United States Region 8 Colorado. Montana,
Environmental Protection Suite 103, 1860 Lincoln St North Dakota. South Dakota.
Agency Denver, CO. 30295 Utah, Wyoming
s>EPA Integrated
Pest Management
of Mosquitoes
Mosquito
Control Projects
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Cover Illustration: The Mosquito-Hawk
Order: Odonata
Family: Calopterygidae
Species: Calyopteryx aoicalis
Cover
by
Gail M. Smith
XEROX Reproduction
by
Ron Bush
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I INTEGRATED PEST MANAGEMENT OF MOSQUITOES IN REGION VIII
II BACKGROUND
The main objectives of integrated pest management (IPM) include the
use of cost effective control methods that are the most
appropriate with respect to environmental and human health risks.
Implementation of IPM principles through state systems should reduce
the over use and misuse of pesticides for mosquito control. The
states in Region VIII contain a full range of organization from the
highly integrated state system in Utah to isolated, sporadic,
community programs. Twenty-seven mosquito pest species live in the
region.
Ill EPA ROLE/ACTION
An analysis of mosquito control operations at the state and at the
control district level was started during the summer of 1978 to
determine the role the EPA could play in the IPM of mosquitoes.
Mature organized districts are practical models of IPM principles.
This includes the safe and effective use of pesticides. Other
communities must find ways to emulate these districts without the
benefit of comparable funding and staffing. Specifically:
1» The time and cost of obtaining and using management
information (accurate, unbiased, information) needed
for communities to develop an optimum IPM program
must be reduced if urban IPM is to replace routine
adulticiding operations of questionable effectiveness
that are consistent with current product labeling.
2. Further development of present state systems is needed
to integrate educational (university and extension),
regulatory (public health and agriculture), and local
control operations, especially in the training of
summer employees and in the supervision of programs
in small communities.
The functional format of a project manual was selected to integrate
a wealth of information and expertise in each state. A mosquito
control project manual was completed for teenagers in k— H and Scouts
and as a supplement to high school and college course work* These
people and their sponsors can assist communities in developing the
IPM information required for mosquito control operations and for
effective public education. The projects are prepared from an
educational point of view, however, when taken together, they are
the basis of an integrated pest management program for mosquito
control. The projects can be used as job, as well as classroom,
assignments. This report contains the corrected text for the manual
after being submitted to twenty-five reviewers.
June 1930
Richard A, Hart, Phd.
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A
Manual
of
Mosquito Control Projects
and
Committee Assignments
for
4-H and Scouts
Biology Class Projects
Organized Community Service Programs
and
Individuals Interested in Environmental Management
1980
Richard A, Hart
Environmental Protection Agency, Region VIII, Denver, CO 80295
Northwest Missouri State University, Maryville, MO 64468
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ii
Acknowledgments
This manual is the result of a number of experiences and
opportunities:
1. Several years of teaching biology courses with projects that:
a. Divided the work into short meaningful steps.
b. Defined the problems needing solution.
c. Suggested answers and often resolved these problems.
2. Simplifying statistical calculations so students could:
a. Include the analysis of variance in their research designs.
b. Extract conclusions with a degree of confidence from
large tables of numbers such as mosquito counts.
c. Read and interpret current biological literature.
3. A two year assignment with the Environmental Protection Agency,
Region VIII, allowed time to travel and to collect both
mosquitoes and the advice of mosquito managers in the states of
Colorado, Montana, North Dakota, South Dakota, Vfyoming and Utah.
4. Numerous telephone calls received in the Denver EPA office
further impressed the need for a "do-it-yourself" manual for
the community that wanted to do something about their
mosquitoes but lacked funds to hire what they considered
needed to be done.
5. Every community has people, including students, teachers, and
clubs, in need of worthwhile projects.
A separate identification of the part each person played in shaping the
manual cannot be made. Their names are listed on the following page of
contributors. Special thanks are due the officials charged with mosquito
control in each of the states, the officers of the American Mosquito Control
Association and the mosquito managers in the Utah Mosquito Abatement
Association.
The Intergovernmental Personnel Act (IPA) assigneeship to work on the
Colorado Pesticide Applicator Certification Program was negotiated by
Dr. George English, Vice President of Academic Affairs, Northwest Missouri
State University and DeeWitt Baulch, Chief of the Program Support Section,
Toxic Substances Branch, Air and Hazardous Materials Division, Environmental
Protection Agency, Region VIII, who also supervised support services. (I was
an IPA working on IPM for the EPA!) A note of appreciation also to my fellow
Biology Department members for adjusting their schedules a second time.
A very special thanks to a family of three teenagers who were willing
to change schools (Jeff, for his Senior year; James, his Sophomore and
Junior years; and Mary-Louise, the 6th and 7th grade) and Margaret, their
mother, who managed to keep the bills paid and the family cared for under
four different work and school schedules that started at 4:15 am and ended
at 2:00 am. They were also diligent mosquito collectors.
/
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Contributors
Colorado. Ted Davis, Dept of Health; George Ek, Dept of Education
William Hantsbarger, CSU; Kenneth Conright, Tri-County District Health
Dept; Billy Crockett, City and County of Denver; Cliff Myers, Jefferson
County Health Dept, Barb Steinmeyer, Westminster; Kate McGuinness and
Mark Randle, Paonia* larry Kramer, Barr Lake State Park.
North Dakota. Albin Anderson, NDSU; Kenneth Tardif, Dept of
Health; and Patricia Onufray, Williston.
South Dakota. Wayne Berndt and Ben Kantack, Extension; Dale
Gillettee, Belle Fourche; Larry Holland, Watertown; Dan Cstrander,
Aberdeen; and Jerry Wagner, Brookings.
Montana. Van Jamison and Kenneth Quickenden, Dept of Health and
Environmental Sciences.
Wyoming. Everett Spackman, Extension.
Utah; Lewis Nielsen, Un of Utah; Reed Roberts, Extension; Wanless
Southwick, Dept cf Health; Glen Collett, Salt Lake City MAD? Steve
Collett, Jay Graham, and Bettina Hosay, South Salt Lake County MAD;
Steve Romney, Uintah County MAD; Elmer Kingsford, Logan County MAD;
and Russell Snaith, Jr., Duchesne County MAD.
American Mosquito Control Association. Thomas Mulhern, Executive
Secretary; W. Donald Murray, Delta VCD, CA; Glenn Stokes, Jefferson
Parish MCD, LA.
Center for Disease Control. Carl Mitchell, Fort Collins, and
Jack Stanley, Atlanta.
Aerial Photography Field Office (ASCS). Lola Britton, Salt Lake
City.
Bureau of Land Management. Andy Senti, Denver#
Environmental Protection Agency. DeeWitt Baulch, Duane Bird Bear,
Dallas Miller, Ed Stearns, Denver; and Ed Johnson and Charles Reese,
Washington, DC.
And to all those who shared their experiences in the field, by
phone, at meetings, aid during training sessions, a sincere thank you.
You quickly taught me practical mosquito ccntrol is far more than the
biology of mosquitoes. The management secret in each community is how
to strike a balance between the pest population and the funding over
pbblic expectations.
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iv
The Projects
The first projects are detailed and specific. They are to get you
going with a minimum of lost motion. After learning about mosquitoes
and your community or study site, the projects emphasize decision
making. These projects list the important factors to consider and then
give examples. You can do an example or design your own project.
Designing your own projects is important. In this way you will be
adapting mosquito control options to the specific conditions in your
unique community. You will also be learning how to recognize what is a
problem and what is not. Actions recommended should relieve a problem
without creating another. This requires careful observation of all
relevant factors: mosquitoes, breeding sites, people, and human
activities.
The projects are first presented without regard for the variation
between samples. When the need for repetitive measurements arises (as
the basis for predictions and descriptions with a known degree of
reliability), Part III has projects to demonstrate simple statistical
methods. These methods can then be used in any of the measuring,
sampling, collecting projects. With an appreciation of variance, a
product of the random creative-destructive force, you are ready to
assist in the scientific management of pest mosquitoes. It may even
improve your grades on true-false and multiple choice tests.
Modify and add to the projects in this manual as your work
progresses. At the community level, your work will turn it into a
management manual for the specific species, breeding sites and pest
problems in your community. The single page format was selected for
ease in adding pages and in duplicating pages for group assignments.
As the projects are primarily concerned with the methods used to
obtain needed facts for mosquito control in a community (breeding sites,
pest species, and control options), they are usable by any community.
The taxonomic and other specific examples based on the states in Region
VIII can be used as models for additional projects in other states.
PRODUCT DISCLAIMER: Brand and company names are used for improved
readability. Any equivalent item will do as well.
/
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1
Mosquito Control Projects
Part I. Getting Organized Projects
Individual projects are primarily educational or recreational,
however, in conjunction with a control program or taken collectively
they also make a contribution toward reducing the number of nuisance and
disease carrying mosquitoes. It is therefore important to know where
your project fits into the needs of the entire community in which you
live.
Part II. Control Projects
The core activities in mosquito management are map making, breeding
site location and plotting, and the collection and identification of
flying mosquitoes. Then comes the wrangle over what is the real
problem, to what extent control measures are needed, of what kinds, and
how to distribute the cost among those who benefit from the control
program. There are outdoor projects and projects that require polling,
writing, speaking and mediating.
Part III. Research Projects
Research projects can help develop better control methods for
local conditions. The emphasis is on sampling mosquito populations in
such a way that meaningful descriptions and predictions can be made of
the effects of control methods. Good records become a research project
in themselves over the years.
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2
MOS^TJITO CONTROL PROJECTS
Table of Contents
Part I. Projects on Getting Organized*. .... 3
A. Know Your Local Mosquito District Manager and Services . • 5
B. Know Your Local Environmental Teachers and Leaders .... 6
C. Know Your State and Federal Mosquito Control Agencies • • 7
D. Know Your Professional Mosquito Control Associations ... 9
Part II. Projects on Control Operations and Skills* 12
A. Know Your Control Area • 14
1. Making a Large Area Control Program Map ....... 15
2. Making Small Area Operations Mapa .......... 17
3. Making an Attitude and Mosquito Bite Exposure Survey 22
B. Know Your Mosquitoes* 26
1. Making Collecting Equipment for Adult Mosquitoes • • 27
2. Sorting Mosquitoes and Identifying Local Pest Species
3. Making Adult Mosquito Surveys ....... 47
C. Know Your Mosquito Breeding Sites 51
1. Making a Larval Mosquito Breeding Site Survey .... 52
2. Classifying Breeding Sites by Priority for Control . 55
D. Know Your Management Options ..... 56
1. Designing Public Education Leaflets (For the
Management of Small Breeding Sites) . . 57
2. Estimating the Amount and Sources of Funding «... 59
3. Designing a Control or Management Program ...... 60
k. Estimating Costs for Large Area Control Options ... 6k
5* Cost Sharing of Breeding Reduction with Landowner . . 65
6. Forming an Organized Control District •• 66
7. Calibrating Pesticide Application and Equipment'*. . . 67
Part III. Projects on Improving the Reliability of Control Data * • 75
A. Know Your Research Design for Reliable Data • - 77
1a. Examining the Nature of the Random Force in T-F Tests 78
1b. The Random Force and Experimental Design or How You
Look at Things Determines What You See 79
2. Summing Hp the Variation in a Sample 80
3« Interpreting Variation & Establishing Confidence Limits 81
4. Significance Testing of Fixed Condition Effects ... Sk
B. Know Your Mosquito Habitat Productivity Limits • 91
1. Mosquito Habitat Field Observations 92
2. Mosquito Habitat Laboratory Observations . 93
C. Know Your Mosquito Behavior .. 95
1. Mosquito Behavior Field Observations ........ 96
2. Mosquito Behavior Laboratory Observations ...... 97
* Contains an expanded Table of Contents
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Part I. Projects on Getting Organized
3
There are a number of people interested in mosquitoes and. in
helping others learn about them. These people work together. They can
also use the help of keen observers who give thoughtful consideration to
their observations. Depending upon where you live and the number of
mosquitoes, you will be able to find from one to several people in the
following projects. You can work alone, but your control or research
projects will have greater value if you work with others and share your
results.
A. Know your mosquito district manager*
If your community has an organized mosquito control district, there
will be a manager interested in all the good help available. If you are
a high school student or older, there may even be a part-tiae or suauaer
job available plus training for the work* If there is no organized
control districtg there still oay be a persoa. working with tie city or
county who is responsible for keeping account of mosquitoes and taking
steps to reduce their numbers.
3. Know your -environmental teachers and leaders.
In all communities there are biology teachers who assign projects
to individual students or to the entire class. You may need a project
for a Science Pair. Outside the school are a variety of clubB and
organizations interested in making the community a better place to live.
They need worthwhile projects that can be done throughout the year.
Depending upon your age, you may be a member of one ranging from 4-H and
Scouts to senior citizen.
C. Know your State and Federal mosquito control agencies.
Your state and federal mosquito control agencies not only provide
many services but also can use your help. They need to know the
population size and the species of mosquitoes where you live. You may
be able to operate a sampling station for them including a light trap.
This information is used to predict disease outbreaks and to complete
state species lists of mosquitoes. You can still be the first to
collect a new species in your county.
Know your professional mosquito control associations.
The American Mosquito Control Association has published several
helpful books and manuals. Its members and those of state mosquito
associations are also good sources of information and help.
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Part I. Projects on Getting Organized
Table of Contents
A. Know Your Local Mosquito District Manager and Services 5
B. Know Your Local Environmental Teachers and Leaders • . 6
G. Know Your State and Federal Mosquito Control Agencies 7
Figure 1. State Integrated Mosquito Management System 8
D. Know Your Professional Mosquito Control Associations ...... 9
Table 1. State and Regional Mosquito Associations . 10
Table 2. Index Terms Used in the "Literature
References to Mosquitoes and Mosquito-
Borne Diseases", Mosquito News 11
1979 Annual Meeting of the AKCA Invited Panel on
Integrated Pest Management Papers*
1. Axtell, Richard C., North Carolina State University. Principles of
integrated pest management (IPM) in relation to mosquito control.
Mosquito News 39(^):709-718.
2. Olson, J. K., Texas A & M University. Application of the concept of
integrated pest management (IPM) to mosquito control programs.
Mosquito News 39(^0 :7l8-723.
3. Steelman, C. Dayton, Louisiana State University. Economic
thresholds in mosquito IPM programs. Mosquito News 39(^)5 72^-729.
k. Womeldorf, Don J., California Department of Health Services.
Funding for integrated pest management in mosquito control.
Mosquito News 39(^)5 729-731.
5. Johnson, Edwin L«, Environmental Protection Agency. Pesticide
regulation, pest management and mosquito control. Mosquito News
39<*01731-736.
Pest Control and Public Health. 1976. Volume V of Pest Control: An
assessment of present and alternative technologies, the report of
the Public healtn Study ream, Study on Problems of rest Control,
Environmental Studies Board, National Research Council. National
Academy of Sciences: Washington, D.C. 282 nsfres.
* Specific references are listed that either will not be quickly dated
or were the basis of writing a project. In general, the last two
year's issues of ."osquito News will contain at least one article
related to each of the projects. Check in Books in Print for
other current references on mosquitoes.
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5
Project I-A. Know Your Local Mosquito District Manager and Services
One or more of the following offices is interested in mosquitoes in
your community. Contact each to find their part in mosquito control.
1. From the telephone book and necessary calls fill in the following:
Mosquito district manager
name
phone number name and address of organized district
2. From phone calls, office visits, or letters fill in the following:
a. City or County Health Department or District Sanitarian
Entomologist or manager ______________________
name
phone- number address
b. County Extension Agent
name
phone number address
c. Agricultural Stabilization and Conservation Service (ASCS)
Person in charge of aerial photos
name
phone number address
3. Appointment dates: a.
for
b.
visit
to mosquito control office
for
c.
field
trip
for manager to come to class or club meeting
4. From your notes prepare a report on one of the following:
a. Services provided to the public by the office in charge of
mosquito control.
b. Field trip report on mosquito breeding sites and control.
c. What people can do to reduce the number of pest mosquitoes.
d. Newspaper report on one of the above appointments.
Projects completed:
________________________ (Signed)
project or report title date manager, teacher, leader, parent
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6
Project I-B. Know Your Local Environmental Teachers and Leaders
Every community has a number of people trained in basic biology and
the environmental sciences. These people can help you with a project.
Your project can also help the community. Find the following:
1. Biology, Science or FFA Teacher ________________________
name
office number
laboratory room
phone number
school
address
A—H Leader
name
phone number
club
address
Scout Leader
name
phone number troop address
k. Community and Service Clubs interested in environmental improvement
Club Person Contacted Phone Number
a .
b .
c .
d.
5. Projects and merit badges related to mosquito management
Title FFA, *f-H, Scouts, Class, Club
a. Mapping
b. Entomology
c. Nature Study
d. Orienteering
e.
f.
6. Prepare a report for class, club or news on the interest community
teachers and leaders have in mosquito control.
Projects completed:
(Signed) -
project or report title date manager, teacher, leader, parent
(
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7
Project I-C. Know Your State and Federal Mosquito Control Agencies
1. Your city, county, or school library will contain information useful
in planning mosquito projects as well as addresses for state
offices. Prepare a short statement (less than 100 words) on your
interest in mosquito management. Include this statement in your
letters for special information when writing the following agencies.
2. Request control information leaflets or booklets, the name of the
person in charge of mosquito management, and inquire if a survey
station is needed in your community to monitor pest species from:
a. State Health Department _______________________________________
Entomologist
phone number address
b. State Extension Service _______________________
Entomologist
phone number address
3. Request information on current research work in your community and
the availability of a list and an identification key to the species
of mosquitoes in your state from: (Also see Figure 1)
Entomology Department
Entomologist
phone number your state university address
k• Request an index to topographic maps for your state and a copy of
"What is a Topographic Map?" from:
Branch of Distribution, US Geological Survey, P. 0. Box 25286,
Federal Center, Denver, CO 80225
5. If your county ASCS office does not have complete information on
aerial photos, request "How Aerial Photos Can Help You" from:
Aerial Photography Field Office, USDA, ASCS, P. 0. Box 30010,
2222 West 2300 South, Salt Lake City, UT 8^125
6. Bequest a copy of "Mosquitoes of Public Health Importance and Their
Control" from: (homestudy and other courses are also available)
USHEW, PHS, Center for Disease Control, Atlanta, GA 30333
7* Request information on the safe and effective use of pesticides and
on integrated pest management from:
US Environmental Protection Agency, Washington, DC 2Qk60
Projects completed:
____________________________ _____ (Signed)
project or report title date manager, teacher, leader, parent
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s
STATE MOSQUITO MANAGEMENT SYSTEM
Within each state, a se1f-supported system exists composed of a central
agency with personnel interested in mosquito control and the control dis-
trict managers. These two groups are bound together by training sessions,
periodic meetings, and annual reports. This is the functional core of a
state system. It requires an annual training program for control and
management personnel as a significant portion of these people are new
each year.
The core interacts with two other subsystems. The central agency is
supported by several state agencies which generally includes a University.
This subsystem is typically the repository of technical expertise and the
source of new control methods.
The third subsystem is composed of the mosquito control district (MCD)
manager, supervisor or board, employees, the public, and the interactions
between. The public is composed of mosquito breeders and mosquito feeders.
Often the mosquitoes are being raised by the very person concerned about
their presence.
CENTRAL
AGENCY
TRAINING AND
SUPPORT SERVICES
PERIODIC MEETINGS,
OPERATIONS AND
MANAGEMENT REPORTS
Agr iculture
Extens ion
Health
Un ivers i ty
STATE
AGENCIES
Superv t sor
or Board
EMPLOYEES
THE PUBLIC
In general, the three subsystems do not respond to the same goals or
with the same timeliness. The uninformed mosquito ridden public is inter-
ested in nuisance control today. It is much less interested in measures
that require long lead times characteristic of methods championed by inte-
grated pest management principles. Application of these principles is more
closely related to the interest of state agencies in predicting and pre-
venting vectored disease outbreaks and abnormal pest populations. This
places the MCD manager at the center of opposing forces unless long term
IPM methods such as water management and source reduction can be demon-
strated to the public to have a cost advantage in the long run. This
requires local research (pilot) demonstrations and a convincing public
education program.
Figure 1, State Integrated Mosquito Management System
/
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9
Project I-D. Know Your Professional Mosquito Control Associations
Mosquito control work requires the cooperative efforts of a wide
range of occupations and interested persons. Along with people
interested in biology, ecology, public health, and engineering are those
interested in teaching, public education, government and the new field
of environmental mediation (how to solve one problem without creating
several others). These people get together in state, regional and
national associations in an effort to help one another in controlling
mosquitoes (Table 1).
The national (and world wide) association is the American Mosquito
Control Association, 55^5 E. Shields Ave., Fresno, CA 93727* phone
(209) 292-5329. It has recently published two booklets for schools and
public education:
a. "Mosquitoes and Their Control in the United States", a 10 page
color brochure, $1.00 per single copy.
b. "Mosquito Control Begins at Home", a 10 page cartoon coloring
booklet for primary school to service clubs, 50# per single copy.
The series of Bulletins for the serious student and mosquito manager
includes the following:
#1, 1980, The Use of Aircraft in the Control of Mosquitoes, $10.00
1961, Organization for Mosquito Control, $2.00
1970, Manual for Mosquito Rearing and Experimental Techniques, S3«50
1980, Key to the Mosquitoes of North America North of Mexico,
Supplement No. 1 to Mosquito Systematics, $
Membership is $20 (student 910). Members receive a newsletter and
the quarterly journal of readable scientific and technical articles»
Mosquito News. It is filled with ideas for projects including a
reference section on articles published throughout the world (Table 2).
1. Locate your state or regional association ___________________________
association name
person contacted phone address
2. Find the AMCA member in or nearest your community
phone
name address
3. Prepare a report for class, club, or news on the services available
from professional associations that will be of help in your project.
Projects completed:
(Signed)
project or report title date manager, teacher, leader, parent
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10
Table 1. State and Regional Mosquito Associations in EPA Region VIII
1. Montana Montana Mosquito & Vector Control Association
Kenneth L. Quickenden
Vector Control Specialist
Dept. of Health & Environmental Sciences
Helena, MT 59601
(406) 449-2408
2. North Dakota Mosquito Survey Committee
Kenneth Tardif, Chief
Division of Environmental Sanitation & Food Protection
North Dakota State Department of Health
1200 Missouri Ave.
Bismarck, ND 5&505
(701) 224-2382
3. Utah Utah Mosquito Abatement Association
Steven V. Romney, Secretary-Treasurer
Manager, Uintah County MAD
P. 0. Box 983
Vernal, Utah 84-078
(801) 789-4105
4. Colorado West Central Mosquito and Vector Control Association
South Dakota
Wyoming Entomologist
Colorado Department of Health
4210 East 11th Ave
Denver, CO 80220
(303) 320-8333
Ben H. Kantack
Extension Entomologist
Cooperative Extension Service
Entomology Department
South Dakota State University
Brookings, SD 57007
(605) 688-6176
Everett W. Spackman
Extension Entomologist
Cooperative Extension Service
Plant Science Division
University of Wyoming
P. 0. Box 3354
Laramie, WY 82071
(307) 766-4261
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11
Table 2. Index Terras Used in the "Literature References to Mosquitoes
and Mosquito-Borne Diseases", K&squito News.*
Control Operations:
Applied Research:
Basic Research:
Vectors of:
Mixed Research:
References:
Fumigants
Adulticides, larvicides and ovicides
Growth regulators
Integrated pest management
Water management
Mosquito control agency problems
Parasites, predators, viruses and related agents
Cost analysis
Equipment
Attractants and repellents
Resistance and susceptibility
Pesticides and chemicals
Toxicology
Behavior, biology, and ecology
Genetics and genetic control
Anatomy, morphology, and physiology
Techniques—Tissue culture
Taxonomy
Distribution
Several diseases
Arboviruses and other vertebrate viruses—
Encephalitis—California & St. Louis, Eastern &
Western Equine, Japanese, Venezuelan Equine
Dengue, Semlike Forest, Sindbis, West Nile
Yellow Fever, Rift Valley Fever
Filariasis—Diro filar ia
Malaria—
Cerebral
Control and Eradication
Immunology, Narcotics
Parasites
Simian
Therapeutics and antimalarials—-Resistance
Transfusion
Vectors
Experimental hosts or vectors
Allergic reactions
Light and other trap studies
Literature references and reviews
Biography and history
Subjects not covered by other headings
Booklets and reports
Books
Errata
* The Index Terras are listed in the sequence used to provide an insight
into the interrelatedness of control and research activities as well
as provide useful starting points in your library's card catalog.
Use Books iji Print to discover books not in your library on mosquitoes.
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Part II. Projects on Control Operations and Skills
The community that has an overworked summer mosquito control crew
or a number of residents who are most unhappy with the number of
mosquito bites being received is probably a community that did not do
its homework before the "mosquito season". "Off season" management
decisions can prevent the production of more mosquitoes at less expense
than can attempts to kill them "in season". It is a big job.
The greatest success is when each person in the community knows
what to do to prevent mosquitoes from breeding. Providing this
information effectively is a very big job.
It has been divided into a number of projects that can be done in
about any order. Some require a few hours and others several months.
Many can be done outside the "mosquito season" when schools are open.
Others can supplement current control efforts.
The projects are grouped into the four basic areas in which
information must be developed before the best decisions can be made in
selecting control options. The best options are those that produce the
greatest benefit and environmental improvement at the least cost in
money and in environmental damage. Each community must decide which
habitat modifications are to be considered improvements and which are to
be considered damaging to the environment. Without a careful study in
all four areas, it is often impossible to tell.
A. Know your control area has projects on the making of maps
and an attitude questionaire.
B. Know your mosquito projects include making collecting
equipment, identifying pest species, and estimating
their numbers. When attempts are made to kill biting
females, one project will help determine the
effectiveness of the application.
C. Know your mosquito breeding areas has larval sampling
projects for the breeding season. Egg sampling for
any time of the year is in project III-B.2.
D. Know your management options contains projects that reduce
mosquitoes primarily by preventing their breeding. An informed
organized community program is the secret to low cost mosquito
reduction. This requires skill and patience in getting people
to work together, the art of government.
