COMPETENCY BASED LEARNING MATERIAL
Sector: AGRICULTURE AND FISHERY
Qualification: AGRICULTURAL CROPS PRODUCTION NC III
Unit of Competency: CONTROL WEEDS
Module Title: CONTROLLING WEEDS
Technical Education and Skills Development
Authority Marcos, Agro-Industrial School
2907 Marcos, Ilocos Norte
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HOW TO USE THIS
COMPETENCY-BASED LEARNING MATERIAL (CBLM)
Welcome to the competency-based learning material for the module:
CONTROLLING WEEDS. This module contains training materials and activities
for you to accomplish.
The unit of competency “CONTROL WEEDS”, contains the knowledge,
skills and attitudes required for AGRICULTURAL CROP PRODUCTION LEVEL
III (NC III).
You are required to go through a series of learning activities in order to
complete each learning outcomes of the module. In each learning outcome,
there are reference materials or instructional sheets for further reading to help
you better understand the required activities. Follow the activities at your own
pace and answer the self-check at the end of each learning outcome. If you
have questions, please feel free to ask for the assistance of your
trainer/facilitator.
RECOGNITION OF PRIOR LEARNING (RPL)
You may have some or most of the knowledge and skills included in this
learner’s guide because you have:
Been working in the same industry for some time.
Already completed training in this area.
If you can demonstrate to your trainer that you are competent in a
particular skill, you don’t have to do the same training again. If you feel that
you have some skills, talk to your trainer about having them formally
recognized. If you have a qualification or certificate of competence from
previous trainings, show them to your trainer. If the skills you acquired are
still current and relevant to the unit of competency, they may become part of
the evidence you can present for RPL. If you are not sure about the currency of
your skills, discuss this with your trainer.
A Trainee Record Book (TRB) is given to you to record important dates,
jobs undertaken and other workplace events that will assist you in providing
further details to your trainer/assessor. A Record of Achievement/Progress
Chart is also provided to your trainer to complete/accomplish once you have
completed the module. This will show your own progress.
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DIRECTION FOR USE OF THE CBLM
This module was prepared to help you achieve the required competency:
CONTROL WEEDS. This will be the source of information for you to acquire the
knowledge and skills in this particular module with minimum supervision or
help from your trainer. With the aid of this material, you will acquire the
competency independently and at your own pace.
Talk to your trainer and agree on how you will both organize the training
of this unit. Read through the module carefully. It is divided into sections which
covers all the skills and knowledge you need to successfully complete in this
module.
Work through all the information and complete the activities in each
section. Do what is asked in the INSTRUCTIONAL SHEET (TASK SHEET,
OPERATION SHEET, and JOB SHEET) and complete the SELF-CHECK.
Suggested references are included to supplement the materials provided in this
module.
Most probably, your trainer will also be your supervisor or manager. He
is there to support you and show you the correct way to do things. Ask for help.
Your trainer will tell you about the important things you need to consider when
you are completing activities and it is important that you listen and take notes.
You will be given plenty of opportunities to ask questions and practice on
the job. Make sure you practice your new skills during regular work shifts. This
way, you will improve both your speed and memory and also your confidence
Talk to more experienced workmates and ask for their guidance. Use the
self-check questions at the end of each section to test your own progress.
When you are ready, ask your trainer to watch you perform the activities
outlined in the module.
As you work through the activities, ask for written feedback on your
progress. Your trainer gives feedback/pre-assessment reports for this reason.
When you have successfully completed each element or learning outcome, ask
your trainer to mark on the reports that you are ready for assessment.
When you have completed this module (several modules) and feel
confident that you have had sufficient practice, your trainer will arrange an
appointment to qualified trainer to assess/evaluate you. The result of your
assessment/evaluation will be recorded in your COMPETENCY
ACHIEVEMENT.
