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WISCONSIN PESTICIDE APPLICATOR EXAM STUDY GUIDE 2024 | TURF & LANDSCAPE | COMPLETE VERSION, Exams of Pest Management

Northeast Wisconsin Technical College Pest Management

WISCONSIN PESTICIDE APPLICATOR EXAM STUDY GUIDE 2024 | TURF & LANDSCAPE | COMPLETE VERSION (ALL CHAPTERS) | GRADED A+

Typology: Exams

2023/2024

Available from 12/27/2023

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WISCONSIN PESTICIDE APPLICATOR

EXAM STUDY GUIDE 2024 | TURF &

LANDSCAPE | COMPLETE VERSION

(ALL CHAPTERS) | GRADED A+

Ch.1 List the general kinds of damage insect pests can cause -----------------

-----------------------Chew on seeds, roots, leaves, stems, & fruits

-Tunnel in roots, stems, & leaves

-Suck plant juices

-Promote gall formation and other malformations

-Inject toxins into plants -Transmit diseases to plants

-Create a nuisance for people

Ch.1 Describe the structural features of insects -------------------------------------

--Insects have: body form has 3 regions: head, thorax, abdomen; 3 pairs of

legs attached to thorax; 0, 1, or 2 pairs of wings attached to thorax; 1 pair

of antennae

Ch.1 Explain how to distinguish insects from other arthropods -----------------

----------------------Arthropods have: exoskeleton; body form has 2 regions:

head & abdomen; usually 4 pairs of legs attached to head; no wings; no

antennae

Ch.1 Contrast the difference between simple and complete metamorphosis

----------------------------------------Simple: "Incomplete Metamorphosis"; 3

stages: egg, nymph, & adult

-Complete: 4 distinct stages: egg, larva, pupa, & adult

Partial preview of the text

Download WISCONSIN PESTICIDE APPLICATOR EXAM STUDY GUIDE 2024 | TURF & LANDSCAPE | COMPLETE VERSION and more Exams Pest Management in PDF only on Docsity!

WISCONSIN PESTICIDE APPLICATOR

EXAM STUDY GUIDE 2024 | TURF &

LANDSCAPE | COMPLETE VERSION

(ALL CHAPTERS) | GRADED A+

Ch.1 List the general kinds of damage insect pests can cause ----------------- -----------------------Chew on seeds, roots, leaves, stems, & fruits

Tunnel in roots, stems, & leaves
Suck plant juices
Promote gall formation and other malformations
Inject toxins into plants - Transmit diseases to plants
Create a nuisance for people Ch.1 Describe the structural features of insects ------------------------------------- --Insects have: body form has 3 regions: head, thorax, abdomen; 3 pairs of legs attached to thorax; 0, 1, or 2 pairs of wings attached to thorax; 1 pair of antennae Ch.1 Explain how to distinguish insects from other arthropods ----------------- ----------------------Arthropods have: exoskeleton; body form has 2 regions: head & abdomen; usually 4 pairs of legs attached to head; no wings; no antennae Ch.1 Contrast the difference between simple and complete metamorphosis ----------------------------------------Simple: "Incomplete Metamorphosis"; 3 stages: egg, nymph, & adult
Complete: 4 distinct stages: egg, larva, pupa, & adult

Ch.1 Explain how temperature and humidity affect insect development ------ ---------------------------------*Temperature & humidity preferences vary for each insect. *Combined effect of both on reproduction & development is more dramatically different than the effect of either alone.

Temperature: development is faster with heat & slower with cold temps; insects die at the high levels of developmental threshold temps and become inactive at low levels
Humidity: effects insect diseases; effects moisture levels required for survival Ch.1 List the advantages and disadvantages of using insecticides ------------ ---------------------------Advantages:
Effective against economically damaging pests
Can combine 1 or 2 insecticides to combat several pests
They act quickly to control pests before reaching damaging levels
For new pests, there are many compounds that have been proven effective
Effective insecticides, suitable formulations, & application equipment are normally available Disadvantages:
Often eliminate beneficial insects, allowing target organisms to rebound quickly
Repeated exposure can lead to resistance in a pest population
Yearly dependence on applications is an added cost
Always a potential for drift, residues, and damage Ch.2 Explain what determines whether a given plant is a weed ---------------- -----------------------Weeds are unwanted plants Ch.2 List the two main goals of weed management -------------------------------- -------1. Minimize weed competition