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13
Part II Projects on Control Operations and Skills
Table of Contents
A. Know Your Control Area 14
1. Making a Large Area Control Program Map 15
Figure 2. Portion of Eastlake Sectional 16
2. Making Small Area Operations Maps 17
Figure 3» Rectangular Survey System & Eastlake Area 18
Figure 4. Aerial Photographs Available from the ASCS 19
Figure 5» Ordering Aerial Photographs from the ASCS 20
Figure 6. Operations Map: Eastlake Res No. 2 . . 21
3. Making an Attitude and Mosquito Bite Exposure Survey . . 22
Figure 7» Mosquito Management Survey (Sample) • • 23
Table 3* Weighting Scales for Observations .... 24
B. Know Your Mosquitoes*. 25
1. Making Collecting Equipment for Adult Mosquitoes .... 26
2. Sorting Mosquitoes and Identifying Local Pest Species . • 33
3* Making Adult Mosquito Surveys • 46
C. Know Your Mosquito Breeding Sites 50
1. Making a Larval Mosquito Breeding Site Survey ...... 51
a. Building Two-Chambered Cages for Emerging Adults . . 52
b. Making a Pocket Larval Collecting Kit 53
2. Classifying Breeding Sites by Priority for Control ... 54
D. Know Your Management Options 55
1. Designing Public Education Leaflets (For the Management
of Small Breeding Sites) •.•••••••.. 56
Figure 9« Mosquito Control Leaflets, Examples . . 57
2. Estimating the Amount and Sources of Funding ...... 58
3. Designing a Control or Management Program ........ 59
Figure 10. AMCA Policy Statement on Mosquito Control 60
Figure 11. Community Mosquito Reduction Check List 61
a. News Bulletins and Group Project Status Reports • . 62
4. Estimating Costs for Large Area Control Options 63
5. Cost Sharing of Breeding Reduction with Landowner .... 64
6. Forming an Organized Control District . .... 65
7. Calibrating Festicide Application and Equipment*. .... 66
Figure 12. Spray droplet pattern 71
* Contains an expanded Table of Contents
-------
14
II-A. Know Your Control Area
Learning to know your control area is the practical and scientific
equivalent to the sport of Orienteering. Managing mosquitoes requires a
thorough knowledge of the land and of the water in which they breed.
The best way to assemble this information is in the form of maps.
Many helpful maps are available, however, the best ones are those
you make yourself for your own needs. A base map is a map upon which
you add special information. You can buy or make your own base maps.
It is best to buy the base map that contains your entire control area.
It is best to make your own base maps for control operations.
These are the maps on which you will plot mosquito breeding sites and
other management information such as the prevailing wind direction
during the mosquito season. In rough dry terrain, mosquitoes tend to
migrate along paths wiith high relative humidity. This can produce
horrendous populations at one spot and 50 feet away not a bite.
When out checking your operations maps, learn to recognize the
types of vegetation associated with mosquito breeding and hiding places.
Also keep an eye on what effect man's activities in construction and
agriculture are having on producing or destroying mosquito breeding
habitats. Keep on the watch for mosquito predators in the air and in
the water. These observations will not only help in the control of
mosquitoes but can often be used in the design of research projects.
Each breeding site is suitable for a limited set of good research
studies. There are practical questions that must be answered to manage
the site. The site may also be ideal for answering questions of a more
general, scientific nature. Answers to these questions may be useful to
the entire control area* for example, the location of Index or Reference
sites for monitoring mosquito populations in the community.
The weather more than any other factor determines the wide range
of mosquitoes in your community. In addition to the weather data from
reference sources for your community also learn the general air flow
patterns that carry mosquitoes into protected areas.
-------
15
Project II-A.1 Making a Large Area Control Program Map
A program map helps to make people aware of the total problem.
They need to be aware of the relative size and location of three areas:
The protected area: that area in which a minimum of mosquitoes is
desired and where breeding must be prevented.
The barrier zone: that area around the protected area in which
control operations must be carried out. It must be wide enough to
prevent mosquitoes from easily flying across (1 block to 1 mile wide).
The outlying area: that area around the barrier zone in which no
control operations are normally carried out.
1. Obtain a sectional topographic map for your area. The state index
to topographic maps lists libraries that keep reference files of
maps and dealers who sell maps in your state (Project I-C, #4).
Order the largest scale (most detail) map for your area. This will
usually be the 7.5 minute series with a sdale of 1:2^,000 on which
1 inch represents 2000 feet. $1.25 each. It will provide an
excellent overview of your area showing drainage patterns, railroads
and main roads. The section numbers are also given that are helpful
in ordering ASCS aerial photos of agricultural and urban areas(Fig. 2).
2. Obtain large scale road maps that show your area plus one to five
miles around the barrier zone. Possible sources are the Highway
Department, real estate and abstract offices, City Hall, Court House,
Library, local newspaper office and regional planning offices.
3. To start your base map, select the map that shows the required area
and has sufficient detail with which to identify property that may
fall on either side of lines marking the barrier zone.
k. Use an opaque projector as an aid in transferring detail to your
base map if the other map has a different scale.
5* Draw in what you think should be the protected area and the barrier
zone. This is your proposed program map. Your protected area may
be your house lot, block, farm, city, or a part of or a whole county.
Projects completed:
Obtained Topo Index _____ (Signed)
Obtained sectional
Obtained road maps
Completed base map
Completed program map
Prepared report on map _______
date manager, teacher, leader, parent
-------
:ctio
Ecutlake '
. Ret No S
Etutlak*
Ru No t
'15366
DITCH
Section Number
Figure 2. Portion of EaBtlake Sectional
-------
17
Project II-A.2 Making Small Area Operations Maps
Operations maps must have a scale large enough to permit sketching
in each mosquito breeding site. A convenient scale is 8 inches per %
mile. This scale places a quarter section of land on an 8)4 x 11 inch
sheet with margins for notes and space for binding holes# Cities are
often laid out with 10 and 16 blocks per mile or ^0 blocks per sheet.
1. From the topographic map (sectional) of your area (Project II-A.1,
#1) select the section numbers for aerial photos (Figure 3).
2. Visit your County ASCS office to order 10" by 10" contact prints of
clear film base positive transparencies, $3»00 each (Figure k). The
photo index will show many overlapping photographs (Project I-C,
#5)* Each photograph will cover from 8 to 30 sections.
3. Double check your aerial photo order. It takes up to 30 days for an
order to be printed. Any error delays your work a month and cost
you more money. Use the photo index identification codes for the
prints for faster service than that provided by the alternate means
of ordering given on the order form (Figure 5)«
k. Project your positive transparency onto a wall with an overhead
projector. Find a pair of road intersections you know are a half
mile or a mile apart. Move the projector toward or away from the
wall until 8 inches equals % mile. Check this with more than one
pair of roads. Your projector is now calibrated for the production
of operations maps.
5. If you need to make more than one operations map, make up a code for
identifying them in a systematic manner. One system is to use
Township, Range, and Section numbers followed by A to D for the
quarter sections (?3N,R8w,S12A) or (3N8W12A). Number your
operations maps on the program map. Now you can make any operations
map needed without having to enlarge the entire transparency. Also
you can add operations maps in an orderly manner (Figure 6).
6. Prepare an operations map by projecting the desired area onto a
sheet of paper and tracing in all roads and other landmarks that
will aid in sketching (in the field) the location of mosquito
breeding sites, the source of the water, and drainage routes.
Include ponds, streams, and ditches. After visiting the site, again
project the area. You will now notice detail you missed before.
Make a few copies for plotting breeding sites (Project II-C.1).
Projects completed:
Ordered aerial photo (Signed)
Projector calibrated
Map code selected
Operations map completed
Report prepared on map
date manager, teacher, leader, parent
-------
18
The I;ectan£ular Purvey System
>MW
• tow
ADAMS
COUNTY
iOiMN
DENVER
itiw
litw
Map showing Denver and vicinity In toima of lie
actual Township*. Ranges and Sections. --
. 1 1
STANDARO
T9N
1
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14H
3
5
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a
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Diagram ibewieg diviiioa of «r»c»
Sate Towntbip*
36
31
32
33
34
35
36
31
1
6
5
4
3
2
1
6
12
7
8
9
10
II
12
7
13
18
IT
16
19
14
13
18
24
19
20
21
22
23
24
19
23
30
29
28
27
26
25
30
36
31
32
33
34
35
36
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1
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5
4
3
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1
6
S*ctien«l map of Towedup thawing
•djoiniag SkiImi
40 CHAINS
160 ROOS
2640 FEET
NW '/4
160 ACRES
1320 FT.
NW'/4 SW'/4
40 ACRES
20 CHAINS
W 1/2 NE >/4
ao ACRES
20 CHAINS
_«»«« or
KCTWN ~
NE V4 SW V4
40 ACRES
660 FT.
W Vi
NW'/4
SE'/4
20 ACS
10 CHAINS
660 FT.
E
NW '/4
SE'A
20 ACS
40 ROM
60 ROOS
E'/2 NE'/4
ao ACRES
1320 FT.
N Vfe NE Ut SE 'A
20 ACRES
S */2 NE '/4 SE l«i
20 ACRES
SO *003
SW '/4 SW '/4
40 ACRES
440 YARDS
N % N« %
» w'/« sc Ife
SE '/4 SW
-------
U.S. bEPAhTMENT OF WftlC'ULTURE
*Agrleulturo) Stobilltotlon and Cont«rvotion Stfvlet
PRICES FOR AERIAL PHOTOGRAPHIC REPRODUCTIONS
Prices Effective April 1,1978
ASCS-441A
(3-6*78)
19
The prices listed below are effective until further notice. The price* given are tor items most generally reqn* .ed. Ordering
instructions are shown on the back of the order form. Information regarding other available items will be fornix ed upon rece-' —
of inquiry outlining needs. >
T Y PC AND
A PPNOXIMATI
SIZE OF
REPRODUCTIONS
SLACK k WHITE
X/ film bask
POSITIVE
tranip.
COLOR
AVAILABLE ONLY FOR NATIONAL. FOREST AREAS
FROM COLOR NISATIVI
PAPER
•miamaaiim,
FILM BASK
POSITIVE
TRANSP.
FROM C-LOR POSITIVE
• HITC
OPAQUE-
BASE Fl'_»
FILM BASE
POSITIVE
TRANSP.
%J Photo Indexes
20"x 24"
S 5.00
S1S.00
2/ Contact Prints
4/ 10" x 10"
2.00
t S.S0
112.00
7777777777777
I 7.00
$12.00
Enlargements
12" x 12"
5.00
15.00
I
1
') Request
15.00
20.00
17" x 17*
6.00
8.00
20.00
25.00
30.00
24" x 24'
7.00
10.00
25.00
30.00
35.00
38"x 38"
15.00
17.00
40.00
45.00
50.00
\J For screened transparencies, add S1.50 per print. When ordering this product, specify "Screened Trans pareccy" on the order.
2/ Only Diazo line indexes of some Forest Service photography are available - 11.00.
3/ Contact prints are not available as sectionals, or with scale accuracy.
4/ Cronopaque black-and-white contact print 10" x 10" - S3.00. (Only available on 1,0" x 10" size.) -
Aerial photography is obtained at various scales, only one
or two of which are available of any given area. The
majority of photography held by APFO is at the scales
in heavy black type below.
Enlargements from the aerfal negative are available in the sizes
and at the approximate scales shows in the following table.
Scalea requiring "sectional" enlargements are made for approxi-
mately of the negative. "Standard" sectional enlargements
are available at no extra cost.
SALE OP ORIGINAL PHOTO
OSTANCK ALONO
ONE SOE
OF PHOTO
AVAILABLE N
PAPER
SIZE .
APPROXIMATE FEET/MCH SCALE FROMl
FRACTIONAL
SCALE
CONTACT PRMT
SCALES- FT. /IN.
CNUMWSKkcr/r
1:15,840
»«TOG*APWY
1:23,000
PHoraoRArw
1:40,000
nHOTOoRAmv
saw
COLON
1:15,840
»20 ty*
2.25 miles
X
X
12"x12"
1.26X
1" si 050*
1"=:32(T
1"=2640'
1:20,000
1667
2.84 miles
X-
12" x 12"
2.53 X.-
Sectionsl
l"sl320' -
Sectional
*1:24,000
2000
3.40 miles
*
X
1:31,680
2640 '>*
4.50 miles
X
17"x 17"
1.66X
1"=790'
1"=1000*
1"=2000*
1 £8,000
3167
5.40 miles
X
17"x 17"
3.33X
Sectional
-
1"=1000'
Sectional
r1:40.000
3333
5.68 miles
X
1 ;48,000
4000
6.81 miles
X
24" x 24"
2.S3X
1"=S25*
l"=660t4
l"sl320»
1:58,000
4833
8.24 miles
X
24" x 24"
5.05X
. Sectional
1"=330'(^
Stcdnaly'
1"=660'
Sections!
1:72,000
6000
10.22 miles
X
1:80,000
6667
11.36 miles
X
38"x 38"
4.16X
1"=320*
1"=400*
1"=800'
i:
38" x 38"
8.33X
Sectional
1"=200'
Sectional
1"=400*
Sectional
Remittance is required before prints will be made. Make check or money order payable to ASCS. Official purchase orders are
accepted for tax-supported agencies.
ADDRESS ORDERS FOR PHOTOGRAPHS TO*
Aerial Photography Field Office, ASCS-USDA .
2222 West 2300 South, P.O. Box 30010, Salt Lake City, UT 84125
Telephone: (801) 524*5856 (Commercial) and 588-5856 (FTS)
Figure k. Aerial Photographs Available from the ASCS
-------
_2£L
GENERAL
Three a^.-ncie* of tin* l.'.^DA ohuin aerial |»h«it»i<:raph\ from their iw \griculhjril
Stabilization and Conservation Senior (-\>C>'); Forest Service (FS): and Soil Con*
servation Service (SCS). The combined aerial photography covers about 90% of the
nation, primarily the agricultural and national forest areas. About 95% of the photo
graphy waf flown with black and white (B\ W) pancliromatic Him. Natural color
and color infrared (fata color) has I wen flown only over national foreM areas, Scale
of the photography on file varies from 1; 15,840 to 1 '80,000 with about 15% at
\: 15,840; 70% at 1:20.000; 10% at 1:40,000; and the remainder at \ariou<> other
scales. Recently, most photograph) hat been flown at 1:40,000.
ORDERING AERIAL PHOTOGRAPHS
For a*sistancc and/or information about ordering aerial photography, we suggest a
visit to the count)- ASCS office, SCS field office, or the national forest office in
your area.
Exposures available are identified in either of the following ways:
Rp<
\ Sym / 5fP.Np.
1&67 ABC41&-3
Date of Photo Rofl No.
A^C-Ikli-32*
Date of Photo
$YHT
Rod No.
\£xo. No.
4.10.74 123454 74^3*
If the photo identification is not known, you may make the coverage'sclection
necessary to meet your requirementa in any of the following ways;
a. Furnish a map outlining your exact area of interest. We w&l then make the
selection for you.
b. Send a detailed description of your area of interest for us to use in making
selections, (latitude-longitude, towruhip-tinge, etc.)I
c. Visit the locaJ county ASCS office, SCS office, or the local, Regional, or
National Forest office.
d. Purchase the photo index sheets covering your area and then select the
individual prinU best suited for your needs.
IMPORTANT • On LABEL on face of order, orint or tvpe items 1 thru 4 only.
JlZE AND TY»t
OF REPRODUCTION
QU AN.
CODC ON
IVMBOkl
ROLL NO.
IXPOIURI NO.
24" x 24" Enlargement
X
DJD
3A
96
24** x 24" Transparency
1
48041
173
89
Column 1. Enter size 9h" x 9K:'\ 24** x 24", etc., 2nd Type of Reproduction. When
ordering indexes enter "Photo Index " and list sheet numbers and year of photo-
graphy.
Column 2. Enter number of prints wanted from each exposure number.
Columns 3,4, and 5. Enter the code or symbol, roll number, and the exposure
number of the negatives. Exposure numbers may be listed in inclusive sequences.
This information is in the upper right corner of each photograph and may be
obtained from
photo-index sheet*.
SCALES
FRACTIONAL
scales
ft./in.
AREA COVERED
¦ V ONE PHOTO
• TVPE OF
photography
1:15,840
1320
2.25 x 2.25 mi.
US W/C/FC
1:20.000
1667
2.84 x 2.84 mi.
B&W
1:24,000
2000
3.40 x 3.40 mi.
U& W/C/FC
1:38.000
3167
5.40 x 5.40 mi.
B&W
1:40.000
3333
5.68 x 5.68 mi.
B&W
1:48.000
4000
6.81 x 6.81 mi.
B&W
1:.*8.000
4833
8.24 x 8.24 mi.
RSW
1:72.000
6000
10.22 x 10.22 mi.
RSW
1:80.000
6667
11.36 x 11.36 mi.
B&W
*B&W = Black & White Panchromatic Film
C = Natural Color
FC = False Color Infrared
PRINT SIZES & TYPES OF RLPR0UUC1 IONS
Contact PrinU art- On- same r>i/,e ax ama] n<-^ati\en. apj/ruun^lik 9x9 im hea.
ASCS aerial photograph) i* flown at two different negative scales:
1:20,000(1 **« 1667*), the area covered l»y a contact print is about 8
nquare miles.
1:40,000 (1**=3334*), the area covered by a contact print is about 32
square miles.
Print# are available with either stereoscopic or pictorial overlap.
Stereoscopic Coverage requires each consecutivcl) numbered print in the line of
flight which gives an endlap of about 65% between adjacent prints.
Pictorial Coverage requires alternate numbered printa in the line of flight resulting
in an endlap between prints of about 30%*
Starsoscepie eov«r«o«
-------
T1S, R68W,S36
(8 inches = % mile)
NW quarter of section 3&
(1S,68tf,36B)
Past tin rt\ Afi*
57
se
Scale: inches/feet/steps
1 330 128
1/2 165 64
1/16 20
1/32 10
SW quarter of section 36
(1S,68V,36C)
SE quarter of section 35
v (1S,68w,35D)
I?AST JlcTh Aug
Figure 6. Operations Map: Eastlake Res No. 2 or IS68W36C
-------
22
Project II-A.3 Making an Attitude and Mosquito Bite Exposure Survey
A control area contains a variety of people with a wide range of
experience with mosquitoes. Some people are not aware of their
existence. Others call every small insect a mosquito. The exposure to
mosquitoes and the human response must be determined. Two limiting
factors are the acceptance of present conditions and the cost of
changing those conditions.
1. Select homes and businesses in each of the three regions of the
proposed or present control area:
a. Protected area - minimum mosquito populations
b. Barrier zone - minimum to normal populations across H to 1 mile
c. Outlying area - normal mosquito populations
2. Prepare a questionaire including at least one question from each of
the following four groups. Suggested statements are given including
a sample questionaire (Figure 7) and a weighting scale (Table 3) for
tabulating results. These statements can be used, but there may be
others that are more appropriate for your community.
a. Exposure at home or business: Number of persons exposed
Hours each person exposed
Activities interfered with
Severity of exposure
Landing or biting rates
b. Human response: Physiological response
Activity limitation response
c• Acceptance of present conditions:
Degree of acceptance
Method of acceptance: repellents, clothing, screening,
avoidance, limit time in area
d. Cost of change:
Price willing to pay for acceptable control per year
Method of payment: tax, assessment, part of business operation
3. Administer the questionaire (personal interviews are best).
k. Conclusions for the control area:
a. The community is, is not, in need of mosquito control.
b. Protected area and barrier zone boundaries, are, are not, fair.
c. More sampling is, is not, needed to confirm boundaries.
Projects completed:
Questionaire designed (Signed)
Questionaire administered
Data tabulated & discussed
report title
date manager, teacher, leader, parent
-------
Mosquito Management Survey (Sample)
Human Attitudes and Exposure to Biting Mosquitoes
23
Date
Sampler
Sample Number
Check the location of household or business:
Protected Area Barrier Zone Outlying Area
Record the age and check the frequency of bites for each occupant:
A. Frequency of bites per 24 hour
period during mosquito season
Ages:
1
2
3
k
5
6
7
8
None
Less than half the time
About half the time
More than half the time
Every 2b hour period •
B. Response to bites
None
Mild
Severe . • .
C. Acceptance of present conditions
No change in activity .
Avoids mosquitoes part of the time
Avoids mosquitoes all of the time .
I
i
!
D. If control measures are desired, circle the price willing to pay per
Household, or
S 5
10
15
20
25
50
75
100
125
Wet acre, or
$.10
.30
.50
.70
1
2
3
k
5
All acres, or
8.01
.03
.05
.07
.10
.20
.30
.40
.50
Mill levy (mill)
0.1
0.3
0.5
0.7
1
2
3
4
5
For the preferred methods of payment, circle the rankings:
Special district property tax 12 3
General property tax 12 3
Wet acre 12 3
Household or business assessment 12 3
Volunteer work 12 3
Part of farm or business operation 12 3
Use back for descriptive comments on livestock, property values,
encephalitis, activities interrupted by mosquitoes and other information.
Figure 7. Sample Questionaire for Management Information
-------
Zk
Table 3. Weighting Scales for Observations and Subjective Responses
Number of
Options
Subjective
Assessment
Weights
2
No or none
0 F
Yes or some
1 T
3
None, never
0
Some, part of the time
1
All, all the time
2
5
None
0 F
Less than half the time
1 D
About half the time
2 C
More than half the time
3 B
All the time
k A
7
None
0
Almost none
1
Less than half
2
About half
3
More than half
4
Almost all
5
All
6
9
None
0
Almost none
1
Much less than half
2
Less than half
3
About half
4 F
More than half
5 D
Much more than half
6 C
Almost all
7 B
All
8 A
-------
25
II-B. Know Your Mosquitoes
To manage mosquitoes you must know the pest species. This unlocks
information in the reference literature for you. Here you will find
recorded the behavior of the 3 to rarely more than 7 species that carry
disease or make a nuisance of themselves in your community. Of
importance is their biting behavior and their selection of hosts, egg
laying sites, and shelter for daytime and overwinter.
To know the pest species you must first collect them. A few can be
collected by placing a small killing vial over them. A lot more can be
obtained by a battery powered collector you can build. As a light trap
it will collect males if near their breeding site. Adults can also be
obtained by collecting the wigglers and tumblers (larvae and pupae) and
holding them in a cage until they become adults.
Learning to know your mosquitoes involves a series of steps:
1. Making collecting equipment for adult mosquitoes contains
directions for making collecting equipmet for a few or
for hundreds of specimens.
2. Sorting mosquitoes and identifying local pest species
gives directions for identifying mosquitoes by their
relative abundance. This method simplifies identification
of pest species as you learn to recognize at sight the
3 to 7 species that make up over 90% of any collection.
3« Making adult mosquito surveys contains a variety of
sampling methods used to learn the abundance of mosquitoes
in a community. Some require no equipment other than
paper, pencil, and a watch.
After the first species and population surveys are
completed, check through the research designs in Part
III before selecting reference or index stations.
Proper sampling not only saves time and money but
produces valid comparisons of pest populations with
respect to time, place, and control measures.
References:
Nielsen, Lewis T. September 1979. Mosquitoes, the mighty killers.
National Geographic 156(3):^26-440.
Center for Disease Control, Vector Topics:
No. 1, Control of St. Louis Encephalitis, 35 pa~es.
No. 2, Control of Dengue, 39 par-es.
Io• 3, Control of Western Equine Encephalitis, 35 pages.
No. k, Biology and Control of Aedes aegypti, 68 pages.
-------
26
II-B. Know Your Mosquitoes
Table of Contents
1. Making Collecting Equipment for Adult Mosquitoes . 27
Table 4. Suppliers of Mosquito Collecting Equipment „ . 28
Table 5« Suppliers of Collecting and Mapping Equipment 28
a. Making a Chloroform Collecting Vial 29
b. Completing the Motor Mount and Fan Chamber 30
Figure 8. Battery powered Collector and Light Trap . . 31
c. Completing the Collecting Capsule ..... 32
d. Making Collections with the Battery Powered Collector • • 33
2. Sorting Mosquitoes and Identifying Local Pest Species .... 3^
Table 6. State Lists and Classical Mosquito Drawings . 35
Table 7. Potential Pest Species in Region VIII .... 36
Table 8, Ranking of Mosquitoes in Region VIII by
Comparative Abundance 37
Table 9« Twenty-Seven Pest Species in Region VIII ... 38
Table 10. Breeding Sources Commonly Inhabited by
Pest Species 39
a. Recognizing the Two Most Abundant Species ^0
Table 11. Characters to Use in Sorting Pest
Mosquitoes into Groups ......... *f1
b. Recognizing the Second Two Modt Abundant Species ^2
c. Selecting Sight Recognition Characters for Rapid Sorting 4-3
d. Recognizing the Second Four Most Abundant Species .... kk
e. Recognizing the Second Eight Most Abundant Species ... ^5
f. Labeling and Preserving Pest Specimens 46
3. Making Adult Mosquito Surveys •••• . 4 7
a. Making Species and Population Surveys «•••...«.. kB
b. Making an Adulticiding Quality Control Survey ...... k<$
Table 12. Layout, Terms and Calculations for Area
Quality Control Surveys 50
-------
27
Project II-B.1 Making Collecting Equipment for Adult Mosquitoes
Standardized equipment is sold for collecting adult mosquitoes
(Tables ^ & 5). The results are comparable around the world. Suitable
equipment can be made for most collecting purposes at a savings. A wide
variety of devices have been used which means that none do a top notch
job for all species. The following projects on making your own
equipment are for those species that land on or bite humans or other
hosts from which you then collect the mosquitoes.
The battery powered unit collects landing mosquitoes before they
can inflict painful bites and keeps the specimens in good condition.
The parts cost between $3 and $5* With the exception of the "grain-of-
wheat" bulb; a 200 milliamp, 3 volt motor (both from BioQuip Products);
and a 3 inch propeller, all parts are from common household items.
Directions are given for the lowest cost model (Figure 8 ) that
performed satisfactorily during the summer of 1979*
The battery powered unit will also attract males if used near their
breeding site. Males do not fly very far. If you collect several malesif.
you know there is a breeding site within a few 100 feet.
The two types of collectors are easy to build and to use in both
practical control work and in experiments. A set of three chloroform
vials fits in a pocket and works well with low level pest populations.
The battery powered unit will harvest a hundred in a few minutes from
high level pest populations.
The two collectors are each but one example of their type. Step by
step instructions are given for each. Many different modifications can
be made.
a. Read the instructions through and make a list of parts
and tools you have and of those you need.
b. Obtain the needed parts and tools.
c. Assemble the selected unit.
References:
Pratt, H. D., R. F. Darsie, Jr. and K. S. Littig. 1976. Mosquitoes of
Public Health Importance and Their Control. USDHEW, PHS, CDC,
Atlanta, 68 pp.
Service, M. W. 1976. Mosquito Ecology; Field Sampling; Methods.
Applied Science, London, 583 pp. (*76, AMCA)
SEE ADDENDUM for new inexpensive fan unit
-------
28
Table 4 Suppliers of Mosquito Collecting Equipment*
American Biological Supply Company, 1330 Dillon Heights Ave., Baltimore,
Maryland 21228. (301) 747-1797. Catalog for the professional,
amateur, or just plain collector. (No minimum order)
BioQuip Products, P. 0. Box 61 , Santa Monica, CA 90406. (213) 322-6636.
Equipment, Supplies & Books for Entomology 8t Botany Catalog."
($15 minimum order)
Concession Supply Company, 1016 N. Summit Street, P. 0. Box 1007,
Toledo, OH 43697. (4l9) 241-7711. Mosquito traps brochure.
