Pesticide Safety. and Equipment Calibration

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1 Pesticide Safety and Equipment Calibration

2 Pesticide Safety and Equipment Calibration Training Highlights Begin with a Very Basic Overview of Pests and Pesticides Parts of the Label Tied in with Key Health, Safety and Use Information Hands-on Activities Throughout Session 4 Continuing Education Hours for PDM and ADA Certifications

3 Which of the following do you consider to be pests?

4 The word Pesticide can be broken down into two parts: PEST ORIGIN - LATIN >PESTIS PEST - a nuisance. An annoying person or thing, an injurious animal or plant CIDE ORIGIN - LATIN >CAEDERE CIDE - an act of killing - to kill

5 A pesticide is any substance or mixture of substances that is intended to: Prevent, destroy, repel, or mitigate any pest or is intended for use as a plant regulator, defoliant, or desiccant.

6 Question: What type of pesticide is used to control insects? Answer: Insecticide

7 Question: What type of pesticide is used to control rodents? Answer: Rodenticide

8 Question: What type of pesticide is used to control weeds? Answer: Herbicide

9 Question: What type of pesticide is used to control ticks? Answer: Acaricide

10 Other types of pesticides include: Fungicides, Avicides (birds), Antimicrobials, and Antibacterials

11 There are other Control Methods that are not Chemical Control Methods

Overview of Pest Control Methods BIOLOGICAL

parasites, pathogens, and competitors) to

NATURAL CONTROL: Natural control measures

12 Overview of Pest Control Methods BIOLOGICAL CONTROL: The use of natural enemies (predators, parasites, pathogens, and competitors) to control pests and their damage. NATURAL CONTROL: Natural control measures within the environment that injure or destroy plants and animals, including pests. GENETIC CONTROL: Breeding or selecting plants and animals to resist specific problems.

Overview of Pest Control Methods CULTURAL CONTROL: Practices that reduce

REGULATORY CONTROL: Regulatory agencies carry out pest control programs to

MECHANICAL/PHYSICAL CONTROL: These methods can kill a pest directly or make

13 Overview of Pest Control Methods CULTURAL CONTROL: Practices that reduce pest establishment, reproduction, dispersal, and survival. REGULATORY CONTROL: Regulatory agencies carry out pest control programs to prevent the introduction and spread of specific pests. MECHANICAL/PHYSICAL CONTROL: These methods can kill a pest directly or make its environment unsuitable. CHEMICAL CONTROL: Using naturally derived and/or synthetic chemicals to manage pests.

Large Group Activity Please form small groups of 3-4 people. Each group will get a small stack of index cards or sticky notes. Each card describes a pest control technique.

14 Large Group Activity Please form small groups of 3-4 people. Each group will get a small stack of index cards or sticky notes. Each card describes a pest control technique. You will find seven folders on the tables set up around the room. You will notice that inside each folder is a definition of one of the pest control methods. Please place your index cards/sticky notes inside the folder of the appropriate pest control method.

These numbers correspond to the different sections identified on the Acaramort training label.

15 Everyone will receive the mock label Acaramort, which is a training tool that simply identifies the different sections of the label. You will now start to see section numbers on the PPT slides. These numbers correspond to the different sections identified on the Acaramort training label. Each small group will also get a sample label of a real product to use during a few classroom activities.

16 #1- #2 Product Name Company Name Product Type In pairs or groups of 3, look at one of the actual product labels that you received. Please find the product name, company/manufacturer name, and the product type (ex: insecticide or herbicide)

17 # 1 & #13 - Pesticide Formulations LIQUID DRY OTHER

18 Liquid Formulations A few examples EMULSIFIABLE CONCENTRATE (EC) FLOWABLES (F) LIQUID BAITS ULTRA LOW VOLUME FORMULATIONS (ULV)

19 DUSTS (D) Dry Formulations A few examples POWDERS (SP), (WP) & (WSP) DRY BAITS GRANULES (G) MICRO-ENCAPSULATED

20 OTHER FORMULATIONS AEROSOLS/ FOGGERS FUMIGANTS soil and burrowing rodents

21 Sometimes you can gather a lot of information about the formulation by looking at the product s name: 80SP 80% active ingredient by weight Soluble Powder 1EC 1 lb Ai/gallon emulsifiable concentrate 40DF 40% active ingredient Dry Flowable

22 Look at the abbreviations chart below. Identify the formulation type of your pesticide based on the label information.

Pesticide Formulation Activity Form small groups of 3-4 people. Each group will select one item from the box and a copy of the chapter on formulations.