Perennials: live for at least 2 years, sometimes longer; may reproduce by seed or spread vegetatively (stolons, rhizomes, spreading roots, tubers, bulbs) Ch.2 Outline what is needed to kill annual, biennial, and perennial weeds and when it is easiest to do so ----------------------------------------Annuals: kill the whole shoot by tillage or with herbicides during seeding stage. --> Summer Annuals: kill with tillage or herbicides during seeding stage. --> Winter Annuals: kill with tillage or herbicides during seeding stage.
Biennials: best controlled with herbicides during rosette stage. Perennials: controlled by repeatedly tilling or with herbicides that translocates to all plant parts. Ch.2 Distinguish the difference between preplant, preemergence, and postemergence herbicide applications ---------------------------------------- Preplant: done before planting.
Preemergence: usually (not always) done after planting but before plants/weeds emerge.
Postemergence: done selectively after plants/weeds emerge; timing is important; if the desirable plant is smaller or larger than the growth stage listed on the label, it may be damaged by the herbicide. Ch.2 Explain the effects of soil texture, organic matter, and pH and herbicide persistence on herbicide activity ---------------------------------------- Fine textured soils or soils with high organic matter often require higher herbicide rates than soils with coarser texture or low organic matter.
Some herbicides prohibit product use on certain soils with a light texture, low organic matter, or high pH to guard against excessive plant damage or herbicide persistence.
Excessive leaching on sandy soils with shallow water tables may result in groundwater contamination.

Ch.2 Describe how and when to make a basal-bark treatment ----------------- -----------------------Apply spray to lower 18 inches of stems

Thoroughly wet stem, crown, and exposed roots
Can make treatments throughout the year as long as the bark is not wet or when snow or water prevent spraying to the ground Ch.2 Describe how and when to make an effective cut-stump treatment ----- -----------------------------------Recommended for plants with thick bark or trunk is greater than 5 inches in diameter.
Thoroughly wet plant so runoff covers barks, crown buds, exposed roots, root collar, outer portion of cut surface.
Should be applied to cut surface before exposed plant tissue dries, within 2 - 3 hours. Ch.2 List steps to take when applying herbicides to minimize adverse effects in urban areas ----------------------------------------Prevent spray drift, drift of volatile products, runoff.
Spray when weeds are most susceptible so the minimum amount of herbicide results in maximum weed control.
Use less volatile formations
Apply on days when temps are less than 80 degrees F
Avoid spraying during midsummer; garden plants and vegetables are more susceptible.
Avoid applying herbicides on dry, compacted soils
Keep pesticides off impermeable surfaces Chapter 2 Know the Law ---------------------------------------State and local laws require landowners to control certain weeds to prevent their spread and distribution

Ch.3 List factors that call for using pesticides to control plant diseases (4) -- -------------------------------------1. Other control practices are unavailable or inadequate

The plant has high aesthetic value or its use allows little tolerance for disease
Quality is reduced by even a low level of disease
A sudden and unexpected disease outbreak occurs Ch.3 List some of the uses and limitations of soil fungicides -------------------- -------------------Uses: act as protectants Limitations: somewhat eradicative Ch.3 Explain why you need full coverage when using a foliar fungicide, and how to get such coverage ---------------------------------------Reduced rate/lower spray volumes may not be effective. Requires saturation with multiple applications to get full coverage. Ch.3 List examples of abiotic agents that induce plant injury -------------------- -------------------Temperature extremes; Soil moisture extremes; Reduced oxygen levels; Unfavorable light conditions; Naturally occurring toxic chemicals; Salt; Soil compaction; Deficiency, excess, or imbalance of soil nutrients; Pollutants Ch.4 Describe factors that complicate management of pest mammals (5) --- ------------------------------------Mobility, Unpredictability, Public Perception, Legal Status, Management Techniques

Ch.4 Explain the regulations regarding the use of pesticides to control mammals ---------------------------------------Using pesticides to control mammals and birds is strictly regulated and often involves obtaining special permits from the WI Dept of Ag, Trade, and Consumer Protection (DATCP) and/or the WI DNR Ch.4 Describe the damage that pests discussed in this chapter can cause to turf and landscapes ----------------------------------------Meadow Mice: girdle roots, kill/injure trees and shrubs.