Hausherr's Machine Works, Old Freehold Road, Toms River, NJ 08753*
(20®) 349-1319. Light traps and aspirator brochure.
John W. Hock Co., P. 0. Box 12852, Gainesville, FL 32604.
Light trap brochure.
Table 5 Suppliers of Weather, Mapping and Collecting Equipment
Ben Meadows Company, 3589 Broad Street, Atlanta, Georgia 30366.
(404) 455-0907. Forestry, Engineering and Educational Supplies
Catalog. ($1 service charge on orders less than 35)
Carolina Biological Supply Company, Burlington, NC 27215.
(919) 584-0381. OR Gladstone, OR 97027. (505) 656-1641.
Biological Materials Catalog. ($15 minimum order)
Edmund Scientific Co., 101 E. Gloucester Pike, Barrington, NJ 08007.
(609) 547-3488. Hobbyist, school, and industry scientific catalog.
(No minimum order)
Turtox/Cambosco, 8200 S. Hoyne Ave., Chicago, IL 60620. (312) 488-4100
or toll free (800) 621-8980. Life, Earth & Physical Sciences
Catalog. ($25 minimum order)
Ward's Natural Science Establishment, Inc., P. 0. Box 1712, Rochester,
NTT 14603. (716) 467-8400. OR P. 0. Box 1749, Monterey, CA 93940.
(408) 375-7294. Entomology Catalog. ($15 minimum order)
* For suppliers of pesticide application equipment and materials see
advertisements in Mosquito News or trade journals.
-------
29
Project II-B.1a Making a Chloroform Collecting Vial
r*-
Snap-cap
i Clear wall (glass)
2 layers of pasteboard
1 cotton ball
pieces of rubber band
saturated with chloroform
1. Select a snap-cap vial or bottle with clear sides. The Wheaton
#30, 1# oz, glass bottle fits in a pocket and is resistant to
breakage.
2. Drop in enough pieces of rubber hand to just cover bottom of vial.
3. Four in % inch of chloroform. (Chloroform is a toxic anesthetic.
Use only with adult supervision.)
4. Let vial stand 2 to ^ hours for the chloroform to be absorbed.
5. When no liquid is left, or any present is poured out, shake the
saturated rubber down and add one cotton ball.
6. Cut 2 disks of pasteboard a bit larger than the inside of the vial,
add on top of the cotton ball, and press down firmly.
7. The pasteboard and vial wall should be dry. If not, leave the cap
off a few minutes to evaporate the excess chloroform.
8. Put snap-cap on and vial is ready for collecting mosquitoes.
9. Vith skill, several mosquitoes can be collected from the lower side
of an arm or leg without waiting for each one to be knocked out.
10. About 20 mosquitoes can be collected before they should be emptied
into a holding container.
11. The charged vial should be usable for about 3 weeks.
12. To recharge, remove pasteboard and cotton, and add chloroform.
Projects completed:
1. Cne vial (Signed)
2. Set of three ________
date manager, teacher, leader, parent
-------
30
Project II-B.1b Completing the Motor Mount and Fan Chamber
Motor mount. Mark and cut a 6]^ oz (tuna, pet food, or short
pineapple) can bottom as sketched in Figure 8 ~A. Bend Tabs A and B up
and press around the 200 railliamp, 3 volt motor. Tape the motor to
Tab A. Then encircle Tabs A and B with tape while holding the motor in
central alignment. Fold up Tabs E and D and then fold the sharp points
over to lock the motor in place. Fold Tabs E and F similarly. The
leads from the motor (multi-stranded speaker hookup wire) should run
through the base of the folded triangular tabs. Fasten the 3 inch
propeller to the motor shaft. Check the motor rotation by holding the
motor leads to a D cell. Mark the polarity for the rotatioh that draws
air down past the mounted motor.
Fan chamber. Cut the bottom from a 6# oz nut can (with plastic
outer lid and snap-out inner lid). Check the motor alignment by
lowering the nut can over the mounted motor and turning the propeller by
hand. These 2 cans MUST have the same diameter. Twist the motor mount
if a small adjustment is needed. Again connect the motor leads to the
D battery to check alignment and proper motor rotation. Secure the fan
chamber to the motor mount with duct tape.
Battery pack and wiring. Tape 2 D cells together, side by side,
with one battery inverted. Connect the batteries in series at one end
of the pack with a narrow strip of aluminum foil covered with a piece of
electrician's tape. Fasten the battery pack to the fan chamber with
duct tape (Fig. 8 -C). Position the 3 volt "g»ain-of-wheat" bulb in the
center of the fan chamber even with the snap-out inner lid. Hold the
bulb in place with tape on the outside of the can. Twist together one
lead from the bulb and one from the motor and fasten to the exposed
positive pole of the battery pck with electrician's tape. Twist the
remaining leads from the bulb and motor and fasten to a switch made of
folded over electrician's tape (Fig. 8 -D). For OFF fasten to the side
of the battery pack. This keeps the tape clean and sticky. For ON
stick the switch to the exposed negative pole of the battery pack.
The above unit when suspended vertically with the bulb raised about
}£ inch above the rim and fitted with a thin mesh sock at the lower end
makes a "CDC" type light trap. Over half the specimens are damaged by
the propeller.
Projects completed:
1. Wired motor mount and
fan chamber completed (Signed)
2. Unit rigged as a CDC
light trap
date manager, teacher, leader, parent
SEE ADDEi'ijUH for new inexpensive fan unit.
-------
31
B.
VN.nl.
ON
off
Figure 8. A battery powered mosquito collector and light trap presented
in individual parts (A through E) and assembled. A. motor mount
marked for cutting and folding of tabs; B. motor mount completed;
C. fan chamber with battery pack and wiring; D. tape switch;
E. collecting capsule; F. assembled unit.
-------
32
Project Il-B.lc Completing the Collecting Capsule
Cut a hole in the bottom of an 11 oz all-purpose plastic mug
(Woolsworth) ill which to fit the collecting tube and plug (Mr. Misty
Freeze, Dairy ^.ueeii; Yogurt Pops, Safeway; or a toilet tissue roll)
(Fig. 8 -2). A rubber band around the collecting tube makes a good seal
if the cut is not entirely true. Cover the top of the cup with a fine
open mesh (thin hose) held in place with a rubber band. Trim the mesh
close to the band. Secure the rubber band and mesh with duct tape.
Another 2 or A- layers of % inch wide duct tape may be needed to build
the rim out to make a good seal when set into the top (resting on the
lip of the saap-out lid) of the fan chamber. Hold the collecting
capsule in place on the fan chamber with two duct tape tabs made with
folded over ends. To remove the capsule, peel one tab down to the fan
chamber and then grasp the capsule and slowly pull the two units apart.
With care the tape tabs will last all summer.
A variety of collecting capsules can be built and tested. Anything
that can be matched to the fan chamber will work with two limitations:
a. the mesh must be of light weight and
b. the collecting tube must not be smaller than the above
tubes or airflow will be inadequate.
The collecting tube has two functions:
a. it permits the specimens to roost on the inside of the
cup without being knocked about by air turbulence
b. its small diameter makes it easier to collect
mosquitoes from irregular surfaces.
The clear plastic tube makes the best use of the light. It can be used
as is (Mr. Misty Freeze) or with about 1/3 cut off.
Collections at different times or places can be kept separate by
making several collecting capsules. Live mosquitoes (30 to 50) can be
kept in good condition for several days by placing a wet cotton ball
(touched to sugar) on the mesh. Aedes will even lay eggs on the wet
cotton. Several hundred mosquitoes can be collected in a capsule
without loss of adequate airflow. The mosquitoes are easily killed by
placing the capsule on its side in the freezer or in a plactic bag with
a killing agent.
Projects completed:
1. Capsule completed (Signed)
2. Capsule of your
design completed
date manager, teacher, leader, parent
-------
33
Project II-B.1d Making Collections with the Battery Powered Collector
Hand held. Remove the plug in the collecting tube after turning on
the motor. The light will shine down the collecting tube to aid in both
finding mosquitoes and luring them into the collector. Rapidly
approaching the mosquito from the rear with the collecting tube touching
the surface just before hitting the mosquito insures a quick capture.
They can also be collected on the wing. The batteries will run the unit
about 12 hours of intermittent running time.
Attended light trap. Suspend the unit horizontally on a cord so
the light shines downwind (the wind will help hold it in position). The
batteries will last about 8 hours of continuous operation. No
differences were found between clear and opaque collecting tubes in the
numbers of males or females collected. The effects of different colors
of cups or lights were not tested.
Unattended light trap. A commercial battery rack should be used
and all connections soldered to improve durability and ease of operation.
A 300 milliamp battery eliminator can also replace the batteries (tfk-8 G
20795, Montgomery Ward). Oiling the motor bearings has been Suggested
for such heavy use. To make this possible, a hole must first be made in
the center of the motor base before cutting out the Tabs.
Non-directional light trap. A non-directional configuration is
made by mounting the bulb below the outer end of the collecting tube. A
rubber band will hold it in place. The unit is suspended vertically
with the bulb at the bottom. Mosquitoes are drawn in but the airflow is
not strong enough to lift heavy bodied insects up into the capsule.
Light versus bait. A rule of thumb is that a plain light trap will
collect about 1/10 the number of mosquitoes as a baited light trap. If
you sit down near the light trap and collect the mosquitoes landing on
your arms and legs as fast as they arrive with a hand held unit, all the
males will be in the fixed trap and the females will be in the hand
held unit. As you move farther from the fixed trap, it will collect
more females.
Mosquito approach path. Close observation will show different
species will arrive by different routes. Most seem to stay near the
ground and then come up to the trap or the bait (person).
Projects completed:
(Signed.)
project or report title date manager, teacher, leader, parent
-------
Project II-B.2 Sorting Mosquitoes and Identifying Local Pest Species
Adult female mosquitoes, the ones that bite, can be identified in
several ways:
a. by comparing with identified specimens
b. by using a taxonomic key to the species of the state (Table £ )
c. by having someone who knows the species identify them
d. by sorting a number of specimens from a Light trap or landing-
biting collection into like groups* counting the number in each
group and then comparing with a descriptive frequency table.
The last method is the simplest and the most available for the beginner.
A 10X hand lens or magnifier and a good light such as the high intensity
lamps sold in department stores for $12 to $20 are suggested.
The sort and count method is similar to the system taxonomists used
in the original classification and naming of mosquitoes. If a group was
sorted out for which no name had been created, the new group was
carefully examined for a feature that set it apart from the rest of the
collection. This feature was added to the identification key and a new
name was given to the specimens in this new group.
The sort and count method repeats this process with one difference.
Instead of having to make up a new name for each group, one can find
what name has already been assigned to the specimens in each group. A
scientific name can be used for only one species throughout the world.
Regardless of the language spoken in a country, each species name of two
Latin words (often underlined) is the same everywhere.
In the six states in Region VIII, the most common pest species
(Tables 7-10) ar>e all marked with white bands, strips or rings on one or
more body part (Table 11). 3y locking at these strips, the general color and
siae of the body, and the structures at both ends of the body, the pest
species can be sorted into 1 to 9 groups from any one collection. Often
most of the specimens will all sort into but 3 or 4 groups. There
usually will be a few specimens that do not look like any of the others.
These are not in sufficient number to be pests, but keep them for later
identification when time and skill permit determining the correct name.
One of them may well be a new record for the county.
The following descriptions of the most frequently collected pest
species should allow a person to determine the proper name for the
specimens in each major group and to make up a guide for the quick
identification of local pest species. Fifty and preferably over 100
specimens should be collected. The more specimens, the easier it is to
complete the project sequence for a given community.
Projects completed:
1. Mosquitoes collected
for sorting (Signed)
2. State List obtained
date manager, teacher, leader, parent
-------
35
Table 6 • State Lists and Classical Mosquito Drawings
Region VIII State Lists
Colorado
North Dakota
Harmston, Fred C. and Fred A. Lawson. 196?.
Mosquitoes of Colorado. USHEW, PHS, Center for
Disease Control: Atlanta. 1^0 pages.
Post, Richard L. and J. A. Munro. 19^9-
Mosquitoes of North Dakota. N. D. Agr. Expt.
Sta. Bim. Bull., 11(5):173-183.
South Dakota
Gerhardt, Richard W. 1966. South Dakota Mosquitoes
and Their Control. S. D. Agr. Expt. Sta. Bull.
#531. 80 pages.
Montana
Wyoming
Utah
Quickenden, Kenneth L. and Van C. Jamison. 1979.
Montana Mosquitoes, Part 1: Identification and
Biology. Vector Control Bulletin No. 1
(Revised). St. Dept. of Hlth. and
Environmental Sciences: Helena. 5*f pages.
Owen, William B. and Richard W. Gerhardt. 1957.
The Mosquitoes of Wyoming. University of
Wyoming Publications in Science, 21(3):71-1^1•
Nielsen, Lewis T. and Don M. Rees. 1961. An
Identification Guide to the Mosquitoes of Utah.
University of UTah Biological Series, 12(3).
63 pages.
Classical Mosquito Drawings
Old Master Carpenter, Stanley J. and Walter J. LaCasse. 1955*
Mosquitoes of North America. (197^ reprint
$28.50) Univ. of Calif. Press: Berkeley.
360 pages.
California Bohart, R. M. and R. K. Washino. 1978. Mosquitoes
of California. Agr. Sciences Pub. #408*f.
Univ. of Calif: BerKelpy 9^720. 153 pages.
$6.00.
-------
36
Table 7. POTENTIAL PEST SPECIES OF MOSQUITOES IN REGION VIII
Biting
Range
State Frequency*
#
Species
Period
Generations
Crai.)
CO
MT
ND
SD
WY
ur
1
Aedes campestris .
Apr-Jun
2-3
3
3
2
2
2
2
2
canadensis
May-Aug
1
short
-
3
X
X
X
-
3
cataphylla
May-Jul
1
strong
2
X
-
-
1
2
4
cinereus
May-Jul
2-3
short
3
2
-
X
X
X
5
dorsalis
Apr-Nov
1/flooding
10-20
1
1
1
1
1
1
6
excrucians
Jun-Aug
1
migrate
2
X
X
X
2
3
7
fitchii
May-Aug
1
2
3
X
X
2
2
8
flavescens
Apr-Jul
1
X
3
2
3
3
X
9
hexodontus.
Jun-Aug
. 1
2
X
-
-
3
2
10
idahoensis **
Jun-
1
several
1
1
3
X
1
-
11
lmpizer
Jun-
1
X
X
-
-
2
3
12
imp li cat us
Apr-Jun
1
3
X
-
-
3
3
13
increpitus
Apr-Aug
1
2
2
-
X
2
1
14
intrudens
Jun-Jul
1
3
X
X
X
X
X
IS
melanimon
May-Sep
1/flooding
10+
2
1
-
-
1
2
16
nevadensis (comm.}
Jun-Aug
1
short
2
3
-
-
1
2
17
nigromaculis
May-Sep
1/flooding
2-5
1
1
2
2
2
2
18
niphadopsis
Apr-Jul
1
several
-
-
-
-
-
2
19
pullatus
Jun-Aug
1
1
X
-
- ¦
2
2
20
punctor
May-Jul
1
3
X
X
-
X
-
21
sollicitans
5-20
-
-
-
3
_
_
22
spencerii • *
Apr-Jun
1-3
strong
-
3
2
3
2
3
23
sticticus
Apr-May
1-2
25-30
2
2
3
3
X
3
24
triseriatus
Jun-
several
*5-1
-
X
X
3
X
_
25
trivittatus
May-Aug
several
short
1
2
2
3
X
-
26
vexans
Apr-Oct
1/flooding
5-10
1
1
1
1
1
1
1
Anopheles earlei [occid.1
Apr-Sep
several
3
X
3
3
X
X
2
franciscanus
Jul-Sep
3
_
—
3
3
freeborni
Apr-Oct
several
1-2
2
X
-
-
X
2
4
punctipennis
Jun-Sep
several
2
X
X
X
X
-
1
Culex erythrothorax
Jul-Oct
short
3
2
2
pipiens
Jul-Oct
several
1+
X
X
X
3
X
1
3
salinarius
3
X
3
X
3
4
tarsalis
Jun-Oct
several
2-10
1
1
1
1
3
1
1
. Culiseta impatiens
Apr-May
several
3
X
X
3
3
2
incidens
Jun-Sep
several
Short
3
3
-
X
X
2
3
inornata
Jun-Oct
several
3
2
2
3
3
1
1
Coquiiiettiiia perturbans
Jul-
1
X
X
X
3
X
X
_1
Psorophora signipennis
several
3
X
X
X
X
X
39
* State Frequency: 1 = abundant, 2 = common, 3 = fairly common.
= present in state, (-) s not collected in state
** Considered one species, subspecies, and different species by
various authors.
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37
Table 8- RANKING OF MOSQUITOES IN REGION VIII BY COMPARATIVE ABUNDANCE
Regional
Ranking
State Ranking *
Species
CC
l UT
WY
MT
SD ND
Distribution
1
Aedes dorsalis
1
1
1
1
1
1
plains S valleys
1
vexans
1
1
1
1
1
1
plains § valleys
3
Culex tarsalls
1
1
3
1
1
1
plains & valleys
4
Aedes nigromaculis
1
2
2
1
2
2
plains
5
campestris
3
2
2
3
2
2
plains
5
Culiseta inornata
3
1
3
2
3
2
plains, valleys, mtns.
7
Aedes idahoensis
1
-
1
1
X
3
plains 3 valleys
8
increpitus
2
1
2
2
X
-
plains, valleys, mtns.
3
meTaiimon
2
2
1
1
-
-
plains § valleys
11
fitchii
2
2
2
3
X
X
plains, valleys, mtns.
11
sticticue
2
3
X
2
3
3
plains
trivittatus
1
-
X
2
3
2
plains
13
nevadensis (communis)
2
2
1
3
-
-
mountains
13
spencerii
-
3
2
3
3
2
plains § valleys
16
cataphylla
2
2
1
X
-
-
valleys S mountains
16
excTucians
2
3
2
X
X
X
mountains
16
Ilavescens
x
X
3
3
3
2
plains
16
pullatus
1
2
2
X
-
-
mountains
19
Culex pipiens
X
1
X
X
3
X
plains 5 containers
21
Aedes hexodontus
2
2
3
X
-
-
mountains
21
Anopheies earlei foccid.)
3
X
X
X
3
3
valleys
21
Culiseta incidens
3
2
X
3
X
—
plains, valleys, mtns.
24
Aedes cinereus
3
X
X
2
X
-
valleys 5 mountains
24
Anopheles freeborni
2
2
X
X
-
-
plains § valleys
24
Culex salinarius
3
3
X
-
3
X
plains
24
Culiseta impatiens
3
3
3
X
X
-
mountains
29
Aedes impiger
X
3
2
X
-
-
mountains
29
implicatus
3
3
3
X
-
-
valleys § mountains
29
intrudens
3
X
X
X
X
X
mountains
29
Anopheles punctipennis
2
-
X
X
X
X
plains
29
Coquillettidia perturbans
X
X
X
X
3
X
plains
29
PsoTophora signipennis
3
X
X
X
X
X
plains
34
Aedes canadensis
-
-
X
3
X
X
mountains
34
punctor
3
-
X
X
-
X
mountains
34
triseriatus
-
-
X
X
3
X
plains in treeholes
34
Culex erythrothorax
3
2
-
—
"
plains
37
Anopheles franciscanus
3
3
-
-
-
-
valleys
38
Aedes niphadopsis
-
2
-
-
-
-
valleys
39
sollicitans
-
-
-
-
3
-
plains
* State Ranging same as State Frequency on Table 7 •
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33
Table TWENTY-SEVEN PEST SPECIES IN REGION VIII
(TARGETS OF CURRENT CONTROL OPERATIONS)
Pest
Pest
State
Ranking
Ranking
Species
Status
CO
UT
WY
MT
SD ND
1
Aedes dorsalis
WN, V
1
1
1
1
1 1
1
vexans
WN, V
1
1
1
1
1 1
3
Culex tarsalis
WN, V
1
1
X
1
1 1
4
Aedes nigromaculis
LN
1
2
2
1
2 2
5
idahoensis."
1
-
1
1
X X
6
increpitus :
WN
2
1
2
2
X -
6
melanimon
WN
2
2
1
1
- -
8
carapestris
LN
X
2
2
X
2 2
11'
cataphyl la
LN
2
2
1
X
-
11
nevadensis (communis)
LN
2
2
1
X
-
11
pullatus
LN
1
2
2
X
-
11
trivittatus
1
-
X
2
x 2
11
Culiseta inornata
LN, V
X
1
X
2
x 2
14
Aedes fitchii
LN
2
2
2
X
X X
17
excrucians
2
X
2
X
X X
17
hexodontus
LN
2
2
X
X
-
17
spencern
-
X
2
X
x 2
17
sticticus
2
X
X
2
X X
17
Anopheles freeborni
LN, V
2
2
X
X
- -
20
Culex pipiens
WN
X
1
X
X
X X
24
Aedes cinereus
X
X
X
2
X -
24
flavescens
X
X
X
X
x 2
24
impiger
X
X
2
X
-
24
niphadopsis
LN
-
2
-
-
-
24
Anopheles punctipennis
2
-
X
X
X X
24
Culex erythrothorax
LN
X
2
-
-
-
24
Culiseta incidens
LN
X
2
X
X
X -
State Ranking: 1 = annual pest, 2 = commonly a pest, x = can be a pest
Pest Status: LN = local nuisance, WN = widespread nuisance, V = vector
-------
39
Table 10
BREEDING SOURCES COMMONLY INHABITED BY PEST SPECIES
Pest
Ranking
Species
Distribution
Pest Breeding Sources
Classi-
fication Comment
1
Aedes dorsalis
P, v
A,B,C
1
vexans
P, V
A.B
3
Culex tarsalis
p, V
A,B,C
4
Aedes nigromaculis
p
A,B
5
idahoensis
P, V
A,B,C
6
increpitus
p, Y*
M
A,B
6
melanimon
p, V
A,B
8
campestris
P
A,B
11
cataphylla
V,
M
B,C
11
nevadensis (communis)
M
B
11
pullatus
M
B
11
trivittatus
P
B
11
Culiseta inornata
P, V,
M
B,C
14
Aedes fitchii
p, V,
M
A,B,C
17
excrucians
M
B,C
17
hexodontus
M
B
17
spencerii
p, V
A,B
17
sticticus
P
B
17
Anopheles freebomi
P, v
C
20
Culex pipiens
p
C;
24
Aedes flavescens
p
A,B
24
cinereus
V,
M
B,C
24
lmpiger
M
B
24
niphadopsis
p, v
24
Anopheles punctipennis
P
C
24
Culex erythrothorax
p
C
24
Culiseta incidens
p, V,
M
B,C
27
Irrigation
waste water
Irrigated
meadows
Grassland pools
Overflow pools
Temporary pools
Mountain (temporary)
snow-water and
woodland pools
Overflow pools
Permanent pools
Irrigation
Mountain
Irrigation
Overflow pools
Marshes
Marshes § containers
Irrigation
Mountains
Marshes
Mountains
Distribution: P = plains, V = valleys,
Pest Breeding Source Classification: A
B
C
D
M = mountains (above 6000-7000 ft)
« irrigation related
= temporary natural pools
= marshes
= containers, tires § junk
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-------
41
Table 11. Characters to Use in Sorting Pest Mosquitoes into Groups
The characters used to sort biting mosquitoes fall into two groups:
Those that can be seen by the unaided eye or with the help of a 1CX hand
lens and those that require a 30X to ^>0X microscope. The plains and
valley pest species are much better marked than the mountain species.
The plains and valley species also occur in large mixed populations.
The easiest characters to use when sorting with a 10X lens and you
do not know the species are listed below:
1. Tarsal bands.! LooR for white bands or rings on the hind tarsi
(lower leg segments) and sort the mosquitoes by:
a. White bands absent ....... group 1
b. White bands present group 2
2. Location of tarsal bands. Sort group 2 with tarsal bands by
mosquitoes on which:
a. Band.ends at the joint between segments group 3
b. Band covers both sides of the joint group 4
3. Width of tarsal bands. Sort group 3 with tarsal band ends at
the joint by:
a. Wide bands (cover more than 1/4 of segment) ... group 5
b. Narrow bands (cover less than 1/4 of segment) . . group 6
4. Tip of abdomen. Sort each group (1, k, 5, and 6) by:
a. Tip of abdomen pointed = Genus Aedes group a
b. Tip of abdomen rounded group b
5. Proboscis banded. Look for a white band or ring near the
middle of the proboscis in each group (1, 4, 5, and 6) and sort by:
a. Proboscis with white band group c
b. Proboscis without white band .. group d
6. Maxillary palpus. Look for a palpus on either side of the
proboscis in each group (1, 4, 5, and 6) and sort by:
a. Palpi as long as proboscis = Genus Anopheles ... group e
b. Palpi much shorter than proboscis ........ group f
After finishing a sort, check each group to see if all the
mosquitoes in it look alike. If not, choose another character and again
sort. When finished sorting, count the number of specimens in each
group to determine their pest status.
Other characters used to identify the less frequently collected
pest species as well as many of the mountain species require a 30X to
50X microscope. For these species it is also helpful to mount the
specimens so the tOD and side views can readily be observed (Froiect
II-B.2f).
-------
k2
Project II-B.2b Recognizing the Second Two Most Abundant Species
Both are medium sized mosquitoes that also emerge from irrigation
waste water, irrigated meadows, overflow pools and other temporary pools
but in fewer numbers than the first two species. They have an average
maximum flight range of less than 10 miles across favorable terrain.
Together the 4 species make up about 70% of collections from the plains
and valleys.
3. Culex tarsalis
Examine the group sorted out by groups 2, *+bc (Table 11 ):
2. white tarsal bands present
't. tarsal bands cover both sides of the joint
b. tip of abdomen rounded
c. proboscis with white band
The specimens with white bands on the proboscis and tarsi are members of
the only pest species of Culex with brightly marked tarsal segments.
Culex tarsalis is the species collected alive for encephalitis surveys.
Set aside any specimens that do not conform to Culex tarsalis .
4. Aedes nigromaculis
Examine the group sorted out by groups 2, J>, ^ac (Table 11):
2. white tarsal bands present
3. tarsal bands end at the joint between segments
5. wide tarsal bands
a. tip of abdomen pointed = Aedes
c. proboscis with white band (and/or a longitudinal line of
yellowish scales on the upper surface of the abdomen)
The band on the proboscis is sometimes missing. Therefore a check of
the scales on the abdomen is needed. If the abdomen is covered with
yellowish scales rather than the line of yellowish scales, the specimen
is Aedes flavescens, the yellow Aedes, rather than nigromaculis, the
black blotched (spotted or speckled) Aedes.