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AGRICULTURAL CROPS NC III
List of Core Competencies
No Unit of Competency Module Title Code
1. Prepare Land for Agricultural Preparing Land for AGR611310
Crop Production
Agricultural Crop Production
2. Implement Post Harvest Program Implementing Post AGR611311
Harvest Program AGR611312
AGR611313
3. Implement Plant Nutrition Implementing Plant
Program Nutrition Program
4. Control Weeds Controlling Weeds
5. Prepare and Apply Chemicals Preparing and Apply AGR611314
Chemicals AGR611320
6. Establish Agronomic Crops AGR611321
Establishing AGR611322
7. Undertake Agronomic Agronomic Crops AGR611323
Crops Maintenance
Activities Undertaking Agronomic
Crops Maintenance
8. Undertake Agronomic Crops Activities
Harvesting Activities
Undertaking Agronomic
9. Save, Prepare, & Store Crops Harvesting
Agricultural Seeds Activities
Saving, Preparing and
Storing Agricultural Seeds
10. Implement Vertebrate Pest Coordinating AGR611324
Control Program Agricultural Crop
Harvesting
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Table of Contents
Title Page …………………... 1
How to use this Competency- …………………... 2
Based Learning Material (CBLM)
List of Core Competencies …………………... 4 Table of Contents
…………………... 5 Module Content …………………... 8
Learning Outcome Summary #1 …………………... 10
Assess Weed Infestation
Learning Experiences …………………... 11 Information Sheet 4.1-1a
Weeds …………………... 12 Self-Check 4.1-1a …………………... 21 Answer
Key 4.1-1a …………………... 22
Information Sheet 4.1-1b List of …………………... 23
Common Weeds in the Philippines
Self-Check 4.1-1b …………………... 38 Answer Key 4.1-1b
…………………... 39 Job Sheet 4.1-1b Collect and Identify Weeds
…………………... 40 Performance Criteria Checklist 4.1-1b …………………..
41 Information Sheet 4.1-1c Beneficial Organisms …………………... 42
Self-Check 4.1-1c …………………... 46 Answer Key 4.1-1c …………………...
47
Information Sheet 4.1-2 Economic, Threshold
Aesthetic or Environmental …………………... 48
Self-Check 4.1-2 …………………... 52 Answer Key 4.1-2 …………………...
53 Information Sheet 4.1-3 IPM Principles ………………….. 54 Self-Check
4.1-5 ………………….. 59 Answer Key 4.1-5 ………………….. 60
Learning Outcome Summary #2 Measures
Plan Implementation of Control …………………... 61
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Learning Experiences …………………... 62
Information Sheet 4.2-1 Control and…………………... 63
Treatments of Weeds
Self-Check 4.2-1 …………………... 67 Answer Key 1.2-1 …………………...
68
Information Sheet 4.2-2 Tools, Equipment and Implements for
Weed Control …………………... 69
Self-Check 4.2-2 …………………... 83 Answer Key 4.2-2 …………………...
84
Information Sheet 4.2-3a Personal Controlling Weeds
Protective Equipment for …………………... 85
Self-Check 4.2-3a …………………... 89 Answer Key 4.2-3a …………………...
90
Information Sheet 4.2-3b Personal Chemicals
Protective Equipment using …………………... 91
Self-Check 4.2-3b …………………... 95 Answer Key 4.2-3b
…………………... 96 Task Sheet 4.2-3b Identify PPE for Chemical Method
…………………... 97 Performance Criteria Checklist 4.2-3b …………………...
98
Information Sheet 4.2-4 OHS and Controlling Weeds
Environmental Implications of …………………... 99
Self-Check 4.2-4 …………………... 105 Answer Key 4.2-4 …………………...
106
Learning Outcome Summary #3 …………………... 108
Implement Control Measures
Learning Experiences …………………... 109
Information Sheet 4.3-1 Work …………………... 110
Coordination and Consultation
Self-Check 4.3-1 …………………... 112 Answer Key 4.3-1 …………………...
113 Information Sheet 4.3-2 IPM Implementation …………………... 114
Self-Check 4.3-2 …………………... 119 Answer Key 4.3-2 …………………...
120
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Job Sheet 4.3-2 Make Plan for …………………... 121
Implementation of Weed Control
Performance Criteria Checklist 4.3-2 …………………... 122
Learning Outcome Summary #4 …………………... 123
Monitor Control Methods
Learning Experiences …………………... 124
Information Sheet 4.4-1 Site …………………... 125
Monitoring and Analysis Techniques
Self-Check 4.4-1 …………………... 128 Answer Key 4.4-1 …………………...
