepare for accurate and uniform pesticide applications. There are several methods for calibrating pesticide application equipment and for figuring out how to mix pesticides. Your manual reviews some of these methods and provides various formulas on pages 31 through 37. The same formulas are provided for your reference on the private applicator license exam. So you don't have to memorize the formulas, but you should practice using them and Jearn the situations for which each formula is appropriate.

GPA = ounces per minute' X 46.4 (constant value) nozzle spacing (inches) X MPH

It may be helpful to the participants to take some time to 'be sure . they understand the meaning of the parts of the various formulas. GPA = gallons per acre, 43,560 is the number of square feet in an acre, MPH = miles per hour, 204 is a constant that works only if you count the number of seconds it takes to travel 300 feet, and 46.4 is a constant used to determine GPA if you have ounces per minute, MPH, and either nozzle spacing or band width in inches .

. Explain the difference between the amount of active ingredient use,d per acre and the amount of formulated product used per acre.

Read pp. 31-37, 'Application Equipment and Calibration.' Give each participant a list of formulas and the calibration problems. Work Practice Calibration Problems on blackboard or overhead. Although these problems are from the manual they look very similar to the Exam problems so are good practice. The calibration is fairly easy. (A second set is available if you want or need more practice.) OPTIONAL: presentation by equipment dealer or other guest speaker OPTIONAL: Play video cut #6 - 'Calibrating Field Sprayers' 13:14 The next video segment demonstrates a calibration method that's helpful when you change the nozzles on your spraying system. Again, you don't have to memorize the

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formulas, but you may want to take note of them for future reference. (This video presentation on calibration describes a very good calibrati';m method and is a very good video but this method is not included on the Exam. Due to time, it may be best to review the calibration problems from the manual and save this video and discussion of this additional method for a CEU.)

x. Pests and Pest Damage This section includes Chapters 8-14, pages 39-76

Your Lecture Notes !

Suggested Lecture Script !

The private applicator license exam includes over 30 questions based on this section of the Private Applicator Manual (pages 3976). For directed study of these pages, you should refer to the study questions on the Note-Taking Worksheet. For your information, the new license exam DOES include pest identification using the images that are found in the manual. You will learn more about this area in continuing education programs for pesticide applicators and by reading books and Extension publications.

Activities Read pp. 39-76 OPTIONAL: Show supplement on Pests and Pest Damage (VHS 2624), available on loan from the Extension AV Library (this video 'summarizes this section of the manual in 30 min.) Review answers on worksheet. OPTIONAL: Play video cut #7 - 'Minimizing Wildlife Risks from Pesticides' 13:07.

Worksheet Answers:

Pest and Pest Damage - Introduction and Insect Pests (page 39)

8-1. What is the first step in managing a pest problem? (page 39, paragraph 1) Pest identification; knowledge ofthe pest and its damage

8-2. What is the difference between an insect that undergoes NO metamorphosis (like silverfish) and an insect that undergoes COMPLETE metamorphosis (like butterflies)? (page 40, paragraphs 4 & 5) Insects without metamorphosis do not change form as they mature; they only increase in size. Insects with complete metamorphosis change form from immature to adult stages, with considerable difference in appearance, as well as habitat andfoodpreferences in many cases.

8-3. What do all adult insects have in common? (pages 40, paragraph 6) - Name six examples of types of insects: Three pairs ofjointed legs and three bodyregions (head, thorax, abdomen) Grasshoppers, lice, beetles, fleas, butterflies, and silverfish - and many more!

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i. 8-4. What differences exist between insects and the group that includes mites, ticks and spiders? (page 41, paragraph 2)

Mites. 'ticks and spiders have eight legs, only two body regions and are wingless while insects have' six legs, three body regions and are usually winged (some may be wingless).

8-5. Into what categories are insects grouped, according to their impact on humans? What proportion of all insects does each category contain? (page 41, paragraphs 4,5, & 6). Insects with no detrimental or beneficial impact - about 90pe~cent; beneficial insects - about 7

.<

percent; and economically important or destructive insects - about 3 percent.