Projects completed:
1. Know Culex tarsalis and
Aedes nigromaculis (Signed)
2. Know the sedond two
most abundant species
in my study area
date manager, teacher, leader, parent
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43
Project II-B.2c Selecting Sight Recognition Characters for Rapid Sorting
Rapid sorting of pest species demands that the specimen is
recognized at sight rather than having to "key it out" using several
individual characters. Gaining this skill is worthwhile. It improves
the quality and quantity of information for control pnrtposes. Even in
an entire state the number of pest species in any one year tends to be
only a few of the potential pest species. Even fewer would be found in
any one community.
Ranking of States by the Number of Pest and Potential Pest Species
Number of Species
Species CO UT WY MT SD ND
Abundant
Common
7
10
6
12
6
JB
5
_6
3
_2
3
_6
Ranking by Pest Species
17
18
14
11
5
9
Fairly common
11
_8
JL
_7
11_
^3
Ranking by Abundance of
potential pest species
30
26
20
18
16
12
Since different people tend to be impressed by different characters,
each person should make up and use their own memory guide of
recognition characters for rapid sorting as they learn to recognize each
species, making additions as needed. If, as is the case in some
communities, the top k are the only pest species to consider, the
following set of recognition characters is one example:
1. Tarsal bands very narrow Aedes vexans
2. Tarsal bands coverrjoint Aedes dorsalis group
3. Abdomen rounded Culex tarsalis
Tarsal bands wide Aedes nigromaculis
Sorting speed is developed by practice and by setting aside the few
odd specimens for later. If these "few" become too many, you need to
learn to recognize another pest species.
You are now ready to sort into 5 groups at one time instead of into
2 groups. Four groups are the species you recognize at sight and the
fifth group is the "others".
Projects completed:
1. Recognition characters
selected for the four
most abundant species
in my study area
2. Explain the variation in
the number of pest
species between states
(Signed)
date manager, teacher, leader, narent
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Project II-B.2d Recognizing the Second Four Most Abundant Species
The Aeries species 6 and 7 are less abundant as they have but one
generation a year instead of a new generation with each flooding.
5. Aedes campestris
The remaining specimens from the dorsalis group that have a uniform
mixture of white and dark scales on the wing veins must now be sorted by
the predominate color of the scales on the front edge of the wing.
a. white scales predominate = Aedes campestris
b. dark scales predominate = Aedes melanimon
6. Aedes idahoensis
Examine the group sorted out by groups 1a (Table 11 ). Sort out
those specimens on which the alternate wing veins are covered with white
and dark scales rather than being uniform in color. Aedes idahoensis is
more abundant in the four mountain states than its very close relative
Aedes spencerii. A first approximation in separating the two is to sort
by the marking on the upper surface of the abdomen:
a. white cross bands = idahoensis
b. longitudinal white stripe = spencerii
7. Aedes increpitus
Examine the group sorted out by groups 2, 5ad (Table 11 ). This
group can contain two plains and valley species with white scales on the
abdomen. For any with yellow scales check Aedes nigroraaculis .
Sort the white specimens by the number of white scales on the base
segment (the tori) of the antenna. Those with a few or no scales on the
dorsal surface of the tori are Aedes increpitus. Those specimens with
many scales on the dorsal Surface of the tori are Aedes fitchii which
also have a mesonotum (dorsal surface between the wings) with a broad,
light reddish brown median stripe. In mountain collections, Aedes
excrucians will also be in this group. This species has the most unusual
claws. The claw is similar in appearance to the side view of your hand
when only the thumb and first finger can be seen held parallel to each
other with the space between equal to the width of the thumb.
8. Culiseta inornata
Examine the group sorted out by groups 1b (Table 11 ). This group
can contain several species. Culiseta inornata will have pale scales on
the wings and legs and, in general, be in greatest number. Culex
pipiens, with coarse brassy scales on the mesonotum, will also sort out
in this group.
Projects completed:
Know the second four
;r.ost abundant species
in ray study area (Signed)
date manager, teacher, leader, parent
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^5
Project II-B.2e Recognizing the Second Eight Most Abundant Species
Three of these species have already sorted out:
9. Aedes melanimon with 5* campestris
10. Aedes fitchii with 7. increpttus
• Aedes spencerii with 6. idahoensis
The remaining five species in this last group of eight are all
members of the difficult group known as the black or dark legged Aedes,
as are spencerii and idahoensis.
12. Aedes trivittatus
13. Aedes sticticus
Again examine the group sorted out by groups 1a (Table 11 ). Those
specimens from the plains and valleys with the nesonotum showing a pair
of broad yellowish-white to brassy yellow stripes separated by a brown
stripe of about the same width will be trivittatus. Aedes sticticus
will show a mesonotum with a median strip of darker scales boardered by
grayish (not yellowish) scales.
1A-. Aedas nevadensis (communis)
15» Aedes cataphylla
16. Aedes pullatus
These are the mountain black legged Aedes. They bite any time of
day it is warm enough for flight. Fortunately they have but one
generation per year.
The separation of these last three species and the initial
identification of other pest species requires a 30X to pOJE microscope
and a taxonomic key to the species of the state in which they were
collected. When a species has been firmly fixed in mind on a cluster of
characters, that are too numerous and require an excessive amount of
space to use in a taxonomic key, then many other species can also be
identified with the aid of a 10X lens.
The sort and count method has its main virtue in training a person
to quickly locate easily observable,characters with which to rapidly
sort and identify groups of specimens of the most common pest species
encountered in control operations. It cannot replace the more careful
process of mounting and studying individual specimens for the less
abundant species.
Projects completed:
Know the abundant
pest species in
my study area
(Signed)
date manager, teacher, leader, parent
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Project II-B.2f Labeling and Preserving Pest Specimens
Those species that together make up 90 to 95?^ of the total
specimens collected are the past species.
1. Confirm identifications of the sorted groups by:
a. Comparing with descriptions given in the atate Lists.
b. Comparing with reliably identified specimens.
c. Taking specimens to a person who knows the pest species.
2. Preserve specimens for identification and reference by:
a. Small containers. Mosquitoes can be held indefinitely in. stnall
containers if kept dry. If they become too dry to work with without
breaking up, place a moist paper or cloth over the top of the container
to "relax" them. Do not get the specimens wet. Ship such a container
only with sufficient packing to prevent the specimens from moving about.
b* Pointing. (For rare and valuable specimens) Cut points from
file card stock. Insert a pin through the wide end of the point to a
uniform height on the pin. Touch the narrow point to clear finger nail
fO /*T S i finT/l "X I I iri f i
L+iecs ,
polish and then to the side of the thorax. The legs can either be
positioned down or laid on top of the point. Store the pinned specimens
in a secure box with a soft bottom to accept the pins.
c. Dry mounting. (For abundant pest species) Durable dry mounts
are made by lightly pressing not entirely dry specimens between a sheet
of light clear plastic sheeting (sandwich bags) and Magic Tape or clear
Contact shelf paper. Position the specimen on the sticky surface such
that a dorso-lateral view (or other desired feature) is seen through
the clear plastic. The electrostatic charges on the plastic tend to
reposition parts of the specimens. With a little practice over half of
the mounts will make good reference specimens. Trim the mount and
fasten to a file card. Several can be fastened to one card or poster.
Becord collection and identification information on the card.
3. Make a guide for rapid sorting of your pest species using one or a
combination of:
a. Specimens preserved from above.
b. Copies of drawings such as those in Carpenter and LaCasse(Table 6).
c. Sight recognition characters from the sorting projects.
Projects completed:
(Signed)
project or report title date manager, teacher, leader, parent
-------
^7
Project II-3.3 Making Adult Mosquito Surveys
Control operation techniques must be done with a minimum of time or
they are not practical. Several types of observations are made as a
basis for selecting optimum control strategies.
Landing counts. Hove briskly to your selected site. Count the
number of mosquitoes that land on the observable part of your body or
work with a partner and count the number landing on the partner. Stand
or sit in the same manner for each counting period. Either the number
of mosquitoes landing in a fixed time (# to 5 minutes) or the number of
minutes for a fixed number of mosquitoes to land can be recorded. This
method of observation is fast and inexpensive. If the same people
wearing the same type of cloths participate, results are also reasonably
reproducible. Counts are typically made from dusk to about 1 hour after
sundown. Leave the site and return for repeated counts at one site.
Landing/biting collections. Maintain the above conditions and
collect all the mosquitoes possible in the assigned time or record the
amount of time needed to collect a fixed number of mosquitoes. A
battery powered collector is needed for high populations (Project
II-B.1b - d).
New Jersey light trap. These are typically operated all night for
state or district surveys. You are responsible for removing the
collection each morning and storing it or of sorting out the mosquitoes
and when qualified identifying them. The agency providing the trap will
assist in locating it and provide instruction for its operation
(Projects I-A and I-C).
CDC light trap. This trap operates as above but obtains live
specimens for encephalitis virus surveys or research projects. Light
traps collect both males and females (Projects I-A and I-C).
Resting site. During the day mosquitoes must find shelter. For
several species, the number found per room, per out building, or per
culvert is a meaningful observation. Several species overwinter in
rock piles and animal dens.
Projects completed:
1. Repeated observations
at one site (Signed)
2. Several sites/one night
3. Several nights/one site
Report including variation
between observations
(See Part III-.i) and the date manager, teacher, leader, parent
possible causes of this
variation
-------
i+8
Project II-B.3a Making Species and Population Surveys
1. Select the area to be studied.
2. Select the purpose of the survey: a. pest species in the area
b. all species in the area
c. number of biting females at
selected sites or times
3. Select the time period of the study: a. days or nights
b. weeks or months
c. seasons
k. Select the method of observation: a. landing counts
b. landing/biting collections
c. light fcxtap
d. resting site
5- Select the time period for each observation: a. minutes or hours
b. all night
6. Select the number of observation periods: one or more
7. Select the number of observation sites: one or more
------------- Examples -------------------
Species survey. Using killing vials or other collectors, make
collections for a minimum of 30 minutes or 100 specimens at each
different type of breeding and resting habitat on a minimum of two
nights. Sort specimens and identify (Project II-B.2).
Population survey--seasonal. Select a representative site in the
area and schedule a minimum of one observation night per week for the
biting season. Record counts or sort specimens collected and record the
number of each species for each observation period.
Population survey--area. Select several sites in the area that can
either be reached in one night between dusk and about one hour after sun
set or have helpers at each site. Record counts or sort the mosquitoes
collected and record the number of each species for each site. Also see
Part III-A for sampling designs and count interpretation.
Projects completed:
1. Species survey (Signed)
2. Population survey
3. Report relating survey
results to human
activities and complaints
date manager, teacher, leader, parent
-------
Project II-B.3b Making an Adulticiding Quality Control Survey
Quality control surveys have many of the same requirements as do
research projects. Two different questions can be asked:
1. What real effect did an adulticiding application have on the
population of biting mosquitoes in the treated area (and outside)?
2. What portion of the mosquitoes in the treated area were killed?
The first question indicates the value of the treatment to the
community. The second indicates the effectiveness of the application.
The questions can be answered by using modifications of population
surveys (Project II-B.3a). A quality control survey requires careful
planning and a team of observers or collectors, a good group project.
1. Seasonal quality control survey method: (Also see Part III-A)
Site selection. Select two types of sites: those that will
be treated and those that will not. One way to do this is to
establish sites in the protected area and others in the outlying
area that will be subject to the same weather conditions.
Timing of observations. Make counts or collections nightly
before and after the application as well as on the night of
application shortly before and J£ to 1 hour after application to
obtain the most useful information. A 7 day series is pptimal.
Conclusions. Plot results on a graph and determine the
percent reduction in the treated area for each 2k hour period after
treatment. What percent were killed (count at % to 1 hour after
application) and how long did it take for the population to return
to pretreatment levels?
2. Area quality control survey method: (Table 12)
Site selection. Select the two types of sites on opposite
sides of the path the spray truck will travel. Ideally the wind
will be blowing directly across the street.
Timing of observations. Make counts or collections shortly
before application and again 34 to 1 hour after treatment at the
same sites (before new mosquitoes can fly in).
Conclusions. What percent were killed? What application and
environmental factors may have influenced the counts?
Projects completed:
1. Project planned (Signed)
2. Observations made
3. Report finished
date manager, teacher, leader, parent
Re ference:
American Institute of Biological Sciences. January 1977- Mosquitoes,
Black Flies, widges and Sand Flies. Volume VIII of Analysis 0f
Specialized Pesticide Problems, Invertebrate Control Agents,
iifficacy Test Methods. SPA 5^0/10-77-006. 52 pages.
-------
50
Table 12. Layout, Terms and Calculations for Area Quality Control Survey
Layout. The following layout provides fixed distances between
observation sites and the truck mounted applicator route. They can be
changed to match features in your community such as the size of city
blocks or the location of alleys such that sampling does not require you
to enter private property.
-10 0'—*— 10 0'—*—10 0'-
U NTRE ATED
AREA
c, C,
TRUCK ROUTE-
TRE ATED
ARE A
T,
Observation sites
C = check site
T = treatment site
Percent control. The percent control is most easily estimated
by using the before and after treatment counts in the treated area.
T
Control =
1 -
X 100
T& = counts in treatad area
after"treatment
= counts in treated area
before treatment
A better estimate is to include the effect of varying flight activity
during the night based on the untreated or check area.
% Control =
C = counts in check area
X 100 a after treatment
= counts in check area
before treatment
A best estimate includes the variance (Project III-A).
Beference:
Sjogren, R. D. and A. M. Frank. 1979. Effectiveness and cost of
nonthermal Hesrnethrin aerosols for control of Aedes mosquitoes in
wooded areas. Mosquito Mews 39( 3) '¦ 597-604.
* The difference between before and after treatment landing/biting
counts is assumed to be due to having killed mosquitoes. The
application may also have repelled others to fly away or to not
fly at all until after the second count. Only a dead mosquito ir.
hand is a confirmed dead mosquito.
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51
II-C. Know Your Mosquito Breeding Sites
Mosquitoes breed in much smaller spaces than the area they cruise
about looking for a blood meal. This makes larval control easier than
adult control. Further the larvae are poor swimmers. They must come to
the surface to breath air. Rain or wave action will drown them.
Cattails will trap them. To survive they must live in shallow
(generally k inches or less) protected areas free from fish and other
predators. Each species has a most favored larval habitat from tree
holes and tires to natural temporary pools and stagnant irrigation
waste water.
The ultimate control option is to alter or remove those habitats
that produce mosquitoes. This is not always necessary or even possible
in practice, but knowning where the breeding habitats are that produce
your pest mosquitoes is both possible and necessary for optimum
management decisions.
The first step is to find the breeding sites by dipping for the
larvae and pupae (wigglers and tumblers). A variety of things work well
such as a white enamal dipper, an aluminum or plastic shallow square
cake pan, or a shallow plastic bowel. Experience will show the need for
a quick dip without casting a shadow. A change of light or motion or a
loud step will send the larvae to the bottom in a panic. Vary your dip
technique from a simple rapid submergence to a shallow sweep. Use the
techniques that are best for your species. Plot each breeding site on a
large scale operations map (16 inches per mile, Project II-A.2). Take
some of the larvae home to raise out as adults that can be identified.
The second step is to classify each breeding site by a priority for
the control of breeding. As you study the site, be thinking of ways to
alter the habitat in such a way that the result is also a long term
improvement in wildlife production, in agricultural productivity, or in
aesthetic value. Convenient sites make for good projects on mosquito
productivity and on the sequence of species produced during the breeding
season. Also be on the watch for predators in the area. Learn to
recognize the type of habitat each of your pest species prefers.
Highest priority for control goes to those sites that are big producers
of the worst pest species. This may be a 5 gallon pail outside your
window.
When access to property is not permitted, breeding sites can be
inferred from aerial photos and from light trap collections at the
property line. Male mosquitoes come to light traps only from nearby
breeding sites that are generally down wind from the trap.
CAUTION: Snakes, Gates, Poison Plants, Bogs and Hogs. Respect
private and public property rights. Do not enter unfamiliar areas
alone. Wear suitable protective clothing. Always ask permission. Ask
about livestock. Close securely all gates you open. Let the owner know
when you leave. Good public relations is an absolute necessity.
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52
Project II-C.1 Making a Larval Mosquito Breeding Site Survey
1.
2.
3.
5.
6.
Select the area to be studied.
Select the purpose of the survey: a.
b.
c.
confirm which wet areas are
breeding sites
number of larvae per area
determine species in area
Select the time period of the study: day, -week, month, season
Select the method of sampling: a. dipper, bowl, or pan
b. hose and suction bulb
Select the number of observations per site.
Select the method of recording data: a. notebook
b. maps (Project II-A.2)
EXAMPLES
Dip samples from each body of water in the area
including pools, junk, and tree holes. Plot on your
large scale map (16 inches/mile) each pool with
wigglers. In your notebook, record the water
source, type of pool, and how it drains.
As in #1, however, this time take a minimum of three
dips and count the larvae and pupae. With practice
you can also record if the breathing tube is:
a. missing = Anopheles, permanent pool mosquitoes
b. very long and thin = summer and fall mosquitoes
c. intermediate = Aedes, spring and flood-water mosquitoes
Breeding site
survey:
Population
survey:
Species
survey:
Collect 20 to 100 larvae and pupae from each
different type of breeding habitat. Hold the pupae
in clean water (no chlorine). Hold the larvae in
pond water and add a few grains of yeast or dog
buiscut every other day. Allow adults to emerge and
feed on a sugar cube or boiled raison for 2k hours
before killing. Sort and identify (Project II-B.2).
Projects completed:
1. Area described
2. Permission to enter
3. Breeding site survey
k. Population survey
5. Species survey
6.
7.
report title
date
(Signed)
manager, teacher, leader, parent
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53
Project II-C.1a Building Two-Chambered Cages for Emerging Adults
Simple to elaborate cages can be made to hold pupae and larvae for
the emergence of adults. Pupae are best a6 they do not need to be fed.
Fourth instar larvae need little if any feeding. The smaller larvae
must be fed and are also more difficult to bring in from the field
without drowning. In a mixed sample the larger lfcrvae will suppress the
smaller ones. Unless you plan to rear out all the specimens there is no
need to feed after pupae appear.
Use glass or plastic for the lower part which is the pool for the
larvae and pupae. The upper part can be made of glass, plastic,
cardboard, pasteboard or tin can. A mesh covered opening in the top of
the upper chamber keeps the humidity down for the adults and permits
feeding them from outside the cage.
1. Pool within a bottomless cover chamber. Place a cover chamber
over the sample. A tin can with both ends cut out and covered with mesh
works well. Dead adults can be obtained by lifting and moving the cover
a short distance. Use only about 1/4 inch of water for a pupal sample
so all the water will evaporate shortly after the adults emerge.
2. Pool slides out bottom of cover chamber. As above, except make
a bottom plate with a hole in the center of the same size as the pool
container. Now the pool can be lowered through the plate leaving the
adults in the upper chamber. Any clear material (drinking glass or
small jar) can be used for the top chamber.
3. Pool below bottom of cover chamber. As above, except stack the
three parts one on top of the other. A cone can be added to prevent
adults from falling into the pool. Almost any size and shape of small
glass or jar can be used for the chambers.
Projects completed:
1. One emergence cage
(Signed)
2. Set of
cages
date manager, teacher, leader, parent
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5^
Project II-C.1b Making a Pocket Larval Collecting Kit
P
/n
oooos
eye dropper
alcohol vials
I
small Tupperware bowl
with snap-on lid
1. Obtain a small Tupperware bowl with a snap-on lid.
2. Obtain an eye dropper. A plastic eye dropper can be trimmed so the
opening is large -enough to readily accept mosquito larvae.
3- Fill small vials with alcohol (ethyl or^isopropyl).
Drop a numbered piece x>f paper into each vial.
5m Fasten a note card to the bowl lid with the same sequence of
numbers in the vials, if desired.
6. Place the eye dropper and vials in the bowl and snap on the lid.
7. To use, dump the vials into a pocket and use the bowl to dip
for larvae.
8. Use the eye dropper to transfer larvae to vials after pouring most
of the water out of the bowl to restrict the larvae from moving,
pour almost all the water out of the bowl, add the alcohol from one
vial, and then transfer the dead larvae and alcohol to the vial.
(Jill the vials full of liquid as any air bubbles will pound the
larvae to pieces.)
9« Record the collection site on the note card or in your field
record book.
or
Project completed (Signed)
date manager, teacher, leader, parent
-------
55
Project II-C.2 Classifying Breeding Sites by Priority for Control
1. Complete a breeding site survey for the area (Project II-C.1).
2. Plot and number all suspected and confirmed breeding sites on
operations maps (Project II-A.2 and Figure 6).
3. Record the source of water for each site and how it drains.
Classify each site as permanent = more than 3 months
setai-permanent = 1-3 months
temporary = 1-3 weeks
5. Determine the size of breeding area for each sits. Exclude open
water over inches deep in clean sided pools large enough to have
wave action or which contain fish.
6. fiecord the distance of each site to the nearest protected area.
7. Assign priorities for control by one or both methods:
A. Typet siz.e, and location of confirmed breeding sites
1. First priority to sites in and close to protected areas
that can be eliminated with simple or no equipment.
2. Second priority to sites requiring the use of readily
available equipment or techniques located within and
near the protected area ()4 to mile).
3. Third priority to sites requiring cooperative action to
plan, finance and carry out control options.
B, Site productivity and species (Projects II-B.3& and II-C.1)
1. First priority to highly productive sites of the most
pestiferous species in and within }i to mile of the
protected area that can be eliminated with readily
available equipment or techniques.
2. Second priority to productive sites as above which
require cooperative action to plan, finance and carry
out management options.
3* Third priority to extending the barrier zone as time and
funds permit and as control surveys indicate are needed.
S. Design a form to tabulate the information used in assigning
priorities for the control of your area breeding sites.
Projects completed:
1. Priority tabulation
form designed (Signed)
Priorities assigned for study or control area based on:
2. Type, size, location
3. Productivity, species
report title
date manager, teacher, leader, parent
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56
II-D. Know Your Management Options
Several of the projects in which you learn to know your mosquitoes
and their breeding sites let you practice making decisions based upon
your own judgement. Most of the projects under management options
involve making judgements based on available facts and observations.
There are no preset answers to the questions of when and how to apply
management options. Each breeding site must be considered separately
with respect to the problem it presents to the community.
An experienced mosquito district manager can evaluate most breeding
sites and recommend an optimum strategy within one season. Other
sites require several years to resolve all the conflicting economic,
environmental, and management problems. Only then can constructive
measures be taken to reduce mosquito production without creating another
set of problems.
The following projects are basically for communities that do not
have organized mosquito control districts. These communities must start
from the beginning. After the simpler breeding sites are under control,
the remaining sites will be comparable to those found in organized
districts that require long term study and management. All communities,
organized or not, can use citizen assistance in resolving the major
breeding sites. An involved, informed community tends to seek out the
optimum mix of management options.
Regardless of the type of management options exercised in a
community, the projects provide for experience in making decisions in
environmental management. Even in communities in which there is no need
for an organized program to manage mosquitoes, there still remains one
practical goal other than environmental education and recreation: vector
monitoring. The probability of a human case of encephalitis or a dog
with heartworms is directly related to the number of carrier mosquitoes,
birds, dogs, and humans living together.
Any number of studies and recommendations can be made for mosquito
control, however, there is but one optimum mix of management options
when the time comes for community action. That mix is usually unique as
it is rare for two communities to have (or preceive to have) the same
problems even with the same species of pest mosquitoes.
Before action is taken, the nature of the problem should be fairly
evident from adult mosquito, breeding site, and human exposure surveys.
Additional current monitoring is needed for proper use and timing of
short term pesticide options.
Review each site for viable options and then group sites by similar
options. Many sites with low productivity need no attention other than
periodic monitoring. Do not pick an option and then try to fit it to
all sites. A classical example is the community that buys a fogger to
routinely kill mosquitoes raised in a neighboring community, a never-
enair.g self-defeating battle. Gnce resistance to the spray develops,
the community has lost a valuable option against the sporadic appearance
of disease carrying mosquitoes.
Many of the projects should be repeated on an annual basis.
Examples are projects that collect and remove water holding rubbish each
spring, that determine current attitudes and economics of the community,
that record changes in breeding habitat, in land use and in the effect
of past control measures. Which are worth continuing under present
conditions (including the foreseeable future)?
-------
57
Project II-D.1 Designing Public Education Leaflets (For the Management
of Small Breeding Sites)
A popular design for mosquito control leaflets is the standard 8#
by 11 inch page folded into thirds. This produces 6 panels of which 2
or 3 can be combined on a side. Examples are included in the following
pocket page (Figure 9 ). A separate leaflet must be designed for each
audience and purpose.
1. Design a front panel for your community.
2. Write a panel on your species of nuisance and vector mosquitoes.
3. Write a panel on their breeding places.
Write one or more panels on what the general public can do to
reduce mosquito breeding.
5. Write a panel on what the general public can do for protection
from mosquito bites.
6. Prepare a general public leaflet for distribution in your
community on mosquitoes, their production and control.
7. Obtain a sponsor for the cost of reproducing your leaflet.
8. Prepare a breeding site survey leaflet for distribution to home
owners instructing them where to look for breeding sites. Include a
panel for a sketched map of their property on which to draw in
breeding sites they cannot control themselves. If assistance is
available, include a statement help is available to do the survey if
they need it.
9. Prepare a report on the number of properties that are and are not
breeding mosquitoes and on the types of sites that need community
assistance.
Projects completed:
(Signed)
project or report title date manager, teacher, leader, parent
-------
58
Contents of Focket Page
1. Controlling Mosquitoes at tiome and on the Farm
Montana Department of Health and Environmental Sciences
Helena, Montana
2. Mosquitoes
Cooperative Extension Service
Utah State University, Logan
3. Mosquito Control in and around Homes and Farmsteads
Cooperative Extension Service
South Dakota State University, Brookings
k. We Need YOUR Help to Control Mosquitoes
Tri-County District Health Department
Adams, Arapahoe, Douglas Counties, Colorado
5t Mosquitoes
Concession Supply Company
Toledo, Ohio
6. Mosquito Control
Cooperative extension Service
(and Colorado Department of Health)
Colorado State University, Fort Collins
igure . Mosquito Control Leaflets, Examples
-------
CONTROLLING MOSQUITOES
AT HOME AND ON THE FARM
TO PROTECT HUMAN HEALTH,
ECONOMY. AND RECREATION
MONTANA DEPARTMENT OF HEALTH AND FWIfWENTAL SCIENCES
ENVlROfflENTAL SCIEfiCES DIVISION
FOOD & COSIER SAFETY BUREAU
HELENA, MONTANA
August 3978
-------
Consult your local mosquito conirol organization/ local health depart-
ttiNT OR THE MONTANA DEPARTMENT OF HEALTH AND EwiRONhCNTAL SCIENCES FOR
FURTHER INFORMATION,
If YOU HAVE A LOCAL MOSQUITO CONTROL DISTRICT, SUPPORT IT.