23 Pesticide Formulation Activity Form small groups of 3-4 people. Each group will select one item from the box and a copy of the chapter on formulations. For safety purposes, the items are not actual pesticides but are products with formulations that are very similar to those of pesticides. For example, Grape-Nuts cereal represents a granular product and hairspray is an aerosol. Prepare a short commercial about the formulation, similar to medication ads you see on TV. One person will hold the product. Another person will describe the formulation. The 3 rd person will describe the advantages and the last person will list the disadvantages of the formulation. Good news: You will rotate around the room and present to 1 or 2 other groups. You don t have to present in front of everyone at the same time.

24 #3 & #4 INGREDIENTS Active Ingredient (Ai) - The actual chemical in the product mixture that controls the pest. Each active ingredient will be listed on the label. Inert Ingredients - Other materials added with the AI when the product is formulated. The inert ingredients are not required to be listed on the label at this time.

25 Adjuvants Adjuvant are chemicals or agents added to a pesticide mixture to help the active ingredient do a better job. Wetting Agents allow wettable powders to mix better with water Spreaders allow pesticide to form a uniform coating over treated surface Stickers allow pesticide to stay on treated area Emulsifiers allow petroleum-based products to mix with water Invert Emulsifiers allow water-based pesticides to mix with petroleum carrier Penetrants allow pesticide to get through outer surface to inside of treated area Foaming Agents help to reduce drift Thickeners help to reduce drift by increasing droplet size

26 Adjuvants Purchased additives to add to tank mix or added during formulation process Surfactants (surface) - group Wetting agents Spreaders Emulsifiers Stickers/Extenders Others Buffers Compatibility agents Defoaming agents Colorants/dyes Safeners Thickeners

27 Don t go Short Break too far.

28 #5 EPA Registration Number It can take many years and millions of dollars to get a pesticide to market.

29 What does it take to register a new product? Lab Screening and Testing Field Trials and Testing Label Review and Registration

30 Efficacy Tests Does the pesticide cause plant damage = phytotoxicity? Does the pesticide effectively manage the pest?

31 Toxicity or Toxicological Tests They also want to know how poisonous or dangerous the pesticide is to: Humans Wildlife Non-target Organisms

32 Pesticide Testing What happens to the pesticide after it is applied? Does it move through soil to the groundwater? Does it move into plants from the soil? Degradation Mobility Residue

33 Additional Testing Restricted Entry Interval (REI): The amount of time that must pass before people can safely enter the treated area w/out protections. Preharvest interval (PHI): The minimum number of days allowed between the last application and harvest. Residue tolerance: The maximum amount of pesticide residue legally allowed on or in food or feed at harvest or slaughter.

34 #6 Pesticide Label Signal Words

35 LD50 ACTIVITY 7 VOLUNTEERS LD = LETHAL DOSE 50 = 50% LD50 The amount that will kill one half of the test population Expressed as the milligrams of pesticide per kilograms of body weight of the test animal (mg/kg). Researchers usually determine the LD50 of a pesticide for exposures to the skin or by swallowing.

36 The Signal Word is Determined by the LD50 Category I HIGHLY TOXIC DANGER - POISON PELIGRO VENENO Swallowing a few drops to a teaspoon could cause death. Oral LD50: Up to and including 50 mg/kg

37 The Signal Word is Determined by the LD50 Category II MODERATELY TOXIC WARNING AVISO Swallowing 1 teaspoon to an ounce could kill an adult. Oral LD50: >50 thru 500 mg/kg

38 The Signal Word is Determined by the LD50 Category III LOW TOXICITY CAUTION/PRECAUCION Swallowing more than an ounce could cause death. Oral LD50: >500 thru 5000 mg/kg

39 The Signal Word is Determined by the LD50 Category IV LOW TOXICITY Signal word is not required on the label. If a signal word is used, it must be CAUTION/PRECAUCION. Oral LD50: >5000 mg/kg NORMALLY HOME USE PRODUCTS

40 What are the four routes of entry? 1. EYES / OCULAR 2. NOSE / INHALATION #1 3. SKIN / DERMAL Which of the four routes of entry is reported most frequently? 4. MOUTH / INGESTION

41 What is the route of entry? What are some safer ways to clean clogged nozzles? Where can you find first aid or emergency decontamination information to help someone who has swallowed or ingested pesticides? #7 - First Aid and Emergency Decontamination

42 What is the route of entry? What can handlers wear if the label requires eye protection? What should handlers have within their reach if eye protection is required on the label? What type of first aid or emergency decontamination would you provide to this individual? #7 - First Aid and Emergency Decontamination

43 What is the route of entry? What is the minimum personal protective equipment that must be worn when handling pesticides? What type of first aid or emergency decontamination would you provide to this individual? #7 - First Aid and Emergency Decontamination

44 What is the route of entry? Should you ever alter your personal protective equipment? What type of first aid or emergency decontamination would you provide to this individual? #7 - First Aid and Emergency Decontamination

Please find one thing that is hazardous in the picture.

