Pesticide Resistance Management - Syllabus
Spring Semester 2010
AGRO 896/ENTO 896

Instructors

Mark Bernards (Course coordinator)
mbernards2@unl.edu
402.472.1534

Loren Giesler
lgiesler1@unl.edu
402.472.2559

Tom Hunt
thunt2@unl.edu
402.584.3863


Don Lee
dlee1@unl.edu
402.472.1528

Lowell Sandell
lsandell2@unl.edu
402.472.1527

Stephen Wegulo
swegulo2@unl.edu
402.472.8735


Course Description
In Pesticide Resistance Management we teach the history, mechanisms and ramifications of pesticide resistance among insects, weeds, and plant diseases; the role of population genetics and gene dominance in predicting the spread of resistance; best management practices to prevent pesticide resistance from occurring; contrasts and similarities among management strategies to prevent resistance among the three types of organisms; understanding pesticide resistance models and their components.

Objective
To improve the student’s ability to understand and articulate how pesticide resistance develops and how it can best be managed.

Expected Result
A. Each student will be able to articulate how pesticide resistance develops in insects, diseases, and weed species, how the unique biology of these species affects resistance development, and major mechanisms of pesticide resistance for each class of organisms.
B. Each student will be able to explain the genetic basis of pesticide resistance, and how selection pressure effects the frequency of the resistant allele in a population.
C. Each student will be able to explain effective mechanisms for preventing resistance developing, how those mechanisms differ among insects, diseases, and weeds, why a management strategy may work for one organism but not another, and inherent risks associated with the different management strategies.
D. Each student will become familiar with the role of models in predicting pesticide resistance and developing resistance management strategies. They will be able to describe the important components of a model, and identify shortcomings of the models in accurately reflecting the natural world.

Credits
This course is worth 2 credit hours.

Schedule
There will be 12 hours of instruction, delivered in 12 online lectures that can be viewed by the students asynchronously. A guideline of when each lecture and its accompanying assignments should be completed is provided to help the students complete the course successfully (see below).

Required Materials
Internet access is required to use Blackboard. There is no textbook associated with this class. All course materials (lectures with narration, documents, and assignments) will be available on Blackboard.

Course Prerequisites
Knowledge of common weed, disease, and insect pests in agricultural production systems. Knowledge of pesticides and other techniques used to control common agricultural pests.

Lesson Topics
Each lesson will be presented as a voice-over PowerPoint using Breeze technology. The lectures are available under the “Lessons” tab in the left menu in Blackboard.

1. General life cycle model and factors affecting development of resistance. (Tom Hunt, Loren Giesler, Mark Bernards)

2. Pests and Pesticides - Diseases: 1) how pesticides kill/control disease organisms, and 2) traits evolved by disease organisms to resist pesticide applications. (Loren Giesler)

3. Pests and Pesticides - Insects: 1) how pesticides kill/control insects, and 2) traits evolved by insects to resist pesticide applications. (Tom Hunt)

4. Pests and Pesticides - Weeds: 1) how pesticides kill/control weeds, and 2) traits evolved by weeds to resist pesticide applications. (Mark Bernards)

5. Genotype/Phenotype relationships. (Don Lee)

6. Selection Pressure/population response #1. (Don Lee)

7. Selection Pressure/population response #2. (Don Lee)

8. Management plans to avoid/deal with resistance - Diseases: What management strategies are used? What is the rationale for these strategies? (Stephen Wegulo)

9. Management plans to avoid/deal with resistance - Insects: What management strategies are used? What is the rationale for these strategies? (Tom Hunt)

10. Management plans to avoid/deal with resistance - Weeds: What management strategies are used? What is the rationale for these strategies? (Lowell Sandell)

11. Modeling I. Principles of scientific modeling. (Mark Bernards)

12. Modeling II. Evaluate different management models for Weeds, Insects, Diseases. Why do they work/not work? What other models might be proposed. The objective of this session will be to tie the biology and population genetics together. (Mark Bernards)


Assessment

Quizzes: Associated with each lesson will be a 10 question quiz. Quizzes will be in a Multiple Choice or True/False format. The purpose of the quiz is to help you assess your understanding of the material that was presented in the lecture. Quizzes will be worth 20% of your grade for each lesson.

Assignments: An assignment will be given for each of the 12 lectures. The assignments will be designed to help you synthesize information related to the lecture, or apply information learned in the lecture. Assignments will be worth 80% of your grade for each lesson.

Timetable: To help you complete the course, we have established the following deadlines for completing the quizzes/assignments associated with each lesson. Please contact the Instructor who presents the lesson if you will have difficulty meeting a deadline.


Feb 5 – Lesson 1
Feb 12 – Lesson 2
Feb19 – Lesson 3
Feb 26 – Lesson 4
Mar 5 – Lesson 5
Mar 12 – Lesson 6
Mar 26 – Lesson 7
Apr 2 – Lesson 8
Apr 9 – Lesson 9
Apr 16 – Lesson 10
Apr 23 – Lesson 11
Apr 30 – Lesson 12

Grading Scale

Each Quiz/Assignment associated with the lectures will be worth 8.5% of your grade. Course grades will be based on accuracy and timeliness in completing the 12 quizzes and assignments. Grading may also reflect participation in group activities. The following grading scale will be used:

Letter Grade Percentage
A 93-100
A- 90-92.9
B+ 87-89.9
B 83-86.9
B- 80-82.9
C+ 77-79.9
C 73-76.9
C- 70-72.9
D+ 67-67.9
D 63-66.9
D- 60-62.9
F <60