If YOU DO NOT HAVE a MOSQUITO CONTROL DISTRICT/ LOOK INTO FORMING
ore...Tre State has enabling legislation.
This material is furnished by;
-------
RULES FOR REDUCTION OF
MOSQUITO PRODUCT ION
RmCVE UNNEEDED STAM)IN5 WATER ON YOUR PROPERTY, DISCARD TIRES, CANS,
ETC.j VHICH HOLD WATER. CLEAN RAIN GUTTERS. CLEAN BIRD BATHS WEEKLY.
Examine flower vases for excess water.
Stagnant pools or sw/m places shoujd be filled, drained, or deepended
WEN PRACTICAL. REMOVE DEBRIS AND FLOATING AM) EMERGENT VEGETATION FROM
NEEDED POOLS OR THOSE WHICH CAftJOT BE FILLED OR DRAINED. AVOID HAVING
SHALLOW POND MARGINS—STEEP STRAIGHT BANKS WITHOUT EMERGENT VEGETATION
PROVIDE LITTLE COVER FOR MOSQUITO LARVAE.
Ornamental or stock watering ponds can be stocked with fish. Trout or
OTHER GAME FISH KEEP PONDS FROM REARING MANY MOSQUITOES IF VEGETATION
IS NOT TOO DENSE. MOSQUITOFISH AND GOLDFISH ARE EFFECTIVE.
Surface irrigated fields should be properly graded. Low areas in fields
THAT POND WATER ARE MAJOR SOURCES OF MOSQUITO PRODUCTION. PONDING IS
ALSO UNFAVORABLE FOR CROP GROWTH AND HARVESTING.
Do NOT OVER IRRIGATE FIELDS AM) PASTURES. USING ONLY NECESSARY AMOUNTS
OF HATER (WITH ADEQUATE FERTILIZATION) INCREASES HAY QUALITY AND YIELD
AS WELL AS REDUCES MOSQUITO PRODUCTION.
DO NOT PERMIT FIELD LATERALS AND DRA'NS TO CONTAIN EXCESSIVE AMOUNTS OF
VEGETATION. THE ON-FIELD DITCHES SHOULD BE REGULARLY CLEANED AND MAIN-
TAINED TO REDUCE MOSQUITO HABITAT.
Registered insecticides can be applied to Hosoirno rearing water on
YOUR PROPERTY IF APPLIED ACCORDING TO LABEL DIRECTIONS.
-------
ADVERSE EFFECTS OF MOSQUITOE S
IN MONTANA
HUMAN HEALTH
WESTERN EQUIfC AM? St. L.OUIS ENCEPHALITIS
(OOMtNLY CALLED SLEEPING SICKNESS)
Secondly iw^crroNS
Sock reactions
ECONOMY
ftDICAL COSTS
fe.Pfc'_LENT AND CHEMICAL COSTS
REUUCED HtlCHT GAIN IN CATTlf
Reduced mux production
Reduced tourism
Reduced property values
Reduced u»d» efficiency
Reduced sales of recreational equipment
RECREATION
Fishing, camping, gardening, etc.
MOSQUITO LIFE CYCLE
A hOSOLFlTO PASSES THROUGH THE EC£, 4 LARVAL AfC THE PUPAL STAGES BEFORE
BECOMING AN ADULT (FiG. 1), DfVELOPMENT OT THE FIRST TV'EE STAGES TAKES
PLACE IN MATER, SlNCE LARVAE (HIGGLERS), PUPAE (TUMBLERS ) AND SOME FGGS
WILL DIE IF WATER IS REMOVED, THE KEY TO MOSQUITO CONTROL IS: FIND
AND ELIMINATE MOSQUITO REARING SITE?.
-------
Not all wrtx produces mosquitoes, Water which is open wo deep, or
HAS LITTLE SHALLOW AREA, AMD THAT WHICH IS RUNNING AK) IS RELATIVELY1 FREE
Of EMERGENT VEGETATION DOES MOT. TEMPORARY, SHALLOW, STAMHNG WATER THAT
LASTS FOR 5 DAYS DURING EXCEPTIONALLY HOT WEATHER CAN PRODUCE HORDES OF
PEST MDSGlllTOES, MoRE TYPICALLY (AT PEAK AIR TEMPERATURES OF 80 - 9CP F.)
THE EGG TO ADULT DEVELOPMENTAL TIME WILL BE 7 OR 8 DAYS, THE ENCEPHALITIS
BEARING MOSQUITOES AM) RELATED FORMS LAY EGGS ON THE SURFACE OF PERMANENT
OR SEMI-PERMANENT WATER WHICH IS TYPICALLY SHALLOW AND HAS EMERGENT VEGETA-
TION. TO ESTABLISH IF WATER DOES REAR MOSQUITOES, DIP OUT SOME WATER
(fCAR WE SURFACE AND CLOSE TO VEGETATION) AT WEEKLY INTERVALS. ExAMIIC IT
FOR THE AQUATIC STAGES SKETCHED BELCW.
Fig. 1 Life Cycle
May hatch 1-2 days
AFTER FLOODING
THE
Eggs laid
IN RAFTS
ON WATER
OR SINGLY IN
MUD WERE WATER WILL COVER
it iater. (Perhaps 6 years
later)
M stages.
Growing from
about 1/16"
to about 1/2" long"
in water. Breathe at surface.
Nay pupate in 4 - 10 days
Some move many miles search-
ing FOR BLOOD, MOST MOVE
ONLY FAR ENOUGH TO FIND A
BLOOD HEAL.
Non-feeding stage in wter
DURING WHICH LARVAE CHANGE TO
ADULT FORM WITHIN PUPAL SKIN.
The adult
PUPA
May EMERGE IN 1 - 2 WYS
-------
APPRO AC HIN G MOSQUITO CONTROL
VfclLE ORGANIZED MOSQUITO ABATEMENT DISTRICTS CAN DO MDRE TO CONTROL
MOSQUITOES THAN AN INDIVIDUAL OR SMALL IWCPttCENT GROUP, THE PROPERTY
OWNER WAY BE ABLE TO DO MJCH TO PROTECT HIS HEALTH, RECREATION AM) ECONOMY.
Persons living closest to a rearing site will have the greatest reduction
OF THE NLF6ER OF MOSQUITOES IN THEIR AREA t«N MOSQUITOES ARE CONTROLLED
AT THEIR SOURCE. ALTHOUGH SOME TYPES OF ADULT MOSQUITOES MAY COmtLY
FLY FROM 3 TO 5 MILES, THEY THIN OUT AS T>€Y DISPERSE FROM A REARING SITE
AW MOST MOVE ONLY FAR ENOUGH TO FEED.
TO MINIMIZE ADULT MOSQUITO ATTACK
1 Minimize the amount of mdsquito rearing water on your property accord-
ing to the RULES FOLLOWING.
2. Keep lahns clipped shot, weeds cut amd bushes triwo to reduce the
COWER PROVIDED TO ADULT MOSQUITOES. THEY REST IN THESE COOL, SWDY,
HIM ID RETREATS DURING T>€ DAY.
3. Keep wimxx w® door screens in good repair. A 16 x 16 fcsh will keep
OUT MOST TYPES OF MOSQUITOES BUT FINER f€SH MAY BE NEEDED FOR SMALLER
TYPES.
4. Repellents having a variety of active ingredients wy be used for
TEMPORARY RELIEF, The U.S. ftjBLIC ffcALTH SERVICE NO CONSUMER fePCRTS
STATE THAT THE MOST EFFECTIVE MDSQUITO REPELLENT CHEMICAL IS DIETHYL
TOLUWIDE. REPELLCTTS WITH Hf&CR CONCENTRATIONS OF THIS CHEMICAL
ARE TVE MOST EFFECTIVE. FOLUDW LABEL DIRECTIONS AM) PRECARIOUS.
5. Registered insecticides can be used for adult mdsquito control. They
CAN BE APPLIED TO ADULT RESTING PLACES AS SHORT TERM RESIDUAL SWAYS,
OR SPACE (CTNTACT) SPRAYS CAN BE DRIFTED THROW AREAS W LIGHT AIR
CURRENTS AT DUSK OR DUN TO KILL ADULT MOSQUITOES PRESENT AT THAT
moment. Some aerosol bombs cm be used to kill flying insects indoors.
All INSECTICIDES MUST be used in accordance with label directions mo
restrictions.
-------
MOSQUITOES
At\ information leaflet outlining the
problems, biology and life habits,
suggested solutions and a creed for
those who caro.
This leaflet prepared by Elmer J.
Ktngsfovd, Logan City Mosquito
Control Program, in cooperation
with Reed S. Roberts, Entomologist,
Cooperative Extension Service, Utah
State University.
Graphics'. Donald Jenny
COOPERATIVE EXTENSION SERVICE
UTAH STATE UNIVERSITY t LOGAN
-------
Additional Information may be obtained from your
local mosquito abatement district, health department
or agricultural extension office.
"I CARE"
MOSQUITO PREVENTION
PLEDGE
I/We agree to promote environmentally acceptable
mosquito prevention and control by practicing and
encouraging the practice of good water management
techniques wherein irrigation waters are not applied
in excess of crop needs or the soils absorptive
capacity, ditches are maintained in good repair,
relatively weed free, so that seepage and spills
(where mosquitoes may breed) are prevented or kept
at a minimum.
By practicing and encouraging the practice of good
land management techniques wherein the surface
topography is maintained or altered in a manner
that does not Lend Itself to temporary or permanent
shallow water collections in potholes, pools, ponds,
etc. (where mosquitoes may breed) but rather
promotes adequate drainage or permanent deep water
sites with abrupt, relatively weed free, shore lines
that prevent or discourage mosquito production*
The Utah Cooperative Extension Service,
an equal opportunity employer, provides
programs and services to all persons
regardless of race, religion, sex, color
or national origin.
Issued in furtherance of Cooperative
Extension Work, Acts of May 8 and June
30, 1914, In cooperation with the U.S.
Department of Agriculture. J. Clark
Ballard, Vice President and Direccor,
Extension Service, Utah State University.
-------
MOSQUITO CONTROL
Mosquito Control encompasses three primary areas,
environmental manipulation, exclusion and direct
killing. Property owners and mosquito abatement
districts share responsibilities in each area.
Environmental manipulation;
Prevention of shallow standing
water or otherwise altering the
breeding site ao that it is
unfavorable for mosquito
production.
Property owners
and organized
mosquito abatement
districts share responsibility in this area.
However, the major responsibility belongs to the
districts*
Exclusion: Screening or otherwise
preventing mosquito access to
buildings and homes. This area is
the responsibility of the property
owner. Mosquito abatement
personnel may act as technical
advi sors,
* . ¦ M
ll^
Direct killing; Spraying
or otherwise controlling
mosquitoes. Mosquito abatement
districts have primary
responsibility Ln this area. 1?'..
Property owners ace asked to
cooperate by allowing access W"
to breeding sources.
|V><
-------
MOSQUITOES CAN
DEVELOP IN:
1 v J
Ornamental ponds
Swimming and wading pools
Containers of all kinds -- old tires,
tin cans, buckets,
animal watering
troughs, etc.
Low spots or swales
, ,, K fields, ditches, etc.
•>>x4L
,ir*»
where irrigation, seepage and
other water stands.
-------
MOSQUITO FACTS
Only the female mosquito bites. The male feeds
on nectar and plant juices.
Adult flying mosquitoes do not develop In grass or
shrubbery although they frequently rest there.
All mosquitoes must have water in which to pass
their early life stages ... Some mosquitoes
l.y their eggs on the water
surface where they hatch in EGO RAFT
two or three days. Others lay their eggs in moist
soil, old tires or other water holding containers,
where they remain unhatched until covered by water.
After hatching, the mosquito larva
or wrigglers, grow rapidly turning
into tumblers or pupae,
LARVA
The skin of the pupae soon splits
open and out climbs another hungry
mosqu i to.
PUPA
ADULT
ADULT EMERGING
FROM PUPA
-------
MOSQUITOES
spread diseases co or
otherwise cause unthriftiness
in livestock
Depress real estate values
Prevent or
discourage the use
and enjoyment of
recreational facilities
Spread diseases (encephalitis,
malaria, etc.), cause allergic
reactions, general discomfort £
and annoyance to man.
W/7
-------
FS 444
MOSQUITO
CONTROL
in and around homes
and farmsteads
-------
Caution: ULV Malathion and Scvin may spot the
finish of some cars. Remove them from spray area or
place in garage during the spraying operation. Wash
accidently exposed automobiles immediately with
water plus detergents.
CONTROLLING MOSQUITOES INDOORS
Mosquitoes in the home can be killed using any
good household spray that is sold for controlling fly-
ing insects indoors. Aerosol bombs containing Mala-
thion, Methoxychlor, DDVP (Vapona), or Syner-
gized Pyrethrins are all effective. Use these materials
as directed on the label.
Another device which is very effective for use in
homes, barns, poultry units, and other areas where
mosquitoes are a problem is the DDVP (Vapona)
slow release resin strip. Used as directed on the label,
hanging one standard sized strip for each 1000 cubic
feet of space. Observe all label precautions and use
only according to label instructions.
REPELLANTS
For outdoor activity, repellants are probably the
best protection against mosquito bites. Repellants will
afford protection from 1 to 5 hours, depending on the
amount of perspiration, skin rubbing, temperature,
and abundance of mosquitoes. It is necessary to cover
the skin areas to be protected evenly with repellant
materials as mosquitoes are quick to find untreated
areas. Some repellants sold for direct application to
humans are Deet (diethyltoluamide), ethyl hexaned-
iol, dimethyl phthalate, and dimethyl carbate. These
materials may be purchased alone or in various mix-
tures. Applications can be made to clothing as well
as exposed skin areas. However, they should not be
used around the eyes, nose, or lips. Follow all label
directions in their use.
Use of a trade name does not imply endorsement of one prod act over
another.
FOLLOW All LABEL PRECAUTIONS WHEN USING INSECTICIDES. DO NOT APPLY INSECTI-
CIDES OVER OR NEAR STREAMS OR PONDS WHERE FISH OR OTHER WILDLIFE MIGHT BE
ENDANGERED.
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Dakota Sum limvanrty. Brooking* Educational program and matariala olfatad wflMut regard to aga. >*ca. color. foKgnn. aa*, handicap or naftona* Ortgin. An Equal Opeortuntfy
Eitpttyar Ma: >—gMipt—72—jjOBO raprtmad at aatlmatad coat of S aanta aarh ¦ 77mb -«3A
-------
Mosquito Control in and Around Homes and Farmsteads
FS 444
By B. H. Kantack, Extension Entomologist. and
Wayne L. Bcrndt, Extension Pesticide Specialist
Mosquito control is necessary because of health,
recreational, and economic reasons. This insect has
plagued man for centuries, causing irritation and
spreading disease among both man and animals. En-
cephalitis is one of the diseases mosquitoes spread.
Annoyance by mosquitoes causes livestock to lose
weight and reduces milk production. Although other
types occur in South Dakota, the most abundant
species are Aedes vexans and Culex tar salts.
LIFE CYCLE AND BREEDING HABITS
Mosquitoes breed during the spring and summer
months in the Northern plains. The primary pre-
requisite for their reproduction is water. This insect
passes through four stages, three of which are in
water: (1) the egg; (2) the larvae or wiggletail; (3)
the pupa or tumbler; (4) the winged adult.
Female mosquitoes lay their eggs either on water,
at the edge of water or, in other cases, on dry soil
which has previously been flooded. The larvae which
emerge from the eggs are strictly aquatic and cannot
exist out of water. This stage usually lasts 10 days to 2
weeks depending on the temperature. The pupa or
tumbler stage usually lasts about 3 days depending on
existing temperatures. Length of the adult stage is
variable, with some species hibernating through the
winter. Life span of the adult is usually 4 to 6 weeks.
Only female mosquitoes bite and take a blood meal.
Male mosquitoes do not have mouthparts suited to
piercing, hence they are not blood suckers. They feed
on nectar and plant juices.
CONTROL - ELIMINATION OF BREEDING SITES
The first and most important control efforts
should be directed toward elimination of potential
breeding sites. Mosquito eggs cannot hatch nor can
the larvae develop unless standing water is present.
Where possible and practical:
•Remove all unnecessary, temporary water contain-
ers.
• Flatten or dispose of tin cans, glass jars, or other
containers.
• Burn or remove old tires that may collect water.
• Place tight covers over cisterns, cesspools, septic
tanks, fire barrels, rain barrels, and tubs where
water is stored.
• Eliminate tree holes by filling with concrete.
•Empty and wash bird baths weekly.
• Check rain gutters for standing water.
• Remove water from flat roofs after rainfall.
• Drain or fill-in stagnant pools and swampy places.
If pools or lagoons cannot be drained or filled, apply
a suitable chemical treatment for mosquito larval
control.
• Examine flower pots or planters around the prem-
ises for accumulated standing water where mos-
quitoes might breed.
•Check fish bowls and aquariums periodically for
mosquito larvae.
•Check around animal watering troughs on the
farmsteads for standing water.
OUTDOOR CONTROL OF ADULT MOSQUITOES
In addition to the elimination of breeding sites,
adult mosquito control may also be necessary to keep
mosquito populations below irritating levels. Even
though all breeding sites are eliminated in an area,
some adults will migrate in from adjacent areas.
Where adult control is desired around the home, keep
all weeds and grass cut and apply a residual spray.
Residual Sprays Recommended for Adult Mosquito
Control Outside Homes
Insecticide Formulation
Malathion 2% spray — dilute 50-57% emulsifi-
(Premium Grade) able concentrate 1 part to 28 parts of
water
or
4% dust — apply to gardens, lawns,
flower beds, and shrubs
Carbaryl (Sevin) 1 lb. actual (1.25 lbs. 80%) wettable
powder in 100 gallons water or 2
tablespoons of 80% wettable powder
in 1 gallon of water
Thoroughly spray to the point of run-off lower
limbs of shade trees, shrubbery, flower beds, grass,
and shaded areas around buildings where mosquitoes
congregate. For best results spray in the evening
when mosquitoes are active, usually from 15 minutes
before sunser to 154 hours after sunset. Repeat appli-
cation every 7-14 days as needed.
Note: Sevin insecticide sprays may injure Boston
ivy and should not be used on this ornamental plant.
Follow all label directions when using these insecti-
cides.
For control around farmsteads, parks, golf courses,
and picnic grounds, aerial sprays of ULV* Malathion
at 6 to 8 ounces or ULV Naled (Dibrom) at 1 ounce
actual per acre or Sevin applied by air at three-fourth
pound active per acre as a conventional spray are very
effective. Apply directly over the farmstead and ad-
jacent land to cover a 25- to 40-acre area.
Dairy cattle cannotbe sprayed directly with Mala-
thion or Sevin and should be confined to the barn
during the actual spray operation. They may be turn-
ed out on the treated areas immediately after spraying.
'Ultra low volume.
-------
We Need
YOUR Help
to Control
Mosquitoes
-------
DO YOUR PART
HELP KEEP THE MOSQUITOES OUT
OF OUR COMMUNITIES THIS SUMMER I
TRI-COUNTY DISTRICT HEALTH DEPARTMENT
ADAMS CITY OFFICE
4301 East 72nd Avenue
Adams City, 80022
288-6816
AURORA OFFICE
Altura Plaza, Suite 309
15400 East 14th Place
Aurora, 8001}
341-9370
BRIGHTON OFFICE
1895 Egbert
Brighton, 80601
6591{jS33)
CASTLE ROCK OFFICE
502 Third, 0. Box 670
Castle Rock, 80104
688-5145
i
ENGLEWOOD OFFICE
4857 South Broadway
Englewood, 80110
761-1340
SHERIDAN OFFICE
3265 West Glrard
Engl©wood, 80110
761-0383
WEST ADAHS OFFICE
Turnpike Towers, Suite 401
7475 Daktn Street
Denver, 80221
428-8543
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WHAT M CAN DO
THE INDIVIDUAL RESIDENT CAN DO MORE
TO CONTROL MOSQUITOES AROUND HIS OWN
HOME THAN ALL OTHER METHODS COM-
BINED.
PROPER MAINTENANCE of your property
Is the first step. All trash and
refuse that could contain water
should be eliminated. Gutters
should be cleaned to ensure proper
drainage. The property should be
adequately graded and drained, to
prevent any accumulation of stag-
nant water. Weeds should be kept
under control.
CHEMICAL CONTROL of mosquitoes Is
safer and more effective when done
by an Individual, rather than by the
the community. A fog or mist with
a Pyrethan base should be used for
quick killing action. A water-solu-
ble malathlon or sevln spray ts also
recommended for spraying around
shrubs and flowers, under eves, and
along fences and other areas where
mosquitoes tend to roost. This
should be done on a weekly basis
during periods of high Infestation.
Be sure to follow the directions on
the label for any Insecticide used.
AFTER YOU HAVE done all you can to
keep down the number of mosquitoes
on your property, you can protect
yourself against the ones that re-
. main by being sure your home Is ade-
quately screened, by wearing protec-
tive clothing, and by using mosquito
repellent, which Is quite effective.
-------
HOW MOSQUITOES ARE CONTROLLED
THE HOST EFFECTIVE means of control-
Hng mosquitoes is the elimination of
breeding areas through drainage. If
this Is Impossible, oil can be ap-
plied to the surface of small* stag-
nant ponds, provided there Is no dan-
ger of water pollution. The oil
blocks the air breathing tubes of the
larvae, which will dl6 If they can-
not get air. Chemical larvlcldes,
such as Baytex, are also available,
but they must be used with caution,
since they could have an effect
on other wl1d1Ife.
FISH THAT FEED on mosquito larvae,
such as Gambusla afflns ("pot bel-
lied rnlnows1'), are sometimes used
In mosquito control. Other natural
enemies of mosquito larvae Include
somfe aquatic Insects, such as dra-
gon fly larvae.
CONTROLLING ADULT mosquitoes Is much
more difficult than controlling the
larvae, because they cover a much
larger area and are not water-bound.
Fogging and spraying have been used
In large areas, but they are only
20$ effective under Ideal conditions,
wKTcF se Idom exist. This method is
undesirable In any case, because the
Insecticide could have harmful effects
on humans or other animals.
ADULT MOSQUITOES have several natu-
ral enemies, Including birds, bats,
and dragon flies.
-------
HOW MOSQUITOES MULTIPLY
FOUR SPECIES of mosquitoes exist In
this area of Colorado: Aedes dorsal Is.
Aedes nlgromacults. Aedcalvexang.^andf
Culex tarsal Is. All of them begin
life as an egg9 which can often sur-
vive drying and cold, and which may
lay dormant for more than a year.
UNDER PROPER conditions, the egg hat-
ches in two or three days Into a
larva, which Is aquatic, but must
breathe air. The larval stage lasts
from four to ten idays, after which
the larva pupates and hatches In a
very short time Into a winged adult*
MOSQUITOES CAN breed In very small
areas of water, Including tin cans,
old tires, drain troughs, etc. Large
and deep bodies of water are usually
not good mosquito-breeding areas, be-
cause of the action of fish and waves.
Hosqulto larvae cannot survive with-
out still water or protection from
vegetation*
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THE MOSQUITO PROBLEM
EVERYONE KNOWS only too well how
much discomfort a mosquito bite can
cause. This irritation Is produced
by a small amount of liquid that
the mosquito injects under the
skin when It bites.
ONLY FEMALE mosquitoes bite humans
and animals. Males live on plant
Juices, which are also eaten by fe-
males when blood Is not available.
MOSQUITOES HAVE long been known as
carriers of diseases, such as mal-
aria, yellow lever, and encephali-
tis. Outbreaks of mosquito-borne
encephalitis have been known to
occur In Colorado. Although the
number of mosquitoes has not de-
creased significantly, much pro-
gress has been made In controlling
the diseases they carry, through
Increased knowledge and effective
control of certain species.
-------
MOSQUITOES
• A PUBLIC NUISANCE
• A HEALTH HAZARD
t
Any standing 'water can produce
mosquitoes^. In ^approximately 10
days. Check V9u| premises, elimi-
nate unnecessaryfctanding water.
If you require assistance, call your
MOSQUITO ABATEMENT DIST.
HELP US BREAK THIS CYCLE:
COO RAFT
LARVA
PUPA
ADULT
1. THE EGG it laid on water or
on damp ground where water will
later cover It.
2. THE LARVA feeds on tiny
particles of plant and animal mat-
ter in the water. This stage is
known as the "wiggler" and must
have water to live.
3. THE PUPA Is a nonfeeding
stage in the water during which
the adult mosquito develops inside
the pupal skin. It is known as
"tumbler."
4. THE ADULT searches for ani>
unal blood to mature its eggs.
'Several blood meals may mature
several batches of eggs. Each batch
may contain 150 eggs.
Concession Supply Company
Toledo, OH 43B28
-------
SERVICE
IN
/OXjN
COLORADO STATE UNIVERSITY EXTENSION SERVICE
Mosquito control
Ted Davis and
William M. Hantsbarger1^
no. 5.526
Quick Facts
Several procedures will aid in the control of
mosquitoes, including elimination of un-
necessary standing water, good water
management practices, use of organophos-
phate insecticides, emphasis on larval
control programs and elimination of
breeding sites, and use of personal
repellents.
All insecticides are to be considered hazardous,
and directions and precautions on labels
should be read and carefully followed; all
insecticides should be stored in their
original containers; all insecticides should
be kept out of the reach of children.
Chemical control of adult mosquitoes can be
obtained by fogging, spraying or mist
blowing, dusting, ultra low-volume ground
applications, and aerial applications.
Chemical control of mosquito larvae can be
done by ground or aerial applications to
breeding areas.
Mosquitoes can be a vexing and a serious problem
in Colorado. In the home, about the yard and in public
parks, they can interfere with human chores and spoil
enjoyment of leisure time. When mosquitoes are
abundant, they reduce the efficiency of farm workers.
Their persistent attack can cause farm animals to lose
weight. Some mosquitoes transmit diseases, such as
encephalitis.
There are several methods by which mosquitoes
can be controlled. The general procedures listed below
are significant in controlling mosquitoes:
—Unnecessary standing water and containers that
will hold water on the premises should be eliminated.
—Good water management in irrigation practices
should be exercised so as not to contribute to the
amounts of standing water.
—Only properly registered insecticides, such as
Baytex, Dibrom or Malathion, should be used in control
programs. Malathion is most readily available and the
least hazardous for individual home owners to use in
ridding their yards of adult mosquitoes.
—Municipal or county control programs should
emphasize larval control and the elimination of
breeding areas. Mosquito control with insecticides is
most effective and efficient when directed at the larvae.
Adulticiding should be used only as a supportive
measure to a larval control program.
—Personal protection can be gained by using any of
the common commercial repellents. These repellents
should be used carefully near the face. They can be
applied to clothing for added protection. Repellents
should be applied to children by an adult following the
directions on the label.
All insecticides are to be considered as hazardous.