8-6. Natural processes control more than 99 percent of potential damage caused by insects (page 41, paragraphs 8).

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8-7. Give examples of natural factors and artificial techniques that control insect pests. (page 41-42, paragraphs 8-9 & 1-5)

1 \ I Natural: climate, physical barriersldominantcompetitors. predatorslparasites. diseases Ii Artificial: mechanicallphysical. cultural. biological, legal. genetic, chemical t,

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8-8. Among insects, what are key pests, occasionalpests and secondary pests? (page 42, paragraphs 6-7) Key pests: cause constant economic loss almost annually. .

Occasionalpests: infrequently cause economic losses, generally under certain weather or cropping .~conditions.

Secondary pests: occasionalpests or non-pests which cause economic losses due to human

disruption.

8-9. Define 'economic threshold.' (page 42, paragraphs 8) (page 43, paragraph 1 - note this may apply to both plants and animals.)

.' 'tT'A point in the development ofa pestpopulation or the damage level caused by a pest which wa"ants applicationofa control measure; the largest number ofinsects or amount ofdamage that can be t;l tolerated before economic injury occurs. .'ti8-10. The economic thrshold for greenbug (a sorghum aphid) depends on what two factors? (page 43, paragraphs 4). ' , The economic thresholdfor greenbug depends on plant size and maturity.

8-11. The private applicator must decide what is the pest, if or when to treat and finally, what? (page 44, paragraph 2) .: Determine which combination ofcontrol methods will be most effective and return the greatest

profit. .'t

Plant Disease Control (page 45) t 9-1. Without the aid of a microscope, how can plant diseases be recognized? (page 46, paragraph 1) .i

Name three factors required for infection to occur. From the symptoms that appear in the field, such as leafspots. blights, wilts and sudden plant death.

.: II;."1) susceptible host

2) presence ofthe organism t"3) favorable environment

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9-2. What plant disease symptoms are indicative of blight? (page 46, paragraph 4) Rapid discoloration and death oftissue over certain portions ofthe plant, usually resulting in death ofleaves, flowers and stems .

. 9-3. Why are protectant fungicides used to prevent fruit rots? (page 46, paragraphs 5 to pg. 47, para.l) Fruit infected with a rot fungus is not edible, so initial infection must be prevented. Fungicides prevent spore germination and stop the infection process if it is applied evenly on the foliar surface. For example brown rot ofpeaches is caused by a fungus and is controlled by applying preventive fungicides.

9-4. What is the difference between powdery mildew and downy mildew? (page 47, paragraph 1) Mildews are caused by fungi that infect cells on the leafsurface. Powdery mildew is seen on . ornamentals and vegetables, plants lose vigor and may die. Downy mildew attacks squash, cantaloupe, and cucumbers and also com and sorghum where infected leaves become stripped in appearance and may become sterile.

9-5. What are nematodes? What potential harm can they cause to plants? (page 47, paragraph 3) Nematodes are microscopic roundworms that live in soil. Certain types are parasitic and feed on living plants, causing stunted, uneven growth and chlorotic foliage.

9-6. Besides chemical control, what methods may be used to prevent plant disease from occurring? (page 47, paragraph 6) Cultural practices such as crop rotation; planting disease-resistant varieties; certain land preparation practices .

. Weed Control (page 49)

10-1. Describe the life cycles of annual, biennial and perennial weeds - Give examples of each. (page 50, all) Annuals: I-year life cycle - winter varieties germinate in the fall (henbit, sowthistle); summer varieties germinate in the spring (goosegrass. barnyardgrass) . Biennials: 2-yearlife cycle -form basal leaves and lap root the first year., flowers. matures and dies the second year (common mullein). Perennials: live for many years - divided intosimple (dandelion) and creeping varieties (purple nu~edg~. .