129 Job Sheet 4.4-1 Monitor Weeds …………………... 130 Performance
Criteria Checklist 4.4-1 …………………... 131
Information Sheet 4.4-2 Side Effects …………………... 132
of Control Weeds
Self-Check 4.4-2 …………………... 135 Answer Key 4.4-2 …………………...
136
Information Sheet 1.4-3 Adjustment …………………... 137
and Corrective Actions
Self-Check 4.4-3 …………………... 138 Answer Key 4.4-3 …………………...
139 References …………………... 140
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MODULE CONTENT
Qualification Title : AGRICULTURAL CROPS PRODUCTION NC III Unit of
Competency : Control Weeds
Unit Code : AGR611313
MODULE TITLE : Controlling Weeds
INTRODUCTION:
This unit covers the skills and knowledge required to control weeds,
taking into consideration Integrated Pest Management (IPM) options.
Implementation is likely to be under limited supervision from others with
checking only related to overall progress. Responsibility for and limited
organization of the work of others may be involved. Implementation requires
the application of knowledge in areas such as weed recognition, biology and
control, and the lifecycles of weed predators and hosts.
NOMINAL DURATIONS : 44 hours
LEARNING OUTCOMES:
At the end of this module you MUST be able to:
1. Assess weed infestation
2. Plan the implementation of control measures
3. Implement control measures
4. Monitor control methods
Assessment Criteria
1. Scope, density and size of the infestation is assessed.
2. Weeds and beneficial organisms are identified and reported or recorded
in field notes.
3. Levels of weed infestations tolerated by the client, market or environment
are identified from the integrated pest management (IPM) strategy. 4.
Infestation levels, above which plant health or growth objectives are
compromised are identified.
5. Professional advice is obtained as required according to enterprise
guidelines.
6. Control measures suitable for the infestation are selected from IPM
strategy.
7. Tools, equipment and implements are selected for each work activity
according to enterprise work procedures.
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8. OHS hazards are identified, risks assessed, controls implemented and
reported to the supervisor.
9. Suitable safety equipment and personal protective equipment (PPE) are
selected, used, maintained and stored.
10. Control measures selected need to be in full consideration of
environmental implications
11. Control of harmful weeds with the use of cover crops.
12. Enterprise work team, contractors and IPM product suppliers are
coordinated in a sequential, timely and effective manner in consultation
with the supervisor.
13. Control measures are implemented according to the IPM principles (e.g.
water management for rice).
14. Implementation of IPM activities is undertaken according to OHS
requirements.
15. A clean and safe work area is maintained throughout and on completion
of each work activity.
16. Land is prepared to ensure weed elimination.
17. Records are maintained as required by legislation and enterprise
guidelines.
18. Control methods are monitored to identify side effects to other plants,
animals or external environment.
19. Effectiveness of control methods are assessed in reference to specified
industry and enterprise standards.
20. Adjustments to IPM control methods are implemented where necessary
to meet enterprise specifications.
PRE-REQUISITES: BASIC AND COMMON COMPETENCIES
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Learning Outcome Summary
ASSESS WEED INFESTATION
LEARNING OUTCOME # 1
CONTENTS:
1. Types of Weeds and Beneficial Microorganisms
2. Economic, aesthetic or environmental threshold for a range of
weeds 3. IPM Principles
ASSESSMENT CRITERIA:
1. Scope, density and size of the infestation is assessed.
2. Weeds and beneficial organisms are identified and reported or
recorded in field notes.
3. Levels of weed infestations tolerated by the client, market or
environment are identified from the integrated pest management
(IPM) strategy.
4. Infestation levels, above which plant health or growth objectives
are compromised are identified.
5. Professional advice is obtained as required according to enterprise
guidelines.
CONDITIONS:
The students/trainees must be provided with the following:
∙ Workplace with a range of weeds
∙ Tools, equipment and materials for controlling weeds (herbicides,
sprayers, weeder, gardening implements, etc.)