Directions appearing on the label should be read and
carefully followed, using caution when mixing or
spraying insecticides. After using insecticides, a
person should wash with soap and water and change
clothes as soon as possible if skin and clothing have
become contaminated. All insecticides should be stored
in their original containers and kept out of the reach of
children.
Pest mosquitoes are most closely associated with
poor water management in irrigated areas. Areas that
retain water one week after irrigation will produce
large numbers of mosquitoes. The eggs of these species
remain viable for several years in the soil. As these
soils are flooded by irrigation or excessive
precipitation, the eggs hatch.
Water management with close surveillance and
treatment of breeding habitats are essential in
controlling these species. Sprays and granular
insecticides are best suited for this treatment.
Insecticide restrictions listed above are applicable
here.
Chemical Control of Adults
Fogging—Fogging will give temporary relief when
mosquito populations are intense. It must be repeated
often.
Dibrom 14 (Naled)*
1) Add 2 quarts of Ortho additive (anti-sludge
agent) to empty mixing tank.
2) Add lVz gallons (8 pounds) of naled concentrate
and stir.
3) Add fuel oil to total volume of 100 gallons and
stir for 5 minutes before using.
Fenthion 93% (Baytex)*
1) Add 3-6 pints of concentrate to 100 gallons of oil
and stir.
1/
Ted Davis, vector control specialist, Colorado
Department of Health, and William M.
Hantsbarger, CSU extension associate
professor, entomology (revised 10/1/78)
Issued In furtherance of Cooperative Extension Work In Agriculture and Home Economics, Acts ol May 8
and June 30,1914, In cooperation with the United State* Department of Agriculture. Lowell Watt*, Director
of Extension Service, Colorado Stat* University, Fort Collin*, Colorado 8QS23. By law and purpose, the CSU
Cooperative Extension Service It dedicated to serve all people on an equal and nondiscriminatory bast*.
To simplify technical terminology, trade names of
products and equipment occasionally will be used.
No endorsement ol products named Is intended
nor is criticism Implied ol products not mentioned.
-------
2) Do not store the mixed material.
Cythion 95% (Maiathion)*
1) Add 2.6 gallons of 95% cythion (4 oz/gal
strength) or 3.2 gallons (5 oz/gal strength) or 3.9
gallons (6 oz/gal strength) to 100 gallons of fuel oil.t
TStrength to use dependent on local
recommendations and situations.
Spraying and mist blowing—
Dlbrom 8 (Naled)*
1) Add one gallon to 8 gallons of water.
2) Apply at a rate of one gallon per acre.
3) Rate should not exceed 0.1 pound actual naled
per acre.
Fenthion (Baytex 4 lb.)*
1) Add one gallon to 40 gallons of water.
2) Apply at a rate of one gallon per acre.
3) Rate should not exceed 0.1 pound actual
Fenthion per acre.
Cythion (Maiathion 57%)*
1) Add 2 gallons to 98 gallons water.
Warning: All concentrations should be diluted
accordingly, it application rate cannot be controlled at
one gallon per acre.* All directions and precautions
appearing on the label of the insecticide container
should be followed carefully.
Dusting—Premixed dusts are available for use
against adult mosquitoes. All directions and
precautions should be followed. Dusts of the following
insecticides are available: Carbaryl (Sevin), Dibron
(Naled), Fenthion (Baytex).
Ground XJL V ft application—Several machines are
manufactured and sold commercially for this kind of
application. Maiathion, Dibron, Pyrethrlns, Dursban
and Resmethrin (synthetic pyrethrin) are registered
for use in these machines. Each machine must be
calibrated and used as directed by the manufacturer
and the insecticide label.
Aerial application (conventional)—
Dibrom 14 (Naled)*
1) Add 2 to 4 quarts of Ortho additive to each 100
gallons of diesel oil to prevent the formation of sludge.
2) Add 50 to 100 ounces (1.6 to 3.1 quarts) to 100
gallons of diesel oil. (Equivalent to 0.05 to 0.1 pound
actual.) Mix thoroughly.
3) Apply at a rate of one gallon per acre.
Cythion 59% (Maiathion)*
1) Add 2.6 gallons to 97.4 gallons of diesel oil.
2) Apply at a rate of one gallon per acre.
Fenthion 9 pound/ gaL (Baytex)*
1) Add 2 gallons to 98 gallons of diesel oil.
2) Apply at a rate of Vfc gallon per acre.
Aerial application (ULV** application)—
Dibron 14 (Naled)*
1) Apply at a rate of 0.5 to 1.0 fluid ounce per acre.
2) The 1.0-ounce rate is to be used in areas with
heavy vegetation.
Cythion 95% (Maiathion)*
1) Apply at a rate of 3 to 8 fluid ounces per acre.
2) The 6-ounce rate will provide some larval
control.
ftULV (Ultra Low Volume) technique is the
application of insecticide only, with no oils or other
carrier being used. It requires special equipment. ULV
sprays, with prolonged exposure, may spot some car
finishes.
Chemical Control of Larvae
The chemical control of larvae (larvaciding) can be
obtained by applying by ground or aerial equipment up
to 10 quarts of formulation per acre* depending upon
the concentration used. Oil or water emulsion
formulation can be used in areas with minimum
vegetative cover. Where vegetative cover is heavy,
granular formulations should be used.
Organophosphorus compounds, such as Dursban
and Fenthion, provide prolonged effectiveness in
contaminated water at dosages five to ten times those
listed. They can be applied to cover water surfaces in
catch basins or at a rate of 15 to 20 gallons per acre* in
open water courses. With a spreading agent at the rate
of 0.5 percent, the volume can be reduced to two to three
gallons per acre.*
The following insecticides will provide chemical
control of larvae:
Insecticide Dosage (lb/acre)*
Abate 0.05-0.1
Altosid (Methoprene) 0.20-0.25
Dursban 0.0125-0.05
Fenthion O.oa-0.1
Maiathion 0.20-0.5
Fuel oil 2 to 20 gal/ acre
Warning: Fuel oils should not be used where vege-
tation orcropsmay be damaged. Abate and Dursban are
not to be used in crop or pasture areas.
Chemical Control Around Homes
Mosquito control in individual yards or premises,
especially where horses are kept, is important Horse
trailers, stalls and barns should be treated.
Homeowners can provide some protection for
themselves and their horses by spraying. Shrubbery
and shaded areas should be treated. Sufficient water
should be added to 57 percent Cythion (Maiathion) to
make the desired amount of spray:
—Five tablespoons plus water to equal one gallon
of spray.*
—Thirteen ounces plus water to equal five gallons
of spray.*
—Two gallons plus water to equal 100 gallons of
spray.*
*NOTE: To convert to metrics, use the following
equivalents: 1 quart - .95 liter; i gallon - 3.8 liters; 1
pound - .45 kilogram; 1 pint = .47 liter 1 ounce = 30
milliliters; 1 acre - .4 hectare.
-------
59
Project II-D.2 Estimating the Amount and Sources of Funding
Make an area resource survey in one or both of the following ways
to determine the amount of money, volunteer time, equipment on short
term loan and just plain good will is available:
1. Include items on a Survey of Residents and Businesses (including
farm operations) (Project II-A.3).
2. Use the telephone book and local directories to locate and
estimate resources available from:
a. City, County, State and Federal Agencies in the area
b. Water and drainage districts
c. Civic service clubs
d. Farm and Business associations
e. Educational and Youth Clubs
f. Volunteer organizations
g. Planning associations
h. Medical and Veterinary associations
i. Recreational and Sporting Clubs
j. Agricultural chemical applicators (air and ground)
k. Pest control operators
1. Educational institution faculty and students
in. Public relations firms: newspaper, radios TV, billboard
n. Other individuals or groups who may have an interest in
mosquitoes or have equipment useable for mosquito management
such as heavy equipment schools and Reserve Units.
3. Prepare a report for your study area on one or more of the following:
a. The possible annual rate of funding for mosquito management
b. Organizations interested in mosquito control
c. Support from an interested person, group or firm
d. Persons interested in participating in mosquito management
e. Equipment available for difficult and large area control
operations including cleaning up water holding trash.
Projects completed:
(Signed)
project or report title date manager, teacher, leader, parent
-------
60
Project II-D.3 Designing a Control or Management Program (Figure 10 )
1. Select the type of program appropriate for the severity of the pest
problem (Project II-A.3)i
a. Public education leaflets
b. Plus community assistance for private control operations
c. Plus community response to private request for control
d. Plus public agency program with private assistance
e. Plus fully funded public agency program
2. Select the location of program management and records center:
a. Volunteer coordinator (Figure 11 )
b. Part-time position for community resident
c. City or county employee or official
d. Organized mosquito district manager
3. Determine the duration of active program management:
a. Mosquito season
b. Summer job
c. School year
d. Full year
4. Determine the main types of breeding sites and pest species that
will influence the program control options:
Breeding Site Types Pest Species Generations/Year
a. Spring flooding Aedes one to several
b. Swamps and marshes
c. Flooding type irrigation
d. City sewers and drains
e. Tree holes
f. Junk and containers
g.
h.
5. Prepare a report on your study area relating what is known of the
above 4 factors to the resources available for your house lot, city
block, farm, community, city, or county.
Projects completed:
(Signed)
project or report title
date manager, teacher, leader, parent
-------
61
NUMBER 16
Hay 1979
A MCA MEWS LETTER
AMERICAN MOSQUITO CONTROL ASSOCIATION
5545 EAST SHIELDS AVENUE, FRESNO, CA 93727. TEL 209/292-5329
Publishers of MOSQUITO NEWS, MOSQUITO SYSTEM AT1CS, SPECIAL BULLETINS.
******
AMCA POLICY STATEMENT ON MOSQUITO CONTROL
The following AMCA Policy Statement was adopted by the Board of Directors on
April 8, 1979 and supercedes all earlier drafts.
The American Mosquito Control Association advocates management of mosquito
populations, when and where necessary, by means of integrated programs
designed to benefit or to have minimal adverse effects on people, wildlife,
and the environment. This integrated pest management policy recognizes that
mosquito populations cannot always be eliminated but often must be suppressed
to tolerable levels for the well-being of humans, domestic animals, and wild-
life, and that selection of scientifically sound suppression methods must be
based on consideration of what is ecologically and economically in the long-
term best interest of mankind. The following principles are advocated:
1. Mosquito control measures should be undertaken only when there is
adequate justification, based upon surveillance data.
2. Integrated mosquito management programs should be tailored to the
needs and requirements of the local situation. The combination of methods for
mosquito control should be chosen after careful consideration of the efficacy,
ecological effects and costs versus benefits of the various options, including
public education, legal action, natural and biological control,' elimination of
breeding sources, and insecticide applications. '
3. Mosquito breeding sources whether natural or: created by human activity,
should be altered in such a manner as to cause the least undesirable impact
on the environment. " ~
4. Insecticides and application methods should be used in the most effi-
cient and least hazardous manner, in accordance with all applicable laws and
regulations and available scientific data. The registered label requirements
for insecticides should be followed. When choices are available among effec-
tive insecticides, those offering the least hazard to non-target organisms
should be used. Insecticides should be chosen and used in a manner that will
minimize the development of resistance in the mosquito Dopulations.
5. Personnel involved in mosquito management orograms should be properly
trained and supervised, and certified in accordance with relevant laws and
regulations, and should keep current with improvements in management tech-
niques through continuing education and/or training programs.
Figure 10. AMCA Policy Statement on Mosquito Control
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62
CHECK LIST FOR A COOPERATIVE COMMUNITY MOSQUITO REDUCTION PROGRAM
I. Mapping
A. Large area program map (on one sheet) with sufficient detail to
draw in the boundaries of:
1. Protected area - that area in which a minimal mosquito
population is desired.
2. Barrier zone - that area around the protected area (about
1 mile across) in_which control operations
are carried out in normal years.
3. Outlying area - major breeding areas beyond the barrier
zone and areas that are in neighboring
control programs.
B. Small area control maps (one sheet per h, section, 8 inches to the
half mile) on which to plot survey results and control operations.
IX. Adult Survey
A. Landing rates, biting collections, and light trapping.
B. Determine: 1. Density and species of pest populations
2. Community tolerance threshold
3. Effectiveness of control operations
4. Breeding areas
III. Larval Survey (number of wigglers per dipper of water)
A. Identify actual breeding sites and plot on small area control maps.
B. Classify breeding sites for type of control and priority of control.
IV. Control Program Management
A. Coordinator of volunteers, maps, and records
B. Liaison with a state or regional mosquito authority.
C. Individual owners responsible for small breeding sites
D. Large breeding areas require:
1. Cost estimates for possible control options;
a. water management
b. drain, fill, or deepen
c. mosquito fish
d. larviciding
e. adulticiding
2. Cost sharing of control with owners.
3. City, county or contracted program operation.
Figure 1". A Community Mosquito Reduction Program Check List
-------
63
Project II-D.Ja News Bulletins and Group Project Status Reports
Whenever more than a few people are involved in an enterprise the
need for coordinating their efforts and for maintaining a history of
accomplishments requires records, current, accurate records including
weekly, seasonal and annual summaries. Distribution is by newspaper,
radio, TV, mail and bulletin board. Items and regular departments in
mosquito management bulletins and reports are:
a. Larval survey results
b. Adult mosquito survey results
c. Control suggestions for residents, farms, and businesses
d. Weather and water conditions
e. Mosquito outlook for the next week
f. Volunteer duty assignments and coordination meetings
g. Organizational news
h. Management decision meetings on specific sites in which at least
one person is present for each type of interest in the site.
i. Changes in boundaries of control areas
j. Equipment needs for specific projects
k. Contributions of time, equipment, space, supplies and funds
1. Breeding reduction projects by individuals, farms, and businesses
m. Comments by agencies: Extension Service, County Health Officer,
State Entomologist, State Health Office
An 8# by 11 inch sheet folded in half produces a four page
bulletin. The 5# by 8% inch pages are a nice size for short articles
and notices. The two center pages can also be used for a map.
Projects completed:
1. Wrote a news item
on local mosquitoes (Signed)
2. Arranged with local
media for distribution
of mosquito reports
3. Designed a news bulletin
k. Set up a records center
for mosquito control
project or report title date manager, teacher, leader, parent
-------
64
Project II-D.^ Estimating Costs for Large Area Control Options
After a community clean up of daytime mosquito hiding places and of
water containing junk, and other small area breeding sites, what remains
are the large or difficult breeding sites. Typically there are a number
of ways to reduce or prevent breeding for each site. There is no one
best option for all sites. The best option for a particular site is the
one that is effective, is politically and environmentally possible and
for which equipment and funds are available or can be arranged.
Mosquito larae require calm, protected, shallow, fish-free water.
Flood water mosquito eggs require flooding to hatch. Female mosquitoes
require daytime hiding places and blood to produce eggs. Remove any of
these factors eliminates mosquitoes. For each site consider the costs
of possible options including the following:
1. Water management
a. Overflood ponds early in the year and hold the level steady or
receding thereafter to prevent egg hatch.
b. Hold irrigation water on fields for a time less than that needed
for larval development to be completed.
c. Maintain ditches and drains to prevent breeding in vegetation
along the sides, in the bottom when the flow is cut off, or in
soggy areas due to leaks in the system.
2. Drain, fill or deepen
a. An entire site may be drained (or prevent water from entering)
or filled or deepened, to support fish, with clean banks.
b. A site may be deepened in.one-part. The soil removed is used as
fill in another part. The deepened part serves as a drain for
the remainder. This method improves wildlife production by
providing a greater variety of habitats in the area.
c. An alternate use of the site may be possible which will perform
the above in the process of development (asphalt and Sak-retel).
3. Mosquito predators
a. Improve the site so native fish can survive.
b. Stock with mosquito fish, Gambusia affinis. If this fish will
not overwinter, the cost of restocking must be considered.
4. Larviciding with weekly larval counts
a. Individual site treatment by hand or ground equipment
b. Large area treatment by ground or aerial equipment
5. Adulticiding with quality control counts or collections
a. As an emergency treatment for severe biting or vector mosquitoes
b. As a prescription treatment for special outdoor events
Projects: Report on best options for a selected site.
2. Cost and availability of an option in your community.
3. Raise Gambusia affinis, release in spring, and monitor.
Project $ completed ______ (Signed)
date manager, teacher, leader, parent
i
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65
Project II-D.5 Cost Sharing of Breeding Site Reduction with Landowner
Landowners have an obligation to the public to not let their
property become a nuisance or a source of nuisance. The public has an
obligation to itself to adopt those methods of mosquito control that are
environmentally sound and that will in the long run be the least costly.
Such methods normally cost a great deal more the first years than annual
short term options and much less thereafter. When it is in the best
interest of the entire community, including the owner, to carry out an
expensive permanent control operation, cost sharing is a possible
solution for paying the bills.
1. Select a site where water management, drain-fill-or-deepen, or fish
are considered appropriate methods of reducing breeding (P. II-D.^).
2. Find who owns the site and the land around it that may be affected
by environmental modifications carried out on the breeding site.
3. Prepare a map of all possible affected areas. Ownership maps are
available at some banks, title companies, real estate offices and
county court house recorder's offices.
km Determine who all have an interest in the land: owners, renters,
city, county, highway, railroad, potential developers, wild life
commissions, parks service, Corp of Engineers and other agencies.
(The more the better, see #6 below.)
5. Develop a preliminary budget for specific work needed to correct the
breeding site such as:
a. cost of installing a new water control gate
b. cost per foot of drainage ditch
c. cost per hour for deepening and hours estimated to do the job
6. Determine the benefits of the operation to each interested party and
all persons living within mosquito flight range ()£ to 1-5 miles).
7. Assign the cost in the same ratio as the benefits.
8. Determine the ability of each party to pay the above cost.
9. Reassign the cost on a most reasonable basis as of this date.
10. Discuss the plan with each type of interest individually followed by
a joint meeting if indicated.
11. Review steps 2-10 annually until the source is controlled.
For a large area, each of the above steps is a significant project
if the records are maintained by a responsible person or office. For
smaller areas, more than one step should be grouped for a project.
Projects or steps completed:
(Signed)
project or report title date manager, teacher, leader, parent
-------
66
Project II-D.6 Forming an Organized Control District
The main function of a control district manager used to be the
coordination of control operations and of district employees. Now it is
to negotiate large area breeding site reduction with landowners, public
relations, and public education for the control of snail breeding sites.
Coordination now includes the control operations of individuals, farms,
business firms, and community-spirited volunteers. This is a 12 month a
year job treating causes rather than symptoms. Many of the same
activities are involved in organizing and in maintaining a district if
the district management evolves from within the community.
1. Select an interim program coordinator (II-D.3)
2. Obtain basic information by all or most of the following projects:
a. Control district area (II-A.1)
b. Human attitudes toward the pest population (II-A.3)
c. Species of pest mosquitoes (II-B.2)
d. The size and duration of the pest population (II-B.3)
e. The relative size and location of breeding sites
to the protected area (II-C.2)
f. Estimate of community resources (II-D.2)
g. The advice of available authorities (I-A, B, C, and D)
3. Develop a leaflet on the need for an organized district based on
more than one of the above information projects (II-D.1).
k. Prepare a speach on the advantages of an organized district based
on American Mosquito Control Association Bulletin (I-D).
5. Hire a professionally trained manager full time or share with
another district or duties.
6. Maximize the stability and long term control options by giving the
program an independent tax base; as an organized district
incorporated under state law in states where enabling legislation
has been passed.
Each step is a project in itself and often can be subdivided to
match local conditions. The sequence is only a suggestion.
Projects completed:
(Signed)
project or report title date manager, teacher, leader, parent
/
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67
Project II-D.7 Calibrating Pesticide Application and Equipment
Errors in application result both in failure of expected control
and in hazards to health and the environment. Major sources of error
are poor calibration of equipment and failure to maintain calibration.
Calibration involves two steps:
1. Determining how much material is delivered per unit area (gallons or
pounds per acre or square foot). At times this is converted into a
unit of time (oz/min) or of distance (oz/mile).
2. Calculating the amount of product to add to the spray tank to obtain
the desired rate of application of active ingredient by following
the label directions. (Granules used for larviciding are ready to
use as purchased so no calculation is needed.)
Activities in which calibration is important are:
1. The rate of travel (Project II-D.7a)
2. Estimating the size of an area to be treated (II-D.7b)
3. The rate of application by area, time, or distance (II-D.7c)
*f. Simulation of practical application problems (II-D.7d)
a. uniform droplet size
b. uniform distribution of droplets and granules
c. uniform pattern and swath overlap
5. Supervision of contracted application (II-D.7e)
6. Detecting inversion conditions (Il-D.7f)
A record of the total amount of material used divided by the total
area treated yields the average rate of application and indicates if
calibration was maintained. It does not provide an indication of the
uniformity of the application. A control failure can occur from the
non-uniform application of the required dosage. Surviving mosquitoes
are an indication of the problem but not a confirmation.
To determine the uniformity of a treatment, the conclusion must be
based on more than one sample. The treatment must be divided into
several sections or areas from which multiple samples are taken.
The calibration process can be repeated several times or the
records of a number of applications averaged to estimate the true rate
of application. This is the normal procedure for control operations.
The practice has serious limitations with new control materials that
must be applied uniformily for proper results (Rathburn et al 1979).
Serious calibration requires the use of simple statistics and
multiple sampling techniques. Then not only the average but also an
estimate of the reliability or uniformity of results can be given with a
desired assurance of confidence (or lack of confidence). The following
projects are for both practical training and an easy means of generating
data for practice in using simple statistics (Part III-A).
Reference:
Rathburn, Jr., C. B., E. J. Beidler, Glennon Dodd and Albert Alfferty.
1979. Aerial applications of a sand formulation of Methoprene for
the control of salt-marsh mosquito larvae. Mosquito News*39(1):
76—8o.
-------
Project II-D.7a Calibrating the Hate of Travel
Both the average rate of travel and the uniformity of the rate of travel
can be obtained by using a measured course for walking (running, bicycling)
or driving at 5 to 15 miles per hour.
1. Average rate: (as most applicators calibrate the rate of travel)
a. Measure the distance between two reference points at least
30 seconds apart.
b. Record the times to travel the distance both ways with applicator.
c. Average the two times (feet/second or minute or meters/3ec or min).
- - - - See Part III before doing the following project - - ------
2. Uniformity of rate: (and as a result, uniformity of application rate)
a. Measure the distance between two reference
points as above, or better, measure equal
distances between reference points set out on
a course with 4 or more legs over typical terrain.
b. Record the times needed to travel each leg of the course.
ic5j 10 tj to i, tio ~ ~ ^j- ~ ! QS
c. Calculate the Standard Deviation (Project III-A.3a).
d. About 6096 of the time the rate of travel (application rate) for a
leg of the course is expected to fall within the range of i 1 SB
which is within Y % of the mean.* ,, n ¦
^ ^ lV *j.„ uf
CI/- — -
e. Calculate the Standard Error of the mean (average) and the 95%
Confidence Limits (Project III-A.3b).
se-. 4sr- #= :/•?-«. cl**
f. About 9596 of the time the average rate of travel (application rate)
for the course is expected to fall within S % of the mean.*
/'' 0
~Assuming a uniform rate of product discharge and distribution from applicator.
Compare the performance of different persons or of the same person at
different times (days) on the course using the research designs in Part III.
Project Example Conditions Replace With
III-A.4b Sites and counts Person and times for each leg
III-A.40 Sites and time blocks Person and legs
III-A.4d Sites, time block and person Person, leg and leg sequence
III-A.4e Site, year, and week Person, day, and leg
Projects completed:
(Signed)
report title
date manager, teacher, leader, parent
-------
69
Project II-D.7b Estimating the Size of the Area Treated
Application is generally made to irregular areas and often only to
portions of an area that can he measured on aerial photos or maps. Such
areas must be estimated by the applicator or the applicator must learn to use
a uniform rate of application, A common means of estimating the size of an
area is to step it off prior to or during the application. The amount of
material used divided by the area will yield the average application rate.
1. Length of step: (as is generally done)
a. Step off twenty steps of the length used in field work.
b. Measure the distance traveled.
c. Divide the distance traveled by the number of steps.
d. Express results as ft/step or m/step and as steps/100 ft.
------- See Part III before doing the following project --------
2. Uniformity of steps (and as a result, uniformity of application rate)
a. Set out a course as in project II-B.Ja.
b. Measure the distance traveled on each leg with 20 steps.
Si S0,5\ $5 y - 4r - **ra-4' V/o**>b \
' f 7 Clt-S
c. Calculate the Standard Deviation (Project III-A.3a).
d. About 68% of the time the length covered (application rate) on a
leg of the course is expected to fall within the range of ± 1 SI
which is within Y % of the mean.»
CV*
e. Calculate the Standard Error of the mean (average) and the 95%
Confidence Limits (Project III-A.3b).
se- 41' IFF'- CL°11 * SiV
f. About 95% of the time the average length covered (application rate)
on the course is expected to fall within S % of the mean.*
I 60% %L U a *7
g. Verify the above calculations. ~st-1—" '
* Assuming as in project II-D.7& and that the width of swath is uniform.
Under actual working conditions even greater variation can be expected than
in the examples in projects 7&» and c. This can be confirmed by
calibrating under actual field conditions. One person times and records as
the other makes the applications. Periodically the amount of product used
(or collected in containers) is measured or weighed and recorded. Were 49
(Project II-D.7c) the correct application rate, the dosage range would be
from 31% to 204% or a 7 fold range using granules (or rice).
Projects completed: (Also compare performances as in project II-L.7a)
(Signed)
report title
date manager, teacher, leader, parent
-------
70
Project II-D.7c Calibrating Application Rate by Area, Time and Distance
Where the area can be accurately measured, the amount of material used
divided by the area yields the rate of application. The rate of application
is often easier to use when based on time or distance, rather than on area,
for irregular breeding sites for both ground and aerial work.
1. Application rate of granules: (as is generally done)
a. Apply granules over measured course at a uniform rate of travel.
b. Record the amount used and the time required.
c. Divide the amount used by the area for lb/acre.
d. Divide the amount used by the time for lb/min or oz/rain.*
e. Divide the amount used by the length of the course for oz/mile.*
* For the swath width, rate of travel, and application rate in step c.
See Part III before doing the following project - - -
2.
Uniformity of application rate of granular larvicides:
a. Put out one (or more sets) of identical containers in the treatment
area spaced 1/10 the width of the swath including two beyond the
,0,0
0,s,si,0,m,Q, a.s.a.a
a, a,
lap
swath width
lap
swath limits. Sample four or more applications.
b. Record the times required, the total amount of material used and the
amount in each container per application.
c. Divide the total surface area of a set of containers by the total
weight of granules they collected in a treatment for the average
container rate (lb/acre). A comparison with the total amount
applied to the area (lb/acre) indicates the efficiency of the
containers to sample the granules.
d. Determine the uniformity of application within the treatment area
using the proper research design (Project III-A.4e)*
Ounces or grams of granules per container
Replication Distance from path of applicator (spaced 1/10 of swath)
or
Left side
Duplication
4&7
2
1
1
2
?