10-2. List 4 weed control methods and give examples of each. (page 51, paragraphs 1-4) Biological: flea beetles other insects or diseases Mechanical: hoeing, mowing. cultivating, tilling Cultural: crop rotation. competition, good management Chemical: cautious herbicide treatment

READ and FOLLOW ALL LABEL DIRECTIONS

10-3. How do seedling grass plants and seedling broad leaf weeds differ in the location of their growing point? (page 51, paragraphs 5-6) The growing pOint ofa seedling grass plant is below the soil surface, where it is more difficult to control, while the growing points ofa broadleaf weed is exposed at the top ofthe young plant and at the nodes. .

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10-4. What kind ofunderground structure is found on purple nutsedge and wild onion? (page 51, paragraph 7) A tuber or bulb that is capable ofsending up new growth.

10-5. Many perennialweeds have buds on creeping roots, rhizomes or stolons. What is necessary for a herbicide to be effective on these weeds? (page 51, paragraph 5-6) To be effective, herbicides must translocate into the below ground parts.

10-6. What variation occurs in the effectiveness of herbicide for control of annual weeds during the seedling, vegetative, flowering and mature stages of growth? (page 51, paragraph 8-11) Herbicides are almost 100 percent effective at the seedling stage, 75 percent effective at the vegetative stage, less than 40 percent effective at the flowering stage, and least effective at the mature stage.

10-7. I In general, during which stage of growth should herbicides be applied for the best control of perennial weeds? (page 52, paragraph 2) During the budstage, unless the product is labeled differently. (This is important - be sure to read . the label)

10-8. . What is the benefit of adding a surfactant to a foliar spray mix? (page 52, paragraph 3-4) A surfactant reduces surface tension ofthe water droplet and allows the water to spread over the leafsurface . .The surfactant increases the spread ofthe spray, particularly on leaves with hair or thick cuticle and wax.

10-9. What type ofpesticide is used to control vegetation (plants)? (page 52, paragraph 2,3 & 5) Herbicides

10-10. What type of soil will herbicides move through most easily? (page 52, paragraph 6) Sandy soil

10-11. When using soil-applied herbicides, why is a higher rate needed on soil that is heavy in clay and organic matter? (page 52, paragraph 6-7) . I The herbicide tends to bind with clay and organic matter, making less ofthe herbicide available for weed control.

10~12. What is the effect oftemperature and humidity on herbicide effectiveness? (page 53, paragraph 2-3) Herbicide effectiveness increases as temperature increases and herbicide uptake increases as humidity increases so herbicides are most active when both temperature and humidity are high.

COMMENT: As humidity increases from 0 to 100 percent, more herbicide is absorbed by the leaf surface.' This is talking about UPTAKE (absorption) not activation. (page 53, paragraph 3)

Brush Control (page 57)

11-1. What characteristic of some brush species makes them particularly hard to control? (Page 58, paragraph 2 & 3) When tops are removed, many woody brush plants have buds that sprout from the top ofthe root about 4 to 8 inches below the soil surface or they may be root sprouters.

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11-2. With chemical brush control, what factor should be considered in choosing between broadcast application methods and individual plant treatment? (page 58, paragraph 4) Plant density - the number ofunwantel br;iSh plants per acre. In general, use broadcast methods only on .areas with at least 125 plants or more per acre and individual plant treatments when under 125 plants per acre.

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11-3. How can physical spray drift from the target area be reduced during herbicide application on grasslands or croplands? (page 59, paragraph 2) By spraying when wind speed is 5 mph or less and temperatures are under 95 degrees F. (This manual says 5 mph while others may say 10 mph - always check the herbicide label for precautions to follow when spraying to reduce drift.)

Aquatic Vegetation Control (page 61)'. 12-1. List and describe the four types of aquatic plants. (page 61, paragraph 2) 1) Emersed: grow up out ofthe water or along the water's edge (cattails, bulrushes)

2) Submersed. grow mainly under the water (bushy pond-weeds, coontail, milfoil)

3) Floating: most ofthe plant or leaves rest on the water's surface (water hyacinth & waterlilies)

'.J 4LAlgaes: plants without/rue stems, leaves or vascular systems (phytoplankton, muskgrass):t 12-2. what is the most important factor in controlling or preventing aquatic weeds in ponds? (page 62,,t paragraph 1)

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13-4. Give examples of nonchemical methods that could be used to control fish. (page 66, paragraph 7) Draining ponds and usingphysical barriers, such as traps, nets and dams.