∙ Enterprise procedures, work plans relevant to weed control
∙ IPM manual
ASSESSMENT METHODS:
∙ Direct observation
∙ Interview
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Learning Experiences
Learning Outcome No. 1: ASSESS WEED INFESTATION
Learning Activities Special Instructions
Read Information Sheet 4.1-1a on Read and understand the
Weeds information sheet and check
Answer Self-Check 4.1-1a yourself by answering the Self-
Check.
Compare your answers to the
answer key 4.1-1a
Read Information Sheet 4.1-1b on Read and understand the
List of Common Weeds in the information sheet and check
Philippines yourself by answering the Self-
Answer Self-Check 4.1-1b Check.
Compare your answers to the
answer key 4.1-1b
Perform Job Sheet 4.1-1b on Collect Job sheets will help you practice
and Identify Weeds your skills.
Read Information Sheet 4.1-1c on Evaluate your own work using the
Beneficial Organisms Performance Criteria Checklist 4.1-
Answer Self-Check 4.1-1c 1b
Read and understand the
information sheet and check
yourself by answering the Self-
Check.
Compare your answers to the
answer key 4.1-1c
Read Information Sheet 4.1-2 on Read and understand the
Economic, Aesthetic or information sheet and check
Environmental Threshold yourself by answering the Self-
Check.
Answer Self-Check 4.1-2 Compare your answers to the
answer key 4.1-2
Read Information Sheet 4.1-3 on Read and understand the
IPM Principles information sheet and check
Answer Self-Check 4.1-3 yourself by answering the Self-
Check.
Compare your answers to the
answer key 4.1-3
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Information Sheet 4.1-1a
Weeds
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able
to: 1. Identify different types of weeds
2. Explain the impact of the weeds in production
Weeds are the most destructive class of crop pests which are responsible
for 30% yield loss of production. They reduce crop yield and deteriorate the
quality produce and results to reduce of market their market value. Therefore,
management of weeds in all agro-systems is important for sustainable crop
productivity that ensures the food security of outgrowing population of the
country.
Weeds defines in many ways. It
have many versions by the scientist
around the world. Here are some:
Jethro Tull (1731) defined weeds are
the plants, which grow where they
are not wanted.
Buchholtz of Weed Science Society of
America (1967) defined a weed as “a
plant growing where it is not
desired”.
Figure 1. Weeds
Source: https://images.app.goo.gl/A1kx5FJu1q2ekAxm6
The Society’s definition was changed to define a weed as “any plant that is
objectionable or interferes with the activities or welfare of man”
(Humburg, 1989, p. 267; Vencill, 2002, p. 462).
The European Weed Research Society defined a weed as “any plant or
vegetation, excluding fungi, interfering with the objectives or
requirements of people” (EWRS, 1986).
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The Oxford English Dictionary (Little et al., 1973) defines a weed as a
“herbaceous plant not valued for use or beauty, growing wild and rank,
and regarded as cumbering the ground or hindering the growth of
superior vegetation.”
Aldrich (1984) and Aldrich and Kremer (1997, p. 8) a weed is “a plant
that originated in a natural environment and, in response to imposed
or natural environments, evolved, and continues to do so, as an
interfering associate with our crops and activities.”
Weeds Characteristics
1. Long seed life in soil
2. Quick emergence
3. Ability to survive and prosper under the disturbed conditions of a cropped
field
4. Rapid early growth
5. No special environmental requirements for seed germination
Weeds are at least 450 families of flowering plants and well over 350,000
different species but only about 3,000 of them have been used by humans for
food. The less than 300 species have been domesticated, and of these, there are
about 20 that stand between humans and starvation. There are at least 100
species of great regional or local importance, but only a few major species
dominate the human food supply. Only about 15 plants provide most of the
food that humans have consumed for many generations. Twelve plant families
include 68% of the 200 species that are the most important world weeds (Holm,
1978).
Classification based on life span of weeds
1. Annual Weeds
▪ Live only for as season or a year
▪ Small herbs with shallow roots and weak stem
▪ Mode of propagation is through seeds
▪ Examples are Cardamine hirsuta and Cannabis ruderalis
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2. Biennials
▪ Completes the vegetative growth in the first season, flower and and
ser seeds in the succeeding season and then dies.