4&7
-------
71
Project II-D.7d Simulating Practical Application Problems
Three factors still challenge applicatorfs attempts at uniform control;
1. Uniform droplet size: Droplets are typically produced by injecting
a liquid into a stream of rapidly moving air, You can use a hand spray gun
loaded with water and food coloring or make your own sprayer from a straw.
sAk GlQw?
Use good quality white paper for the target area. Measure the largest spot
and the smallest. Subtract, and divide the range into 5, or more odd-numbered
classes of size. Count the number of drops in each size class, plot on a
chart, and determine the percent of drops in each size class. Cube the mean
diameter of each class and multiply by the number of drops in the class to
obtain the relative volume. Again determine the percent of volume in each
class. How many small droplets could be made from the largest droplet?
2. Uniform distribution of droplets and granules: Because the droplets
are of different sizes they sort out as they fall. Use a grid over your
droplet patterns and count the total number of droplets per unit area. Also
compare the distribution of droplets by. their size class (Figure 12).
3. Uniform pattern and swath overlap: The nozzels on spray booms are
set for an overlapping pattern. The overlap then produces an even
distribution below the boom. The same idea is used by aircraft with each
swath overlapping the next. By working an area across the wind, the drift
from one swath to the next helps insure uniform coverage. Plying across the
wind also permits a uniform ground speed.
/ UN iFo&h* U /V i !• a /£ l)AfiAS/r .
The problems of distribution and pattern overlap are present in
calibration project II-D.7c. By adding the particles in container 6 to 5 and
those in 7 to 4, the effects of overlap are simulated. Rice and 8^ by 11
inch sheetB of paper can be used indoors to simulate the distribution of
granules or droplets. The collected rice can either be weighed or just
counted and each Icernel given an arbitrary weight such as 1 gram.
Use water in a clean boom sprayer and calibrate each nozzle using the
research design in project II-D.7c (replace container with nozzle). Collect
5 one—minute samples from each nozzle.
Projects completed;
(Signed)
project or report title
date manager, teacher, leader, parent
-------
Figure 12, Plastic Straw Spray Pattern at Six Feet
-------
Project II-D.7e Supervision of Contracted Application
73
Three areas of quality control exist when using contracted services:
1. Preparation of the contract:
a. Liability defined and insured.
b. Performance defined and related to payment, such as:
Percent rate of kill: 50 60 70 80 90 100
Percent payment: 0* 25* 50* 75 100
* or reapplication as needed before full payment
2. Application: Amount of product reported applied to a given area
related to: invoices or actual monitoring of loading.
b. Flagging (path) and timing of aerial applicators.
c. Miles or minutes of application at calibrated rate.
3. Control: Percent reduction related to:
a. Larval or adult surveys or to both.
b. Preselected Index sites sampled before and after application.
c. Proper data reduction method for valid conclusions.
The above quality controls involve considerable ground work to establish
the justification of treatment in the first place and to justify payment
based on treatment effects when treatment is called for. The work is
justified in that if the treatment is not needed, both money and environmental
costs are avoided. Also when the application is needed the mosquito
population will probably be high enough to show successful treatment when the
application is made within the limits of the label and good professional
judgement.
The monitoring of the applied product directly is possible but in
general is beyond the resources of the community with the exception of
larviciding granules.
1. Develop a contract containing performance standards.
2. Develop a sampling plan: a* to verify the necessity of an application.
b. to time the application.
c. to verify that control standards have been
met.
3. Develop an informative announcement (leaflet) for the community including:
a. The need for applications and the anticipated materials to be used.
b. How treatments will be made and specifically where*
c. Approximate times of application (time of day, possible days).
d. Person to call for additional information.
Projects completed:
(Signed)
project or report title
date manager, teacher, leader, parent
-------
7^
Project II-D.7f Monitoring Weather Factors for Effective Application
Larvicid.es axe applied by granules and. large drops of about the same size
(250 microns average diameter). Adulticides are applied as 50 micron droplets
aerially and as 15 micron droplets from the ground from special ultra low
volume (TJLV) nozzles.
Larviciding operations are limited by winds over 12-15 mph. and air
temperatures over °P. The large particles fall readily to the target area.
The 50 micron droplets that weigh about 1/125 of a 250 micron droplet
fall slower and are subject to additional restrictions. The wind should be
between 3-10 mph, the aix temperature below 82 F, and no temperature inversion.
The ground TJLV 15 micron droplets (the optimum size to hit a flying
mosquito) have about 1/3^ "the volume of a 50 micron droplet and barely fall at
all. For proper dispersion and residence time in the area the wind should be
between 1-3 mph, the air temperature below F, and with an inversion.
Larviciding is done during regular work hours. Aerial ULV adulticiding
is done in early morning or late afternoon to avoid high temperatures and
inversions. Ground ULV is done during the time of maximum flight activity of
the pest species, usually from sunset to 2 hours after sunset when inversions
occur under clear calm skys. Failure to observe the above weather factors as
in scheduled routine adulticiding reduces the effectiveness of adulticiding
operations to public relatione events.
1. Use library references to find out the use of dry bulb (air
temperature), wet bulb, and black bulb thermometers (both mosquitoes
and droplets respond to humidity and the radiant temperature).
2. Use references to define and describe Wind Profile, Temperature Profile or
Gradient, and Temperature Inversion within 50 ft of the ground.
3. Obtain a low speed wind gage or air meter. Always average several readings.
4* Detect inversion conditions by mounting 2 thermometers marked in 0.J°G at
about five feet and 15-20 feet. Allow time to stabilize.
Tod Thermometer - Bottom Thermometer .. ^5
Stability Batio - wi^ M (cenUaet*r./»ee°nd) squared 1 10
SR of 0.1 or greater » stable inversion for ground ULV
SH of -0.1 to 0.1 ¦ neutral condition for aerial ULV
SR of -0.1 or less s unstable condition for no ULV application
5. Use daily weather data and maps from the nearest weather station to
determine the average number of days or nights during a month proper
conditions can be expected for adulticiding in your community.
6. What area can one ULV machine treat in an evening during optimum weather
conditions if traveling 10 mph with one block (264-330 ft) swaths?
7• What area can a vector control aircraft treat in a day during optimum
weather conditions in August traveling 150 mph with 300 ft swaths?
Projects completed:
(Signed)
project or report title date manager, teacher, leader, parent
Reference: Armstrong, J. A. 1979. Mosquito News 39(1):10-13.
-------
75
Part III. Projects on Improving the Reliability of Control Operations
The more one knows about mosquitoes, the more often the oest management
strategy will be selected. Accurate knowledge is essential. Errors in
observation and the lack of necessary observations are commonly occurring
problems. For example, one indoor pesticide was about to be removed from the
market as users complained it did not kill mosquitoes when used as directed.
It did in the laboratory. It did not in the home. Unlike the lab mosquitoes,
the wild species had "learned" to land on areas normally not treated and to
avoid treated areas. A change on the container label of where to spray,
related to the change in mosquito behavior, returned the product to its
former effectiveness.
Not only is the mosquito an ever changing tricky pest, but it has an
ally in the random force. It is impossible to make reliable predictions from
a single count or observation because of the variation produced by the random
force. You do not know where on the distribution of possible counts that a
single count falls.
On the other hand, the random force can be trusted to play fair, to
yield highly reproducible variations within any given set of conditions. The
variation the random force produces can be used as a constant, as a standard,
with which to compare the variation from assigned causes such as breeding
site reduction, pesticide application, or a change in season. The sampling
methods given in the research design projects should be made a part of all
projects that involve counting and measuring. They save time and money by
reducing errors of judgement.
Three ways of improving the reliability of control operation data are
given. The quickest way is to use proper sampling and related data reduction
for the interpretation of counts and measurements.
A. Know your research design projects show you how to control the
variation in mosquito counts and measurement data and how to
draw conclusions with a reasonable degree of reliability.
B. Know your mosquito habitat productivity limitation projects includes
ways of studying the mosquitoes in your community at any time
of the year.
C. Know your mosquito behavior projects introduces you to those
imperfectly known factors to which moBquitoes react. Only
your imagination is the limit in designing experiments and
observations to aid in man's attempt to decode the microcomputer
and its inputs contained within these little flying machines.
Proper research design with statistical control of the random force
helps prevent self-deception. It provides an objective standard of
reliability. Good research design and practical knowledge of your community
are complements, not substitutes, for one another. Each alone can lead to
disaster. It is a poor risk to fool yourself about Mother Nature.
-------
Projects on Improving the Reliability of Control Operations
Table of Contents
Part III
A. Know Your Research Design for Reliable Data 77
1a. Examining the Nature of the Random Force in T-F Tests 78
1b. The Random Porce and Experimental Design or How You Look at
Things Determines What You See 79
2. Summing Op the Variation in a Sample ....... ^
3. Interpreting the Variation and Establishing Confidence Limits . .
a. Using the Standard Deviation to Interpret Sample Variation . &2
b. Using the Standard Error to Establish Confidence Limits . . . 83
4. Significance Testing of Fixed Condition Effects 84
a. Summing the Variation for the ANOVA Table ..........
b. Significance Testing for One Fixed Condition Effect ..... 86
c. Significance Testing for Two Fixed Condition Effects .... 87
d. Significance Testing for Three Fixed Condition Effects ... 88
e. Significance Testing Including Interaction of Factors .... 89
f. Expanding the Factorial Design 90
B. Know Your Mosquito Habitat Productivity Limits . 91
1. Mosquito Habitat Field Observations ... 92
2. Mosquito Habitat Laboratory Observations . . 93
Figure 13. Examples of Cardboard Box Colony Chambers 3k
C. Know Your Mosquito Behavior 95
1. Mosquito Behavior Field Observations . 96
2. Mosquito Behavior Laboratory Observations 97
Referenee:
Larkin, Jill, John McDermott, Dorothea P. Simon, and Herbert A. Simon.
20 June 1980. Expert and novice performance in solving physics
problems. Science 208(4450):1335-1342.
An excellent discussion on the difference between a beginner and
an experienced manager. There appears to be no substitute for
actual experience and careful evaluation of what was learned by
that experience.
-------
77
III-A. Know Your Research Design for Reliable Data
Properly designed observations and counts not only provide reliable data
and conclusions, but also save on time and expense. Projects III-A.4b-e show
the relationship between the parts of efficient research designs:
a. The question you. want to answer.
b. How you plan to get the answer including the fixed conditions
imposed.
c. How you actually collected the data (rarely do things go completely
as planned when making outdoor mosquito counts).
d. The calculation of the appropriate analysis of variance (ABOVA).
e. Drawing conclusions (answers to the question) that are consistent
with steps b, c, and d without over or under stating the facts.
Projects III-A.1—5 develop an appreciation of the variation in samples
including true-false and multiple choice tests.
Statistical tests are all designed around the null hypothesis, the idea
that nothing of any significance happend unless the variation between fixed
conditions exceeds a pre-selected limit. The limits are provided in tables
that show the amount of variation expected from the random force alone
without any other cause being involved. If the variation you calculate
exceeds this value in the table then something other than the random force
may have caused the difference.
When the null hypothesis is rejected and an alternate hypothesis is
accepted, something other than the random force is now assumed to have caused
the difference. That last statement sounds rather weak but is correct. The
statistical test will tell you when to look for an alternate cause, but will
not tell you what it is. The cause you have assumed, draining a breeding
site, for example, may have made a significant reduction in the counts of
mosquitoes at your light trap or it may have been the weather, the wind, a
neighboring community's spray program, or the new street light installed near
the trap. You must check these out by observation or by designing a new set
of counts.
The main first value of a statistical test is to tell you when not to
look for causes other than the random force. The tests help prevent you
being tricked into believing there is a real difference between varying
counts when in fact it is only due to the random force. Mosquito counts are
highly variable. Without a proper research design including a statistical
test, the counts can easily fool a person into believing there is a
difference when in fact there is none. Fortunately the summation oI 'the
variation can be done with one calculation regardless of the test design.
To begin, verify the examples in the following projects. Once you have
some familiarity with the calculations, your judgement will develop an
appreciation of the relation between the various parts of a research design
and the part calculating the variance plays in drawing valid, reliable
conclusions. With practice in applying the following project research
designs you will be able to make your own designs and to use more rigorous
tables and suggestions from reference books in handling large data tables.
-------
78
Project III-A.1a Examining the Nature of the Random Force in T-F Tests
Each time you take a true-false test, the random force, on the average,
gives you half the answers. It will not tell you which specific ones are
correct. Only on the average will it give you half the answers. At the same
time, it is, individually, a deceiving tease and, collectively, a reliable
standard.
Four students used coins to test the random force (chance it is
sometimes called when it operates in simple cases) to pick the answers in a
twenty question test.
Question Correct
Number Answer
Individual Answers
Group Answers
Bill Joan Ralph Mary Pooled New Toss
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
T
T
T
T
T
T
T
T
F
F
T
F
F
F
T
F
F
F
F
F
T:F Ratio 10:10
Number Correct
10:10 8:12 12:8
©
9:11
In this example from actual coin tosses, every test question was
answered correctly by at least one of the four student's coins. No student
could tell from their own answer sheet which answers were correct. The
random force is a big tease. Even when they got together and pooled their
coin results and tossed again to break ties, they neither got a better score
nor did they know the correct answers.
The random force permits making general predictions (£ of the answers)
but will not tell which is the correct answer for any one question. It is
the nature of things that the privacy of an individual or individual event is
to be protected from predictability. To make predictions you must take
multiple count samples.
On your next true-false test use two answer sheets, one for the random
force operating on a tossed coin and one for yourself. The difference
between the two scores, doubled, is an indication of what you really know.
Project completed _____ (Signed)
date manager, teacher, leader, parent
-------
79
Project III-A.1b The Random Force and Experimental Design or How You Look
at Things Determines What You See
The effects of the random force can also be observed in multiple choice
tests in the case where you do not know the correct answer but you do know
the incorrect answers. For each incorrect answer you identify, the odds of
guessing the right answer improve. If you can identify all incorrect options,
the remaining option must be the correct one. With 4-option questions, there
are three incorrect answers, three choices, and three degrees of freedom.
Options You
Know Are
Incorrect
Choices
Left
Degrees
of
Freedom
Odds of
Guessing the
Correct Answer
Improvement
Over the
Random Force
0
5
5
1A
0%
1
2
2
1/3
33%
2
1
1
1/2
20096
3
0
0
1/1
40096
With a multiple choice test with fixed limits (4 options) the more
options you know are wrong, the closer you are to the truth. In the real
world the number of options is usually unknown. Trying things at random is
generally not very productive. You just learn a lot of wrong answers.
An exception is the stocking of ponds with mosquito fish. One community
found it impossible to predict in which ponds the fish would overwinter and
provide good control of mosquitoes. They then stocked all ponds and let
nature take its course. After stocking for three years the fish "reported**
three types of pondst those they can overwinter in with good mosquito
control, those they cannot overwinter in but give good control when restocked
from the overwintering ponds, and those they cannot live in or give poor
control.
These people designed their three year experiment (control program) with
the null hypothesis (the idea that what they did would make no difference)
that the fish would not overwinter and control mosquitoes. In several ponds
the null hypothesis had to be rejected as the fish did overwinter and control
mosquitoes. The alternate hypothesis that the fish will overwinter and
control mosquitoes is now acceptable for these ponds and overwintering
conditions.
The above example is in contrast to the routine fogging done for adult
mosquitoes as the only option for control. Each application gets one no
closer to the correct answer. Even on days when a good kill occurs the
breeding sites are still turning out more mosquitoes. In a few hours to a
few days, the mosquitoes are biting as usual. The applicator wants to
believe he is doing a good job even though he may not know or care to know
the real facts. The best examples of this mental trap are the people who
smoke in public. Because all seems well at the moment, does not mean they
and those around them will escape the truth of its harmful effects.
It is fairly easy to design research to get the answers you want, as
above for example, by using a very short observation period. Proper research
design with statistical control of random force effects helps prevent self-
deception, in believing in something you may not know or want to know.
Defend the position that Joan's coin that gave the correct answer 11 out
of the first 14 tosses is of greater value than the other three coins.
Project completed (Signed)
date manager, teacher, leader, parent
-------
Project III-A.2 Summing Up the Variation in a Sample
One must first collect a number of mosquitoes to identify them. So it
is with sample variation. One must first collect the variation numerically
in order to use it either for making predictions or for determining if the
difference between samples is due to an assigned cause or is just another
result of the random force. Use either paper and pencil or a calculator.
The variation in a sample of multiple counts is described as the sum (£)
of the squared deviations (d*) of each count (X) from the sample mean (f) or,
for short, as the sum of squares (SS).
>2
SS = 2 d'
or SS x Z (X - X)'
or SS
Zx2 - Gp
Two methods of summing the variation are given as a means for you to
check your math as you learn the one calculation that will sum the variation
for all ANOVA designs and the other projects. The following calculation
guide for tabled data will keep the related counts (X), sums of squares (SS)
and means (l) together. The symbol means the sum of the squared deviations,
1
X X X X
of the enclosed counts, from their mean. Worked examples are given below
the instructions to show the comparison of the two methods.
Paper and pencil method:
a. Add all the counts and divide by the number of counts (n) to obtain the
average or mean (x).
b. Square the difference (the deviation) between each count and the mean
and add to obtain the stun of the squared deviations from the mean (SS).
Hand calculator method: (for large data and ANOVA tables)
a.
b.
c.
Sum the square of each count.
Square the sum of all counts and divide by the number of counts.
Subtract the above two quantities to obtain the sum of squares (SS).
Paper and Pencil
Hand Calculator
X X X X
\5 4 6
*1 m 3+4+6+7 20
n 4 4
SS
[3 4 6 7
£x2 -
SS =JdS
22+12+12+22
10
9
16
36
JSL
SS = 110 -
1221
4
100 = 10
1. Verify that the sample of mosquito counts of 18, 3» 11 > 29, and 14 has a
SS of 366 by both methods of calculation.
2. Sum the variation of your own data by both methods to check your math.
Project 1 completed ________ (Signed)
2
date manager, teacher, leader, parent
-------
81
III-A.3 Interpreting the Variation and Establishing Confidence Limits
The reliability of counts and measurements are estimated by comparing
the actual results with those expected from the random force alone. When the
two differ significantly, the actual results are assumed to be due to some
cause, often a factor in or a fixed condition of your research design such as
collecting at different sites or using alternate methods to reduce breeding.
There are many ways of making this comparison between the effects of
assumed or assigned causes and the effects from the random force. When you
make no assumptions, the variation in a sample of multiple counts can be
summed and interpreted with the aid of the Standard Deviation of the sample
(SD) and the Standard Error of the sample mean (SE).
The Standard Deviation (Project III-A.3a) needs no correction as the
value is a characteristic of the variation of any sample size. The Standard
Error of the sample mean (Project III-A.3b) is sensitive to sample size and
must be corrected in calculating confidence limits if the number of counts
(n) is less than 30.
Correction Factor (t) for Small Sample Size
Degrees of
t value for 33%
Freedom*
confidence limits
1
12.7
2
4.3
3
3.2
4
2.8
5
2.6
6
2.4
7
2.4
8
2.3
9
2.3
10
2.2
15
2.1
30
2.0
oo
2.0
~ (n - 1) ¦ Degrees of Freedom * °F
Good research design tries to reduce unnecessary variation and to obtain
representative samples. A common practice in dipping for larvae is to record
an average of several dips as the count for that site or the average of the
3 to 5 dips that contained at least one larva.
When the distribution of counts in a sample is far from a normal
distribution, all counts can be "normalized" by a mathematical transformation
as the first step in data reduction, before summing the variation. This
procedure is not required in these projects, however, you will find it in
some current scientific articles on mosquito populations.
Both the above Mtrt table and the following MF" table contain rounded
values. For critical tests check references for more accurate values.
-------
Project III-A.3a Using the Standard Deviation to Interpret Sample Variation
Mosquito counts and measurements often approach a numerical distribution
called the normal curve. So do test grades. The curve represents a plot of
a large number of counts from one population of counts.
X
-1 SD
.point of curve
inflection s
6%
of sample counts
95% of sample counts
-2 SB ^
( *¦)
( W)
MS or variance
The point of inflection on each side of the mean is called the Standard
Deviation (SD). About 68% of the counts will fall in this range and 95%
between twice this range. Making 100 mosquito counts, plotting them and
drawing the curve is too time consuming a way of finding the SD. An easier
way is to calculate the SD from a few samples.
a. First sum the variation (Project III-A.2).
b. Divide the SS by the number of counts (n) less 1 to obtain the variange
or mean square (MS), (n - 1 = Degrees of Freedom in your sampling = F)
» jSL..- if: SD .-0^ fig ,tS*U
c. The square root of the variance is the Standard Deviation (SD).
d. Fill in your mean and the mean + and - one and two times the Standard
Deviation below the scale line of the normal curve.
e. Plot the individual counts above the scale line by estimating locations.
ConoluBions and Predictions:
a. The mean is a better estimate of the truth than each count.
b. Some 68% of similar (future) individual counts are expected to fall
between the range of + and - 1 SD (5 to 25 mosquitoes per count).
Differences between samples can be detected by comparing their variances
as the SD and as the Coefficient of Variation (CV). The CV is a relative
variation: 100 x SD/X. Counts of large numbers of mosquitoes tend to have
large variances or SDs. The relative variances may be about equal for a
large and a small sample. If both the SD and CV differ markedly, about
double, look for a cause other than the random force.
1.
Verify and plot on separate normal curve scale lines these two samples:
a.
Counts on a calm nights
18, 3, 11, 29, 14 * * 15
SD * 9.5
CV = 63%
b.
Counts on a night with variable winds:
34, 1, 2, 33, 5 * » 15 SD = 17.0
cv = 113%
2. Calculate the SD and plot your counts from a multiple count sample.
Project 1 completed ______ (Signed)
2
date manager, teacher, leader, parent
-------
Project III-A.3b Using the Standard Error to Establish Confidence Limits
The means (averages) of mosquito counts and measurements approach the
normal curve in the same manner as individual counts (Project III-A.3a). The
distribution curve of sample means represents a plot of a large number of
sample means. It can be calculated from one multiple count sample.
2
pie means
35% confide i
ce limits
( /' ) ( is) ( if )
corrected 95% confidence limits
Finding the confidence limits for your sample meant
a. Continue from the SD in project III-A.3a.
b.
Divide the SD by the square root of the number of counts to obtain the
Standard Error of the sample mean (SE).
SE
SD _ %£.
rs " Ts
s H*3
or SE
c. Pill in your mean and the mean + and - one and two times the Standard
Error below the scale line of the normal curve. These values are for
very large numbers of counts.
Correcting the Standard Error for small sample sizesa
a. Enter your mean, t value (from table), and your SE below:
mean t SE
( // ) - ( ) x ( ) a 3 m lower 95% confidence limit
( if ) + ( 3'J ) x ( V*3 ) a m upper 9596 confidence limit
b. Carry out the calculations and enter the values below the scale line.
Conclusione and Predictionst
a. The corrected 95% confidence limits are as close to the truth as you can
get with these data. To get closer requires more counts (increased
sample size) or a more efficient research design which assigns part of
the variance to specific causes as in the following projects of III-A.4.
b. Some 95% of other (future) sample means would be expected to fall within
these limits if taken under the same conditions. Such means would not
be considered significantly different from this sample.
1. Verify that the counts 18, 3, 11, 29, and 14 yields
SE » 4.3 95% Confidence Limits a 3 and 27
2. Calculate the SE and 95% Confidence Limits for your counts.
Project 1 completed
(Signed)
date manager, teacher, leader, parent
-------
III-A.4 Significance Testing of Fixed Condition Effects
When fixed conditions are a part of your research design, the variation
from assumed or assigned causes and from the random force can be separated
and compared by an appropriate analysis of variance (ANOVA) ending in an P
test, a ratio of variances or mean squares (MS).
Table of Mean Square Ratios (F values) for the 95% Significance Level
Degrees of Freedom
in the
Denominator
Degrees of Freedom in the Numerator
2 3 4 3 5 TF
24
OD
1
2
3
4
5
6
7
8
9
10
12
15
24
30
OD
200 216 225 230 234 244 249 254
19 19 19 19 19 20 20
® _S_ 9 9 9 9 6
6 6 6 6 T
Your F value is a ratio of the variance between that due to a presumed
cause and that due to the random force. When your F value exceeds the value
in the table, the null hypothesis (that idea that there is no difference) can
be rejected. The alternate hypothesis, that there is a difference, can then
be accepted. What is the actual cause of the difference between sample means
must now be sought if it has not already been assigned as a fixed condition
of the sampling.
Designing sampling methods that permit accurate assignment of the causes
of variation is the fun of research design. There is no subatitute for
practice. Pick a design. Obtain your counts. Do the calculations.
Consider how the design could be improved. With some experience you will
discover the grand order and the multiple causes concealed within highly
variable data such as mosquito counts and pesticide distribution subsamples.
CATJTION: The ANOVA must be selected as part of the research design,
before collecting the data, otherwise you can fall into the self-deception
trap of selecting an analysis such that the data will support a preconceived
conclusion as well as possibly making biased observations in the first place.
-------
35
Project III-A.4a Summing the Variation for the ANOVA Table
The symbol or calculation guide in project III-A.2 will sum the
variation for any ANOVA table if the data are tabled such that:
a. All counts for one site (sample) are placed in one column.
b. The counts are entered in the sequence they were made.
The SS of individual counts in the data table are obtained by the
calculation in project III-A.2 which is repeated below. For the Total SS,
include all counts in the data table.
Total SS a £ X2 - » /TotaljJ)
The SS of subtotals around the edge of the data table are obtained by
first dividing each squared subtotal by the number of counts in the subtotal.
Individual Counts Subtotals
32
= 9
42
s 16
62
= 36
72
'A1
SS =
110
EXmfl) 175/5 175/7 I ^
inl2. 1125
(2or 5 (250)2
\2 12
- 4375
100 =10 SS = 5500 - 5208 = 292
Calculate the SS in the sequence given in the ANOVA table. Subtract
where indicated in the ANOVA table to obtain the remaining SS. Do the
calculations twice as a check on your math. The within site (sample) SS can
be summed as a better check when easily determined as in project III-A.4b.
1. Verify that 18, 3, 11, 29, and 14 yield a SS of 366
26, 15, 22, 36, and 26 yield a SS of 232
2. Verify the SS of the following subtotalst
44/2, 18/2, 33/2, 65/2, 40/2 yields 587
66/5, 111/5, 86/5, 118/5, 119/5 yields 432
3. After working your way through the four sample projects (lII-A.4b - e)
insert your own mosquito counts or calibration data (Project II-D.7) into
the factorial design with multiple interactions of three factors
(Project III-A.4f) and solve. By this point you should be aware that the
calculations take on a very repetitive rhythm that promotes fast accurate
work.