13-5. What is a nutria? (page 66, paragraph 8) , A large rodent that can be a valuable fur resource. It also has denning habits that can damage t levies and dams. 4

13-6. What is the first step in solving a wildlife damage problem? (page 67, paragraph 2) Identify the species causing the problem 4i13-7. What physical evidence contributes to proper identification of wildlife species? (page 67, paragraph 5) What would you look for if you suspected roof rats? (page 67, paragraph 5) Q Tracks, fecal material or scats, rubs, hair, tooth marks, feathers, etc. ~ Roofrats are indicated by dark cresent-shaped markings near the rafters.

~. 13-8. { What constitutes environmental control ofwildlife? (page 68, paragraph 1) t.

Altering environmental sources offood, cover, water or space so an area becomes inhospitable to ethe target pest. This could be as simple a building proper fences. tl 4Feral Hogs: In areas with major problems with feral hogs, you may want to check out the video "Feral Hogs

in Texas: The Good, the Bad, and the Ugly" 16 minutes available from the Extension A-V Library as 4 VHS-2373. I)

13-9. Ifan animal population must be reduced, what factors should be considered in choosing the control 4' method? (page 71, paragraph 1) Ii The pesticide applicator must know an animal's behavior andfeeding habits.

The method chosen is determined by it's legality, efficiency. economy and ability to affect only target t

animals.

13-10. When should carcasses of target animals be collected and destroyed? (page 72, paragraph 2) When the pesticide usedposes a secondary poisoning hazard to other animals.

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Photo ID: Note that there are photos of pest damage or pests on pages 55, 56, 64, 73, and 74. This represents an extremely small sample of all of the possible pests that the participants may encounter .~ but certain photos will be selected from this group for participants to identify on the Exam. For each ,4],'question a photo will be shown with 4 possible answers so it should be fairly easy if reviewed

carefully before going into the Exam. Not all photos will be used. 41,

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XI. Conclusion

NOTICE: (If you did not hand out the answer sheet at the beginning.)

Now that the private applicator training has been completed you will be given a note-taking

worksheet with the answers to the study questions filled in. You may use this to re-check your

answers and/or review for the Exam.

The worksheet answers provided throughout this guide are those that most closely match the content

of the manual, the laws and regs, and the training video, and should aid in preparation for the private

applicator license exam. However, some questions may have a more complete correct answer; or

variation may occur in answers found in other references.

Remember the continuing education requirements for license renewal: I

15 hours every 5 years,

with 2 in laws and regulations and 2 in IPM.

Complete paperwork ( Extension form D-1411 or TDA form Q565C)

The participants will need this to take their Exam and apply for their license.

A similar GUIDE is available/addressing the applicator who has come into the Agent's office to work through the manual and video tape on an individual, basis. Allowing this is up to the agent.

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:. LAWS and REGULATIONS

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SUPPLEMENT

'.'. : Copy as a handout if the Laws

: and Regulations Manual will .

not be passed out

Laws and Regulations Supplement

It is important thzt e~ery applicator has an understanding of laws and regulations. The Laws and Regs Manual is B-5056 with 125 pages and is available for $5.00 plus shipping and handling. However, much of this text can be accessed from the Texas Department of Agriculture (TDA) web site at < http://www.agr.state.tx.us/pesticide/ > under Pesticide Laws & Regulations: topics Pesticide Regulations and Pesticide Law and also 40 CFR Part 170 - Worker Protection Standard at < http://www.epa.gov/pesticides/safe1:y/workersIPARTl70.htm >. Some excerpts are given here to clarify some questions Private Applicators often ask.