Rabbits: browse on bark and branches of trees and shrubs.
Moles: tunnels interfere with mowing, expose roots to air killing grass/other plants.
Ground Squirrels: problem in gardens and lawns.
Skunks: mostly beneficial, disliked because of stink
Deer: damage woody plants by feeding on buds and young branches, rubbing, trampling. Ch.4 Outline your management options for controlling the pests discussed in this chapter ----------------------------------------Meadow Mice: rodenticide baits
Rabbits: no lethal pesticides; virtually impossible to eliminate.
Moles: poison baits with food.
Ground Squirrels: toxic bait or rodenticides for large areas.
Skunks: no lethal pesticides; trapping or habitat destruction.
Deer: repellents, scare devices, fencing Chapter 4 Know the Law ---------------------------------------You need a use permit to use any pesticide for the control of mammals (other than rats and mice) or to use strychnine or 1080 Ch.5 Define the word pesticide and explain how the word differs from specific types of pesticides ---------------------------------------Any substance

Microbial Insecticides: --> Bt: naturally occurring bacteria; targets caterpillar pests. --> Milky Spore Powders: bacterium; causes milky spore disease in Japanese Beetles Ch.5 Compare selective and nonselective herbicides ----------------------------- -----------Selective: control certain weeds without damaging desirable plants.

Nonselective: toxic to most or all plants. Ch.5 Outline the uses and characteristics of contact and systemic herbicides ----------------------------------------Contact: kill the parts of the plant they actually touch.
Systemic: absorbed through leaves/roots and translocated within the plant. Ch5. Contrast protectant and post-infection fungicides and explain how each are used ----------------------------------------Protectant: applied before disease develops to protect plant; apply repeatedly during growing season.
Post-Infection: kill/inhibit growth/development of fungus after it has been established; mostly effective in first 48 hours. Ch.5 Describe the type of rodenticides used to control rats and mice --------- ------------------------------Anticoagulants or Acute Compounds: after being ingested, damages capillaries and reduces the ability of the blood to clot, dies from internal bleeding Ch.6 Describe the function of inert ingredients -------------------------------------- --Do not posses pesticidal activity
Added to improve application effectiveness, safety, handling, storage, other characteristics of the final product

Ch.6 Explain why there are different kinds of formulations and what items you need to consider when selecting one ---------------------------------------1. The chemistry of the active ingredient itself dictates what formulations are possible.

Different formulations offer different advantages. *Considerations:

Different formulations of an active ingredient may be less effective than another in a given situation.
One formulation of an active ingredient may be less effective than another in a given situation.
The price per pound of active ingredient may differ among formulations.
You can measure liquid formulations more easily than dry ones.
Formulations vary in characteristics such as ability to remain in suspension or solution and the tendency to damage sprayer components.
You don't need to dilute pesticides that are applied as solids, however it is often difficult to apply them uniformly.
Dry formulations are easier to clean up than liquid ones when spilled.
In general, freezing temps in the storage area affect dry formulations less than liquids. Ch.6 For formulations that are applied as liquids know which ones:
Form suspensions or solutions when diluted
Require agitation in the spray tank after mixing
Tend to clog nozzles, are abrasive, or may cause sprayer parts to deteriorate ----------------------------------------Emulsifiable Concentrates (E or EC): suspension, requires minimal agitation to be uniformly mixed, readily absorbed by skin.
Water-Soluble Concentrates (WS): solution, doesn't require agitation, not abrasive, used with any type of sprayer.
Wettable Powders (W or WP): suspension, constant agitation to keep suspension, used with most sprayers, abrasive, equipment may wear quickly.
Flowables (F or L) or Suspension Concentrates (SC): suspension, moderate agitation & shaken before measuring, seldom clogs sprayers but requires larger nozzles/sprayer.