Project 1 completed _______ (Signed)
2
3
date manager, teacher, leader, parent
-------
Project III-A.4b Significance Testing for One Fixed Condition Effect
Question: Is there a difference in the number of mosquitoes between two, or
more, sites? (Site is the fixed condition.)
Conditions; Seven counts using the same method are to be made at two
different sites. All other conditions axe unspecified, random,
and any other causes that may influence the counts are unknown.
Data Collections At each site the counts were made as randomly as practical
without introducing unnecessary known sources of variation. The
more representative the counts are of the area, the better the
data. All factors that may have influenced the counts were noted.
Data Reduction: Table the data and carry out the indicated calculations
reviewed in projects III-A.2, 3, and 4a. Pill in the ANOVA table.
Five Minute Landing Counts
Site A Site B Total
ANOVA fable (completely randomized design^
Source of Degrees of Sums of Mean F
Variation Freedom Squares Square Ratio
18
3
skunk
11
29
lost
26
15
1Q
22
36
32
(TotalfP
Between sites
Random force*
11
10
* or Within sites
988
1
292
70
4.2
SE =
250
yf
ti'C
The 9596 confidence limits: (10 °F)
T~*~± t x SET)
A =
B «
+
JS ~± !•>
AT t
3 7 =• !
M s /f.J - 3*'7
Conclusions and Observations:
a. The F value is based on a ratio of 1/10 degrees of freedom. In the table of
F values, 5 is given for this ratio. The two means of 15 and 25 are not
significantly different as the calculated F ratio (4.2) is less than 5.
The null hypothesis of no difference stands, must be accepted.
b. The 95% confidence limits overlap, which also indicates the two samples
are drawn from the same population of mosquito counts, a population with
a mean of 21. (Even if the confidence limits did not overlap, the F test
takes precedence. In general* the test with the largest number of
degrees of freedom takes precedence.)
c. During the counting periods, the number of mosquitoes landing seemed to
be related to the amount of wind. This possible cause of variation can
be isolated by designing a new experiment (Project III-A.4c).
To compare more sites at one time, expand the data table by adding sites
C, D, E, etc., summing the variance as above, and adjusting the degrees of
freedom in the ANOVA table. A multiple range test using the table of "q" will
give a better separation of multiple samples than confidence limits if needed.
1. Verify the calculations in the example or use your own data.
2. Verify Within sites SS (696) is the sum of SSiwithinji^ (366) f&Q) (330).
Project 1 completed ______ (Signed)
2
date manager, teacher, leader, parent
-------
87
Project III-A.4c Significance Testing for Two Fixed Condition Effects
Question:
Is there a difference in the number of mosquitoes between two (or
more) sites?
Conditions: Six counts using the same method are to be made:
1. at two different sites and
2. at the same time at each site (under the same wind conditions).
All other conditions are as stated in project III-A.4b.
Data Collection: As in III-A.4b except both site and time are fixed.
Data Reduction: Table the data and carry out the indicated calculations
reviewed in projects III-A,2, 3, and 4a. Pill in the ANOVA table.
Any lost data requires discarding the entire time block.
Five Minute Landing Counts
2X/n
ANOVA table (randomized block design)
Time
Blocks
Site
A
Site
B
Source of
Variation
Degrees of
Freedom
Sums of
Squares
Mean
Square
F
Ratio
1
2
3
4
5
6
2X =
n s
X a
18
3
11
29
14
rr
26
15
22
36
26
lost
4472
18/2
33/2
65/2
40/2
9
Between times 4
Within times (5)
Between sites
Random force# 4
848
587
(2Sl)
250
11
147
250
2.8
52
89
125
*or within sites - between times: 598-587
¦ .l/S*.-® . ±0.w
11
1)
15 25
200
10
20
The 95% confidence limits: (4 °F)«(3E ± t x SE)
A a /f ± * * 75 * /a,* -
B s t J>% X O-IS 7
Conclusions and Observations:
a. The F values based on ratios of 1/4 and 4/4 degrees of freedom are both
far larger than the F table values of 8 and 6. The null hypothesis of no
difference must be rejected. The two means for sites A and B are
significantly different. Why the sites are different must now be sought.
b. The 95% confidence limits do not overlap. Each site represents a
different population of mosquito counts.
c. By blocking time, the variation due to wind conditions was statistically
isolated or controlled. Had this not been a part of the research design,
the results from this set of counts would have been the same as in
III-A.4b where time was at random, subject to the random force. Wind
conditions had a significant effect on the counts.
d. Two people were required to make the counts at the same time. Were the
sites different because of the mosquitoes or because of the people doing
the counting? (Project III-A.4d)
Verify the calculations in this example or use your own data.
Project completed _______ (Signed)
date manager, teacher, leader, parent
-------
Project III-A.4d Significance Testing for Three Fixed Condition Effects
Question: Is the difference between two sites due to the mosquitoes or due
to the people making the counts?
Conditions; Five counts are to be made using the same method:
1. at five different sites in rotation
2. by five different people (A, B, C, D, E) and
3. during the same five time periods (weather conditions).
Data Collection: As in III-A.4b except for the fixed conditions.
Data Reduction: Table the data and carry out the indicated calculations.
If a count is missed, the entire experiment should be repeated.
Five Minute Landing Counts
Time
Sites
Blocks
1
2
3
4
5
1
A
10
B 25
C 18
D 24
E 26
2
E
0
A 9
B 8
C 20
D 10
3
D
12
E 20
A 10
B 20
c 27
4
C 29
D 37
E 33
A 32
B 42
5
B 15
C 20
D 17
E 22
A 14
IX »
66
111
86
118
119
n s
5
5
5
5
•5
Z s
7J72
¦" 22.2
17.2
23.6
23.8
.j
Person ¦
I
| A
B
C
D
I^Bvi
£X
1
\75
110
114
100
101
X a
15
22
22.8
20
20.2
SX/n
AROVA Table (5x5 Latin Square design)
Source of
Degrees of
Sums of
Mean
F
Variation
Freedom
Squares
Square
Ratio
ITotaljJ)
24
2,400
Between times
_4
1.682
Within times
(20)
( 718)
Between sites
4
432
108
12.7
Between people
A
184
46
5.4
Random force
12
102
8.5
SE » U —
/. 3
The 9596 confidence limits
(12 £f;,(* *t x SE)
9c ± 2. Z */¦ 3
Conclusions:
a.
There is a significant difference in the mosquito counts between sites
and between people based on the F tests. Those samples with overlaping
35% confidence limits are not significantly different:
SITES
PEOPLE
1
JL
A 1
E
B
b.
c.
d.
13 17 22 24 24 15 20 20 22 23
10-16 14-20 19-25 21-27 21-27 12-16 17-23 17-23 19-25 20-26
Site 1 has significantly lower mosquitoe counts than sites 2, 4, and 5.
Person A obtained significantly fewer mosquitoes than C. Why?
The difference in mosquito counts between two sites may be assigned to
either mosquitoes or people unless a research design is used to control
(separate) the variation from each (including the weather in this case).
Verify the calculations in the example or use your own data.
Project completed _______ (Signed)
date manager, teacher, leader, parent '
-------
89
Project III-A.4e Significance Testing Including Interaction of Factors
Question: Has reduced breeding in the main source area made a significant
reduction in biting mosquitoes in the community?
Conditions: Three index sites were established to monitor biting mosquitoes
in the community prior to source reduction work.
Data Collection; Weekly counts were made during each biting season.
Data Reduction: Table the data and carry out the indicated calculations.
Check references for instructions for estimating missing counts.
Weekly Average Counts or Light Trap Collections
Week
Site:
1
2
Blocks
Year:
78
79
78
7?
78
79
1
26
10
18
10
8
9
2
10
0
8
9
7
3
3
27
12
10
10
7
9
4
45
29
33
32
10
12
5
14
15
17
14
7
5
6
9
4
3
3
2
3
7
14
10
11
11
3
4
8
5
5
6
5
2
2
2X =
I
150
85
106
94
46
47
n =
J
8
8
8
... 8
8
8
X »
18.8
10.6
13.2
11.8
5.8
5.9!
ZX/n
8176'
37/6
75/6
161/6
72/6
24/6
53/6
25/6
t.v rjfj
528
48
11
Site s
2X/n =
r
2V5/16
z
200/16
¦ -5
93/16
T
1
S
X
14.7
12.5
5.el
1/
Year
ZX/n
X
Q
978
5022k
12.6
1979
226/24
9.4
I
ANOVA Table (factorial design)
Source of
Variation
Between weeks
Within weeks
Between samples
Between sites
Between years
Sites x years
Random force
Degrees of Sums of Mean F
Freedom Squares Square Ratio
47
<40)
2
1
2
4056
2304
(1752)
-251
-2L
* if not significant,
Conclusions:
684
120
153
(191)*
342
120
76
22.7
(8.4)
15.1
5.3
3.3
Samples SB »
Sites SE -yijp* /.3-
Years SE » iw
The 9596 confidence limits
(35 °P). (x ± 2 x SB)
do not make F test of partitioned MS
a. There is a significant reduction in mosquitoes from 197S to 1979.
b. The F ratio for the interaction of sites by years indicates the reduction
has not been uniform for the three sites.
c. The 95?6 Confidence Limits (CL) for sample means indicate a significant
reduction only at site #1 near the managed main breeding source area,
d. The 95% CL for site means show site #3 having significantly fewer counts.
Verify the calculations in the example or use your own data.
Project completed
(Siraec0
date manager, teacher, leader, parent
-------
III-A.4f Expanding the Factorial Design
The factorial design is one of the most flexible and useful designs for
both outdoor data and for laboratory data. The data table can be expanded
vertically by adding more fixed conditions or factors and horizontally by
adding more replications and duplications of these factors. Only those
factors and interactions needed to answer your questions need be calculated.
The remaining interactions can be ignored or their SS and F left with the
random force, for example, between rows (weeks) is often not needed.
The community in project III-A.4e could have elected to set up index
sites in both their control area and outside the control area, a reference
area. The data table and the ANOVA table would then appear as given below.
Data Table for Mosquito Counts Partial ANOYA Table .
,, , Area: Control Reference
Weeks
1
2
5
4
5
6
7
8
Year: 1978 1979 1978 1979
Source of
Variation
Degrees of
Freedom
F in
F test
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
¦dEHHh
SAMPLES [
1
i
AREAS C
J
*
T
^ J f V. if T. 1
YEARS C
,„7
+¦
3
¦ # * V "T = i
Between weeks
Within weeks
Between samples*
Between areas
Between years
Areas x years
Random force
31
As
(24)
3
21
(7/21)
(3/21)
1/21
1/21
1/21
* or sum Areas by Years
The community could have used control and reference areas with three
replications (sites) in each area as they duplicated (years) the observations.
Data Table for Mosquito Counts
Area:
Control
Reference
Week Site:
1
2
-2-
1
2
JL
Year:
8 ?
8 ?
8 ?
8 ?
8 ?
8 9
1
X X
X X
X X
X X
X X
X X
2
X X
X X
X X
X X
X X
XX p
3
X X
X X
X X
X X
X X
X X I
:
4
X X
X X
X X
X X
X X
X X 1
]
5
X X
X X
X X
X X
X X
X X I
c
6
X X
X X
X X
X X
X X
X X J
1
7
X X
X X
X X
X X
X X
xxv
8
X X
X X
X X
X X
X X
X X
(/ *
3 t
S £
7 1
1 *
if 19)
Source of
Variation
Partial ANOVA Table
Degrees of F in
Freedom F test
SAMPLES
AREAS
SITES
YEARS
Sum A
Sum A
Sum S
by
by
by
/. v.r (.1. s. 1 /* H./2V?
=11,
>
t-c . 7 'IX F
* 1
/
= 2
>
a 1
)
It-l.h+H. s-ri. Iri.'i+td, ii + in *5*
-
—
i+l*5 A+h+L. 7-H-hI. lf/of»3.vF
—
.M.M. 1+1 Wo.f+I*,
=
—
Between weeks 7
Within weeks (88)
Between samples* 21 (11/77)
Between areas 1 1/77
Between sites 2 2/77
Between years 1 1/77
Areas x sites 2 2/77
Areas x years 1 1/77
Sites x years 2 2/77
A x S x Y 2 2/77
Random force 77
or sum Areas by Sites by Years
AREA
-
SITE\ =
Area x site
AREA
-
year) =
Area x year
SITE
-
YEAR/ =
Site x vear
In general, keep your designs as simple as possible. If you do need to
relate a large number of factors, replications, or duplications, diagram your
data table and ANOVA table as above to account for all degrees of freedom.
See project III-A.4a for project instructions.
-------
III-B Know Your Mosquito Habitat Productivity Limits
91
Each mosquito habitat has a limit from zero to some maximum number of
mosquitoes it can produce. This limit varies with weather patterns and the
season of the year. All habitats can be classified by the types of
mosquitoes they produce and by the regularity of that productions
a. every year
b. only on years with abnormal weather or flooding and
c. never produce pest species (there may be other species of
mosquitoes living there).
Mosquito district managers learn the location and productivity of the
main breeding sources in their districts. By proper management of water,
habitat modification, and larvaciding they can reduce production to below the
community threshold level for complaints or below the level that disease
transmission is likely to occur.
Mosquito managers rarely have the time to find out why two Bites that
look very much alike will produce different numbers and at times different
species of pest mosquitoes. The number of possible factors is too large for
the time they have available.
The riddle of the "identical ponds" with different mosquito productivity
is one of the natural experiments waiting for a skilled observer to solve.
There has to be something different about them. There are two ways of
solving the riddles by field observation and by laboratory simulation.
Nature dictates when field observations must be made. If you are not
there when an event occurs, you miss it. Laboratory simulation can start at
any time if you can provide the minimum conditions for the species to develop.
Ideally these conditions would permit rearing the species for several
generations. This is not needed if you can bring in samples from the field
as needed.
The solution to the "identical pond" riddle is important as it just may
lead to a better practical control option in your community. In the process
you will learn much more about the environment and how different organisms,
both plant and animal, the weather, and soil interact to limit the production
of the pest and non-pest species.
You will need to have on hand or in the library books for the
identification of insects, birds, plants, and animals that live in the water
and on land within mosquito habitats. In this case the habitat has two
different parts: larval and adult. Any break in the life cycle such as a
lack of suitable water or of a host for a blood meal will limit the
production of mosquitoes.
References
Special Reports Mosquito Research. March 1980. California Agriculture,
Volume 34, Number 3« 44 pages. Single copies free. (California
Agriculture, 317 University Hall, 2200 University Avenue, Berkeley,
CA 94720, Telephone (415) 642-7252.)
-------
92
Project III-B.1 Mosquito Habitat Field Observations
Factors to consider in comparing two habitats;
a. Water quality: temperature, depth and variation, color, opacity, pH,
salinity, dissolved material, organic matter
b. Weathers wind direction, velocity, air temperature, relative humidity
c. Surface margin: protection, vegetation, wave action, sunlight exposure
d. Plant growths in pond, at margin (algae to vascular plants) and on
shore (adult roosting sites)
e. Animals: in water and on shore (protozoa to mammals)
predators, parasites and competing species of mosquitoes
the animals that serve as hosts for blood meals
f. Soil: type, permeability and temperature
g. Water: source and drainage, duration
Project suggestions:
1. After locating your two "identical" sites, select the factors you can
work with. Compare each factor for the two sites. Reoord all
observations. Don't trust to memory.
2. Determine how small an area or volume of the site would be needed to
maintain similar conditions in a laboratory aquarium or cage. Hold part
of the larvae in an emergence trap (a container with the top and bottom
removed, pressed into the mud and covered with mesh to confine emerging
adults). Transfer part of the larvae to an aquarium or glass jar.
Record the rate of development of the larvae, pupae, and adults and the
relative survival of each life stage. Explain the differences between
the indoor and outdoor samples.
Each explanation is a tentative hypothesis, a possible answer, to the
question raised by the difference observed. Experiments can be designed
to determine which hypotheses must be rejected and which are acceptable
using additional field collections of larvae.
3. Find the overwintering sites for your pest species that overwinter
a. as adults
b. as eggs
c. as larvae or pupae
4. Determine the species of animals used as hosts for blood meals:
2
a. their number per unit area (mice per 100 ft , cattle per acre)
b. the time of year available as hosts
c. the age preferred by the female mosquito (baby birds, old frogs)
5. Find the day time adult roosting sites for your pest species.
Projects completed:
(Signed)
project or report title
'
manager, teacher, leader, parent
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93
Project III-B.2 Mosquito Habitat Laboratory Observations
Laboratory observations can be made at several levels of complexity.
1. Glass .jar or pan aquarium (for collected larvae and pupae)
Dip larvae and pupae from productive sites (use a tube and suction bulb
for tree holes). Hold in the water in which found with about the same depth.
Include samples of other organisms living with them. Observe their
interactions after they have had time to settle down. Hold until the adults
have emerged. Add dechlorinated water or more pond water if needed.
2. Plastic milk carton for overwintering eggs (any time of year)
Cut all vegetation off the sample area. Cut soil samples about one inch
thick that fit in the bottom 2/5 of a gallon milk carton. Cover with about 4
inches of chlorine free water. Keep at room temperature. Remove scum as
needed or include some snails. Transfer pupae to clean water for the adults
to emerge or put sample in a colony chamber (below). Take soil samples from
areas that will be flooded in spring but only moist thereafter,
3. Colony chamber (for continuous rearing)
Factors to satisfy Simple means (Figure /3 )
a. Enclosure Cardboard box with one side covered with
Saran wrap or other clear plastic
b. Entrance Cloth sleeve or tin can sleeve with snap cap
c. Egg laying and Plastic butter tub lined with paper towel held
larval breeding sites in gallon jar resting on its side
d. Feeding: larvae Small amounts of dry grass, leaves, yeast,
crumbled dog biscuit. Light and the
avoidance of overfeeding will prevent molds.
adults Sugar cubes, boiled raisons, host blood.
Place in chamber or on top of mesh covering
a space on the top of the chamber.
e. Adult roosting Hang a bundle of paper tovel strips from the
(artifical canary grass) top of the box with part of the stripe
emersed in a dish of water.
f. Emergency water A tall container of water that will evaporate
for adults slower than other pools in the box.
g. Water level in Eggs laid by Aedes on moist paper towel will
larval breeding site hatch each time the tub is refilled.
h. Mating Requires a large box, release into a small
room and then recapture, or artifical mating.
Vary conditions to match the needs of each species. Only a few have nearly
the same requirements. They will be found living together at times. When
you have duplicated the outdoor conditions, you will have continuous rearing.
Projects completed:
________________________ _____ (Signed)
project or report title date manager, teacher, leader, parent
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9k
clear
plastic
gallon
jar
large
I
mesh
coffee
can
Entire
front
clear
plastic
coffee
can
Cut the long sleeve long
enough to tie in a knot or to
secure with a rubber band.
Gut the short sleeve (of
mesh) just long enough to hang
closed and then secure with the
plastic snap cap can cover.
Cut holes for jars and cans
a bit smaller than the container
and then force fit (with turning)
for a mosquito tight union.
Combine jars, cans and boxes
as needed. Restrict ventilation
as a high relative humidity, in
relation to normal room air, is
required.
The two colony chambers
overwintered Aedes and Culiseta.
The Aedes had a new batch of
adults each month after the
almost dry egg tub was reflooded
in the gallon jar.
Figure /3 . Examples of cardboard box colony chambers and entrances,
A. Aedes colony; B. Culiseta colony; C. entrance can with long
sleeve; D. entrance can with short sleeve, secured with plastic snap cap.
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95
III-C. Know Your Mosquito Behavior
Each mosquito has a preprogramed brain. This program is typically fixed
like that of a hand calculator. Each mosquito's ability to learn is very
limited. Through environmental selection or laboratory selection a species
can "learn" new behavior in a few generations.
The preprogramed behavior of a species directs the adult female to
nectar and blood feeding sites, day time roosting sites, mating sites, and
egg laying sites. The input sensors are known to respond to temperature,
relative humidity, light (both color from UV to Infrared and brightness),
touch, taste, odor, carbon dioxide, movement, sound, wind, and acceleration
(relative wind velocity).
Decoding the program has practical implications as well as the fun of
solving the puzzle. In the field, observations can be made of the conditions
related to a particular behavior or a modification of the environment can be '
made to observe for a change in behavior. The change in behavior exhibited by
mosquitoes at increasing distances up or down an arm or leg from the site of
a repellent application is a good example. Are there other ways the program
can be tricked so the mosquito will have its reproductive potential reduced,
such as, searching for the wrong host, in the wrong plgce, or laying eggs in
the wrong breeding site?
In the laboratory, well defined conditions can be set up and altered to
see the change in behavior. Since mosquitoes can sense and respond to
stimuli people cannot, great care is needed to produce valid results with
relatively simple equipment. Larvae and pupae as well as adults exhibit
characteristic stimuli responses and behavioral sequences.
A behavioral sequence is made up of the aaall individual steps
(separate acts or responses) that are carried out each time the stimulus is
present. Individual nerve impulses and muscle contractions to the more
easily observed movement of legs, wings, and other body parts can be
monitored. The stimulus can be either internal (hunger) or external (a
shadow). Whatever you change in the environment that produces a repetition
of a behavioral sequence must be the stimulus or be directly related to it.
Behavioral studies can be carried out with minimal equipment and
references when describing the behavioral sequences of your pest species.
When the time comes to explain the behavioral sequence or to control or alter
it, make use of all available reference literature. Read it with healthy
skepticism as a source of ideas and procedures you can check out on your
pest species.
CAUTION: Don't overwork your subjects. Give them time to return to
"normal" before the next test. In the field some larvae may require up to a
half hour before they will return to active feeding and breathing at the
surface. Use field observations as guides for timing laboratory experiments.
The following projects contain lists of behavioral sequences that can be
observed in your pest species. Determine the individual steps and the time
required for each. What must the mosquito "know" and do to exhibit the
observed behavior? What would you have to tell it to do (if you were in
control) for it to exhibit this behavior? What change in behavior occurs
when you change a habitat factor (Project III-B.1)?
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96
Project III-C.1 Mosquito Behavior Field Observations
Behavioral sequences, niches and habitats:
Larva: How it hides, feeds, breaths, maintains station, avoids
(each instar) predators. (Determine the part of the habitat that can be
taken to the laboratory for closer study of the niche.)
Pupa: Timing of adult emergence and as above except for feeding.
Adult: Emergence to flight, first nectar feeding, daytime roosting, mating,
egg laying and site selection (artifical egg stations: boxes, tires,
containers, surfaces that match or exceed standards in nature).
Host selection (baited stations for collecting).
Flight patterns for host detection, location and approach (repellents,
perfumes, clothing types and colors).
Plight initiation, cessation, and orientation.
(Be alert to conditions that can be simulated in the laboratory)
Each of the above behavioral sequences provides material for a study of
the mosquito's adaptation to its environment. Two behavioral sequences are
of great practical importance in mosquito management; flight activity and
egg laying. These are used as indicators of the number of mosquitoes in the
community. Properly located sites are known as Index or Reference stations
and are maintained over a period of years. Their value is that, if
representative of the community, one or two stations will provide as much
useful information as a dozen set out completely at random.
Plight activity is usually measured by light traps, landing counts or
landing-biting counts, and baited traps. Artifical egg stations are used to
measure egg laying as an indication of the number of females that have not
only survived to feed but to also develop eggs. Much work remains in
devising egging stations that will match or exceed the attractiveness nf
natural sites. These stations are also a supply of eggs and larvae for
laboratory studies that do not require having to enter onto private property
or other possibly hazardous areas.
1. Behavioral sequence projects: Select the behavior and then describe it
in as many steps (as fully as) possible. Relate the steps to the
environmental factors that turn the sequence on, sustain it, and turn it
off. That is, find the limits in which the behavior occurs.
2. Index station projects* Select the type of station and then observe the
conditions under which females visit it. Observe the effects of changes
in the station such as light intensity for light traps, different types
of clothing for landing counts, or different pollutants or larval foods
in the water of egging stations.
3. Locating Index stations; Select a number of sites that may be
representative of the entire community or major parts of it. Determine
the location and how few stations are needed for establishing Index or
Reference stations in control and reference areas.
Projects completed:
(Signed)
project or report title
date manager, teacher, leader, parent
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97
Project III-C.2 Mosquito Behavior Laboratory Observations
Behavioral sequences, niches, and stimulus responses:
Egg: Storage time and conditions, hatching conditions, effect of freezing.
Larva and Pupa: Combinations of factors in III-B.1 and III-C.1,
Survival rates for artifical wave action, rain, and flow.
Effects of water depth, oil, and insecticides.
Adult: Combinations of factors in III-B.1 and III-C.1 but carried out in
a contained and controlled environment.
Flight mills, flight courses and selection or choice tests.
Laboratory study of mosquito behavior has a severe limitation that must
be kept in mind when interpreting results: With a few exceptions mosquitoes
spend nearly 100% of their time in the outdoors under varying conditions that
have little relation to the uniform, and often highly polluted, indoors.
To begin your studies use freshly collected mosquitoes of the stage of
interest or the next younger stage and hold for the desired stage* Eggs,
larvae and pupae are easy to work with. Keep them cool when collecting them.
You can describe adult mosquito behavior by making observations in a
simple colony chamber or releasing a few in a cleared room. Light, relative
humidity and temperature are the easiest to change to observe related
behavior. Indoors, many species will demonstrate fright reactions for an
extended period. Try a screened room or large screen sided tent.
Decoding adult behavior in indoor facilities requires carefully designed
experiments and equipment. Consult basic references in insect behavior and
mosquito behavior.
For behavior projects, and other projects that require extensive
planning, divide the work into subprojects. The following divisions are
traditional in research work. Each builds upon the preceding project.
1. Your question, project proposal and literature review
2, Methods and materials, equipment assembled
5» Data gathered and data reduction
4» Final report, conclusions and recommendations for further study
Further divisions are useful in assigning work to several people. The
first three subprojects can be divided into the tasks of:
a. Writing a researchable question
b. Specifying ways to obtain the answer and possible answers
c. Obtaining reference information on the question and the answers
d. Specifying data or observations needed to answer the question
e. Specifying exact details of methods and materials for the
selected research design
f. Selecting the proper statistical test for the research design
Projects Completed:
(Signed)
project or report title date manager, teacher, leader, parent
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93
Addendum
The following unit has recently been marketed by several mail order
firms. It has the power to draw mosquitoes into a collecting capsule.
The price is less than the cost of building a fan unit yourself as it
comes with a battery case and switch. Mount the collecting capsule with
two duct tape tabs. Secure the battery case with a piece of duct tape
to prevent opening during operation. This unit matches the size of the
collecting capsule. Avoid units with square housings.
Porta-Fan
Only $3^9
2 for §6.99
3 for $9.99
plus postage
Available from: Nora Nelson, Dept DJ
621 Avenue of Americas
New York, NY 10011
Trade Name: Mini Fan
Sterling House, Dept PF-201
Sterling Building
Garnerville, NY 10923
Trade Name: Porta-Fan
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