Each of the above start with DEFINITIONS this is always a good place to start.

from Section 76 - - - Pesticide and Herbicide Law

76.001. Definitions (examples)

Active ingredient means: (A) in the case of a pesticide other than a plant regulator, defoliant, or desiccant, an ingredient that prevents, destroys, repels, or mitigates a pest; (B) in the case of a plant regulator, an ingredient that through physiological action accelerates or retards the rate of growth or rate of maturation or otherwise alters the behavior of an ornamental or crop plant or the product of an ornamental or crop plant; (C) in the case of a defoliant, an ingredient that causes leaves or foliage to drop from a plant; or (D) in the case of a desiccant, an ingredient that artificially accelerates the drying of plant tissue.

Department means the Department of Agriculture (for Texas that is the Texas Department of Agriculture (TDA).

Environment includes water, air, land, plants, man, and other animals living in or on water, air, or land, and the interrelationships that exist among them.

Equipment means any type ofground, water, or aerial equipment or contrivance employing motorized, mechanical, or pressurized power and used to apply a pesticide to land or to anything that may be

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inhabiting or growing or stored on or in the land. The term does not include a pressurized hand-sized household apparatus used to apply a pesticide or any equipment or contrivance for which the person applying the pesticide is the source of power or energy used in making the pesticide application.

FIFRA means the Federal Insecticide, Fungicide, and Rodenticide Act (7 U.S.C. Section 136 et seq.).

Label means the written, printed, or graphic matter on or attached to a pesticide or device or any of its containers or wrappers.

Labeling means a label or any other written, printed, or graphic matter prepared by a registrant: (A) accompanying the pesticide or device at any time; or (B) to which reference is made on a label or in literature accompanying or referring to a pesticide or device, except accurate, nonmisleading references made to a current official publication of a federal or state institution or agency authorized by law to conduct research in the field of pesticides.

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http://www.epa.gov/pesticides/safe1:y/workersIPARTl70.htmhttp://www.agr.state.tx.us/pesticide

Land means any land or water area, including airspace, and any plant, animal, structure, building, contrivance, or machinery, whether fixed or mobile, appurtenant to or situated on a land or water area or airspace, including any used for ~~ortation.

Pesticide means a substance or mixture of substances intended to prevent, destroy, repel, or mitigate any pest, or any substance or mixture of substances intended for use as a plant regulator, defoliant, or desiccant.

and more

76.003. State~Limited~Use Pesticides

(a) After notice and public hearing, the department may adopt lists of state~limited~use pesticides for the entire state or for a designated area within the state.

(b) A pesticide may be included on a list of state-limited-use pesticides if the department determines that, when used as directed or in accordance with widespread and commonly recognized practice, the pesticide requires additional restrictions to prevent unreasonable risk to man or the environment, taking into account the economic, social, and environmental costs and benefits of use of the ,pesticide. However, the department shall not place a pesticide on the state-iimited-uselist solely on the basis of actual damage or risk ofdamage to water quality without first obtaining approval from the Texas Natural Resource Conservation,Commission based on the impact of the pesticide's use on water quality.

(c) The department shall formally request an opinion regarding impact on water quality from the Texas Natural Resource Conservation Commission during department consideration of any amendments to the current list of state-limited-use pesticides. (TNRCC now Texas Commission for Environmental Quality)

(d) At the direction of the Texas.Natural Resource Conservation Commission in conjunction with its responsibilities pursuant to Chapter 26, Water Code, the department shall consider any formal request to add any pesticide to thestate-limited-use list under Subsection (b), and the department shall issue regulations regarding the time, place, and conditions of such pesticide's use.

(e) The department may regulate the time and conditions of use of a state-limited-use pesticide and may require that it be purchased or used only:

(1) with permission of the department; (2) under direct supervision of the department in certain areas under certain conditions; or (3) in specified quantities and concentrations.