45 This activity is very similar to the first aid and emergency decontamination activity. Your small group will receive a picture. Please find one thing that is hazardous in the picture. Discuss a safer practice. Swap the picture with another group. Alternative activity: Locate the Precautionary Statement on your label.

46 Another Small Break

47 #9 PERSONAL PROTECTIVE EQUIPMENT

48 A Quick Question What is the purpose of Personal Protective Equipment (PPE)?

A handler is anyone who mixes, loads or applies pesticides, as

49 Purpose of PPE The purpose of personal protective equipment is to protect pesticide handlers from exposure to pesticides. A handler is anyone who mixes, loads or applies pesticides, as well as people who repair or clean pesticide application equipment.

50 PPE Requirements are Determined by The toxicity of the pesticide The handling task The pesticide formulation

51 Preparing to Handle Pesticides Check the label to determine if you need to wear additional PPE when you mix and load Examples: gloves, apron, face/eye protection or a respirator

52 Some label instructions are tricky:

54 Minimum PPE Long-sleeved shirt Long pants or coveralls Gloves Shoes plus socks Hat

55 Gloves Gloves reduce dermal exposure by 99% when mixing, loading, and applying pesticides Exception: Methyl bromide and other fumigant gases can become trapped inside gloves and cause burns. Always read the label. These products may require cotton gloves.

56 Chemical-Resistant Clothing Prevents most chemicals from reaching the skin PVC plastic, rubber, non-woven coated fabrics Rubber Nitrile PVC Barrier Laminate

57 Simple Activity 6 7 people will receive a different type of glove. Please hold your glove up so everyone else can see it. Which glove material offers the best protection against the pesticide solvents? Review the glove handout for the answers.

58 Answer: Barrier Laminate

59 Chemical-Resistant Aprons Use when: mixing and loading cleaning equipment From neck to knees WARNING: aprons can get caught in machinery

60 Eyewear with side and brow protection Protect your eyes when mixing concentrates, handling dusts or spraying

61 Have water or eyewash within reach if eyewear is required.

62 Two general concerns... Contaminated items that don t get washed such as cellphones, work boots and baseball caps.

63 Consider wearing footwear that you are willing to wash with soap and water Maybe something like this But probably not this

64 When and where Question: might YOU come into contact with pesticides or pesticide residues?

65 Mixing, loading, storing, and transporting pesticides, handling labels, equipment and containers. A FEW IDEAS Video Clip

66 Transporting Pesticides Recap from Video Never carry pesticides in the passenger compartment of any vehicle place them in the cargo area. Examine the containers for leaks before loading and unloading. Secure all pesticide containers in the cargo area and protect them from rain and other potential damage. Never transport food, animal feed, or clothing in the same compartment. Do not leave pesticides - unattended.

67 An example of a good pesticide storage area: Clean and organized. Labeled containers. Containment bins to catch spills. Dry products above liquids. Not noticeable in photo: Locked/secure. Storage signs. Good lighting and ventilation.

68 What is wrong with these two pesticide storage areas? Root Beer Slushie?

69 Spill Clean-up

Three C's : Control, Contain, Clean-up Control Stop the source Plug leaks If it cannot be plugged, place container in secondary container such as plastic bucket or bag Stand up fallen containers

70 Three C's : Control, Contain, Clean-up Control Stop the source Plug leaks If it cannot be plugged, place container in secondary container such as plastic bucket or bag Stand up fallen containers Protect yourself Isolate the site from other people or animals Stay at the spill site Contain If a liquid, use an absorbent material to soak up the spill Create a dike of absorbent around the downhill side to keep spill from running off site or into waterways If a dry material, cover with the tarp to keep wind from blowing it around Sweep up dry materials and use according to the label Clean-up Sweep up absorbent material and place in a plastic bag Seal the bag with the duct tape

71 #10 Environmental Hazards Always survey the area before you spray. Some pesticides are especially hazardous to water sources, aquatic life, wildlife, domestic animals, or beneficial insects.

72 Schools Parks Hospitals Gardens Protect Sensitive Areas Rivers, lakes, and streams Other plants Bees and other beneficial insects

73 Protect the Environment You can prevent damage to the environment when you use pesticides safely and according to label instructions.