Ch.7 Describe what is involved in pesticide registration and reregistration and the practical importance of each ---------------------------------------- Registration: pesticides must be registered by the EPA before being legally sold/used. To show the product will not create unreasonable risks.

Reregistration: for older pesticides to ensure their use would not pose unreasonable risks. Ch.7 Explain why products are classified restricted-use and who may purchase and apply such products ----------------------------------------EPA determines whether the benefits of use outweigh the risks only when trained persons use the pesticide.
Must be a certified applicator to mix, load, apply, or direct use of RUPs. Ch.7 Explain the significance when state and federal laws differ --------------- ------------------------State laws can be more strict than federal laws but not more lenient. Ch.7 Contrast the difference between a private applicator, commercial applicator for hire, and commercial applicator not for hire ------------------------ ----------------Private: you use or direct use of pesticides for purpose of producing an agricultural commodity; applications occur on land owned/rented by you/your employer.
Commercial for Hire: if you use pesticides on a contract basis (paid by 3rd party to perform services).
Commercial Not for Hire: use or direct the use of pesticides only to sites that you/your employer controls, and don't contract out your pesticide application services. Ch.7 Summarize the conditions for registering an employee as a temporary commercial applicator trainee (4) ---------------------------------------1. Trainee registration is valid for only 30 days.

Trainee may not use a restricted-use pesticide or direct the use of any pesticide.
Application of pesticides by trainee must be under direct, on-site supervision by commercial applicator who is certified/licensed in the appropriate category.
Trainee must have a copy of registration on hand when using pesticides. Ch.7 List the certification and licensing requirements for commercial applicators ----------------------------------------Applicator For Hire: Certification-- Yes; License--Yes

Applicator Not for Hire (RUPs): Certification--Yes; License--Yes
Applicator Not for Hire (Only non-RUP in/on public school grounds): Certification--Yes; License: No
Applicator Not for Hire (Only non-RUP): Certification--No; License--No
Registered Temporary Trainee (Only allowed non-RUP use & must be under supervision): Certification--No; License--No Ch.7 List the kinds of applications for which you must keep records, and know how long you must keep such records --------------------------------------- You must keep a record of any application for which both certification and licensing are required. *It's good business to keep records for at least 2 years whether legally required or not. Ch.7 Describe what is meant by prohibited pesticide, limited-use pesticide, pesticide governed by a special rule ---------------------------------------- Prohibited: contains active ingredients & use has been prohibited due to hazardous nature/persistence.
Limited-Use: in WI the purchase, sale, or use of some are limited to specifically defined uses.
Special Rule: potentially adverse effect on the environment or human health, regulated through special rules.

different uses. Always check the label for active ingredients and registered uses. Ch.8 List the signal words that you may find on a pesticide label (4) ---------- -----------------------------1. Danger-Poison (often with skull and cross bones)

Danger
Warning
Caution Ch.8 Define what a signal word is and how it related to the relative toxicity of a product ---------------------------------------Definition: identify the toxicity category to which the product is assigned. There are 4 toxicity categories indicated by Roman numerals 1, 2, 3, 4 (1=high 4=low) Ch.8 List the 4 ways you may legally deviate from label directions ------------ ---------------------------1. Applying a pesticide at a lower rate, concentration, or frequency than that specified on the label.
Applying a pesticide against any target pest not specified on the label if the application is to the site specified on the label.
Using any method of application not prohibited by the label.
Mixing two or more pesticides or mixing a pesticide with a fertilizer when such mixture is not mentioned by the label. Ch.8 Explain what to do if state laws are more strict that label directions ---- -----------------------------------Label directions must be consistent with federal laws. However each state may pass pesticide laws that are more strict that (or in addition to) federal laws. It's important that you know Wisconsin's laws that govern pesticide use. Otherwise, you might violate state law even though you followed label directions.