Qj. (f) The department may require a person authorized to distribute or use a state-limited-use pesticide to Qimaintain records ofthe person's distribution or use and may require that the records be kept separate .4&from other business records. ( 'II 76.112. Private Applicator

(a) A person is a private applicator if the person uses or supervises the use ofa restricted-use or state-limited-use pesticide or regulated herbicide for the purpose ofproducing an agricultural commodity: ' '.i

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(1) on property owned or rented by the person or the person's employer or under the person's general control; or

(2) on the property of another person if applied without competisation other than the trading of personal services, or services related to agricultural production, including the use of equipment, between producers of agricultural commodities.

(b) A private applicator is required to be either licensed or certified to use restricted-use or state-limited-use pesticides or regulated herbicides.

(c) An employee qualifies asa private applicator under Subsection (a)(1) of this section only if he is employed to perform other duties related to agricultural production and provide labor for the pesticide application but does not provide the necessary equipment or pesticide.

(d) A private applicator who is required to be licensed by Section 76.105 of this code shall apply to the department for, a private applicator license.

(e) A person shall apply for an original or renewal private applicator license on forms prescribed by the department. The application shall include infor,mation as required by department rule and must be accompanied by a fee, as fixed by the department.

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(f) The department may not issue an original private applicator license before the applicant has attended a training course conducted by the Texas Agricultural Extension Service or another training course approved by the department. The department shall approv~ appropriate training courses developed under the coordination of the Texas Agricultural Extension Service and to be conducted by other governmental agencies or nongovernmental entities. The training course shall cover the use, effects, and risks of restricted-use and state-limited-use pesticides or regulated herbicides:

(g) The department may not issue a private applicator license if the applicant has had a license issued under this subchapter revoked within the last two years.

(h) An individual to whom a private applicator license is issued is authorized to purchase, use, and supervise the use of restricted-use and state-limited-use pesticides or regulated herbicides in all license use categories and subcategories for the purpose ofproducing an agricultural commodity on property described by Subsection (a)(I) or (a)(2) of this section.

(i) As a condition to issuance of a private applicator license, an applicant located outside this state;shall file with the department a written instrument designating a resident agent for service of process in actions taken in administration and enforcement of this chapter. Instead of designating a resident agent, the applicant may designate in writing the secretary of state as the recipient of service of process for the applicant in this state.

G) For purposes of this chapter, a certified private applicator isa private applicator who has been previously certified under the department's voluntary certification program and who holds a private applicator certificate dated prior\to January 10, 1989. A certified private applicator is authorized to use restricted-use and state-limited-use pesticides or regulated herbicides in all license use categories and subcategories for the purpose of producing anagricultural commodity on property described by . Subsection (a)(1) or (a)(2) of this section. A certified private applicator may not supervise the use of restricted-use and state-limited-use pesticides or regulated herbicides.

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from 7 - Texas Pesticide Regulations

RULE 7.20 - - - Licensing (g) The licensee shall notify the department within 30 days ofany change in the information provided as part of the application for a license. Failure to provide such information may be grounds for denial, suspension or revocation of the license.

RULE 7.24 - - - Applicator Recertification.

(v) Private applicators must recertify as follows: (1) Each licensed private applicator must obtain 15 CEUs within a five-year period including at / least two credits in laws and regUlations and two credits in integrated pest management. (2) Each licensed private applicator must obtain 15 CEUs prior to their license expiration date. (3) Private applicators issued a certificate prior to January 10, 1989, may fulfill their recertification requirement on a ony-time only basis by completing the Extension private applicator training program, attaining a passing score on the private applicator test, and obtaining a private applicator license. Certified private applicators who choose not to license but wish to maintain certification under a certificate issued prior to January 10, 1989, will be required to recertify as specified for licensed private applicators in this subsection. (4) Private applicators have the option of forgoing continuing education requirements for a recertification period by following these procedures:

(A) Take and pass a comprehensive examination administered by the department which will contain questions relevant to those topics which would be covered at various continuing education activities. A certificate ofcompletion worth 15 CEUs will be issued by the department upon a passing score being attained by the applicat