75 Persistence How long a pesticide remains active before it degrades Long-term pest control Can also harm sensitive plants or animals Concerns for illegal residues in rotational crops

76 Initial Application = 100% Pesticide Half-Life NPIC Half-Life Factsheet: After 1 st Half-Life = 50% Remains After 2 nd Half-Life = 25% Remains After 3 rd Half-Life = 12% Remains The approximate amount of pesticide remaining at the treatment site over time. After 4 th Half-Life = 6% Remains After 5 th Half-Life = 3% Remains

77 Leaching or Percolation through Soil Soil structure and texture Sandy: pesticides can pass through quickly Clay or soils with organic matter: leaches slowly The depth of the water table/groundwater The amount of rain and time of irrigation

78 G. Thomasson Normal Weather Conditions Air mixes continually - dilutes material less concentrated

79 Temperature Inversion A layer of cooler air is trapped by a layer of warmer air above. Drift can occur and pesticide vapors can travel for long distances At night, the ground level temperature cools faster than the air above it. Pollutants become trapped under the layer of warm air. As the sun rises in the morning, the ground level temperature warms up faster than the air above it, pushing the air upwards, which breaks up the warm air layer, allowing the pollutants to escape. However, if there is no wind, the air can become stagnant.

80 Impressive Inversion Layers

81 Wind What is the wind direction? What is downwind of the application site? What is the windspeed? 0-3 mph: stable air; difficult to determine wind direction 3-7 mph: easier to determine wind direction >7 mph: spray drift is possible

82 Larger Spray Droplets Drift less than smaller droplets

How much advance notice must you provide to schools and daycare centers prior to the

83 Small Group Activity: Look at your sample product labels Find the Restricted-Entry Interval listed on the label. Was it easy to find? How much advance notice must you provide to schools and daycare centers prior to the application? REI = The time that must pass after the application before it is safe to enter the area without protection.

# 12 Directions for Use Question 1 Question 2

pesticide BELOW the rate listed on the label?

84 # 12 Directions for Use Question 1 Question 2 Question 3 Question 4 Legally: Can you apply a pesticide BELOW the rate listed on the label? Legally: Can you apply a pesticide ABOVE the rate listed on the label? Legally: Can you apply a pesticide to control a PEST that is not listed on the label? Legally: Can you apply a pesticide to a SITE that is not listed on the label? YES NO YES NO

85 WEED CONTROL EXEMPTIONS AND RECORDKEEPING REQUIREMENTS Pest Management Division

86 AZ Notification: Schools & Child Care Facilities Schools and preschools must get pre-notification Must be in writing Must provide label & SDS 72 hour advance notice and immediate notice of spray Show date, time and location of application Show concentration or active ingredient Must be a certified applicator

87 Weed Control Exemption Landscapers CANNOT: Use herbicides that are labeled with the words "restricted use" or danger. Use sterilants or preemergent herbicides. Offer weed management as the person s primary service or advertise weed management services. Use application equipment that collectively holds more than four gallons of total mixed liquid herbicide at an address or project on the same day.

88 Weed Control Exemption Landscapers CANNOT: Use or be part of a crew of two or more herbicide applicators at an address or project on the same day. Use an herbicide at a school or child care facility. (R ) An Uncertified Applicator cannot apply pesticides at Healthcare Facilities or Food Handling Establishments in addition to a school or child care facility. Use an herbicide at an address or project without performing lawn, garden, shrub or tree maintenance at that address or project on the same day. Shall provide records to each customer and retain records.

89 Recordkeeping Requirements Service Records (A.A.C. R B) Each pesticide application will be documented with the following: Customer name/address of treatment Date Specific site at which a pesticide was applied Target pest or purpose of service (look at label) Trade name of pesticide used Amount of pesticide applied, in terms of percent active ingredient and total amount diluent; total amount of concentrate and total amount of diluent; or total amount of ready-to-use product Name of Certified Applicator and number, if the applicator is unlicensed the supervising applicator s name and certification number will accompany the name of the unlicensed applicator.

Weed Control Exemption Recordkeeping A person who is exempt from licensure, certification and registration pursuant to this section shall: provide treatment records to each customer on

90 Weed Control Exemption Recordkeeping A person who is exempt from licensure, certification and registration pursuant to this section shall: provide treatment records to each customer on application of herbicides for the purpose of weed management AND retain records containing the same information provided to customers for at least six months after the date of the treatment.

91 Please take a very short break before we MOOOOOOVE on to our next topic The Importance of Mixing and Measuring Pesticides Correctly.

The Label, Formulations & Calibration

The Label, Formulations & Calibration Limited Commercial Landscape Maintenance (LCLM) Pesticide Applicator Certification Workshop Frank Dowdle Agriculture Safety Training Agent UF / IFAS Palm Beach County