Ch.8 Explain which directions you should follow when using a product whose label has changed since you bought it ---------------------------------------

When to Follow the Old Label: Use the product according to the label that came with it.
When Not to Follow the Old Label: A registrant/state/federal agency may cancel/prohibit a product or a specific use of the product. Then there may be a phase out date. Anyone who has some of the product may use it up to the specified date; after that the prohibition extends even to products already in the hands of the end user. Ch.8 Describe differences between a pesticide label and an MSDS sheet -- --------------------------------------Pesticide Label:
MSDS Sheet: contains more details and technical info than the label about the product's chemical and physical properties, toxicological and ecological info, first-aid procedures, and emergency response. Chapter 8 Know the Law ---------------------------------------The label and the supplemental labeling are legally binding documents. Chapter 8 Know the Law ---------------------------------------This chapter describes the only 4 ways you may legally deviate from label directions. Ch.9 Explain the difference between hazard and toxicity ------------------------- ---------------Hazard: potential for injury. (toxicity x exposure)
Toxicity: measure of a pesticide's capacity to cause injury. Ch.9 List the four routes by which pesticides can enter your body ------------- --------------------------1. Dermal Exposure

Oral Exposure
Inhalation Exposure

Ch.9 Describe how pesticides are assigned to toxicity categories and given signal words ---------------------------------------A signal word required on a pesticide's label is assigned on the basis of the highest measured toxicity, whether that is oral, dermal, or inhalation. Ch.9 Describe some of the general symptoms of pesticide exposure --------- ------------------------------Varies greatly from headaches, fatigue weakness to unconsciousness, convulsions, or death. Ch.9 Compare the difference between acute, delayed, and allergic effects - ---------------------------------------Acute: causes a harmful reaction that doesn't become apparent until much later

Delayed: illness or injuries that don't appear soon after first exposure; can be delayed for days, weeks, months, or even years.
Allergic: harmful effects that some people, but not all, develop when exposed. Ch.9 Distinguish between the different types of delayed effects ---------------- ------------------------Chronic: appear a long time after repeated exposures to pesticide.
Developmental & Reproductive: occurs to a fetus in the womb of a woman who has been exposed to a pesticide.
Systemic: delayed illness or injury to a bodily system Ch.10 Explain how PPE reduces the hazard associated with pesticide use - --------------------------------------Wearing PPE greatly reduces your dermal, inhalation, and eye exposure to pesticides.

Ch.10 List precautions you should take in addition to wearing PPE to reduce your exposure to pesticides (4) ---------------------------------------1. Never eat, drink, or smoke white handling pesticides. Doing so would lead to oral exposure because your hands (or gloves) will likely be contaminated with pesticides.

Wash your hands after handling pesticides. Unwashed hands increase the risk of oral exposure as well as exposure to other parts of your body.
Take a shower at the end of each work day, paying particular attention to your hair and fingernails. Put on a complete change of clothing.
Use common sense. No recommendations cover all situations. There may be times when you feel that you should wear more PPE than the label requires. Ch.10 Explain who is covered by the Hazard Communications Standards (HCS) ---------------------------------------The OSHA employee right-to-know law, better known as the HCS, is designed to protect employees who handle or use hazardous chemicals in the workplace. With the exception of farms, the HCS covers all employers with one or more employees. Ch.10 List the features of effective PPE (4) ---------------------------------------1. Chemical resistant or otherwise able to keep pesticides away from your body.
Resistant to punctures or tears under normal conditions of use.
Well sealed at seams.
Comfortable enough that people will accepted. Ch.10 Explain how chemical resistance can affect worker acceptance of PPE ---------------------------------------Worker acceptance of PPE decreases as comfort decreases.

WISCONSIN PESTICIDE APPLICATOR EXAM STUDY GUIDE 2024 | TURF & LANDSCAPE | COMPLETE VERSION, Exams of Pest Management

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Partial preview of the text

Download WISCONSIN PESTICIDE APPLICATOR EXAM STUDY GUIDE 2024 | TURF & LANDSCAPE | COMPLETE VERSION and more Exams Pest Management in PDF only on Docsity!

WISCONSIN PESTICIDE APPLICATOR

EXAM STUDY GUIDE 2024 | TURF &

LANDSCAPE | COMPLETE VERSION

(ALL CHAPTERS) | GRADED A+