▪ Examples are Alternanthera echinata and Daucus carota.
Figure 2. Altenanthera echinata
Source: https://images.app.goo.gl/777iqfobw5gkF4GS8
3. Perennials
▪ Live for more than two years and may live almost indefinitely. ▪
Easily adaptive to adverse conditions
▪ Propagate through seeds, underground stem, root, rhizomes, tubers
and hence classified into:
a. Simple perennials. Propagate only by seeds. E.g. Sonchus
arvensis.
Figure 3. Sonchus arvensis
Source: https://images.app.goo.gl/WSoawEay13WqoCCm6
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b. Bulbous perennials. Possess a modified stem with scale and
reproduce mainly from bulbs and seeds. e.g. Allium sp.
Figure 4 Wild onion and wild garlic
Source: https://images.app.goo.gl/uPVH12HscAsq9NZEA
c. Corm perennials. Possess a modified shoot and fleshy stem
and reproduce through corm and seeds. e.g. Timothy (Phleum
prantense).
Figure 5. Phleum pretense
Source: https://images.app.goo.gl/8vc4KwKFAchqxK7R7
d. Creeping perennials. Reproduced through seeds as well as
with one of the following:
∙ Rhizome. Plants having underground stem. E.g.
Sorghum halapense
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Figure 6. Sorghum halapense
Source: •https://images.app.goo.gl/soXqNiziczP7ghfi9 Stolon. Plants having horizontal creeping stem
above
the ground. e.g. Cynodon dactylon
Figure 7. Cynodon dactylon
Source: https://images.app.goo.gl/nFvzWWxNLPU53XXB9
• Roots. Plants having enlarge root system with
numerous buds. e.g. Convolvulus arvensis
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Figure 8. Convolvulus arvensis
Source: https://images.app.goo.gl/2jYUvZTKxxMzwntD8
• Tubers. Plants having modified rhizomes adapted for
storage of food. e,g, Cyperus rotundus
Figure 9. Cyperus rotundus
Source: https://images.app.goo.gl/nzWhU2hVTzpsqqMq9
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Classification of weeds based on the morphology of
weeds 1. Grasses
▪ All the weeds come under the family Poaceae are called as grasses
which are characteristically having long narrow spiny leaves. The
examples are Echinocloa colonum, Cynodon dactylon.
Figure 10. Echinocloa colonum
2. SedgesSource: https://images.app.goo.gl/tjg7aMX13KDW4evK6
▪ The weeds belonging to the family Cyperaceae come under this
group. The leaves are mostly from the base having modified stem
with or without tubers. The examples are Cyperus rotundus,
Fimbrystylis miliaceae.
Figure 11. Fimbrystylis miliaceae
Source: https://images.app.goo.gl/3qcTab4ADqfS9HASA
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3. Broad leaved weeds
▪ This is the major group of weeds as all other family weeds come
under this except that is discussed earlier. All dicotyledon weeds
are broad leaved weeds. The
examples are Flavaria
australasica, Digera arvensis,
Tridax procumbens X.
Harmful effects Figure 12. Flavaria australasica
Source: https://images.app.goo.gl/ze4PahE1iVNUw6K46
Weeds have serious impacts on agricultural production. It is estimated
that in general weeds cause 5% loss in agricultural production in most of
developed countries, 10% loss in less developed countries and 25% loss in
least developed countries. Yield losses due to weeds vary with the crops.
Every crop is exposed to severe competition from weeds. Most of these
weeds are self-sown and they provide competition caused by their faster rate
of growth in the initial stages of crop growth. In some crops, the yields are
reduced by more than 50% due to weed infestation.
1. Weeds compete with crops for water soil, nutrients, light, and space,
and thus reduce the crop yields. An estimate shows that weeds can
deprive the crops 47% N, 42% P, 50% K, 39% Ca and 24% Mg of their
nutrient uptake.
2. Weeds act as alternate hosts that harbor insects, pests and diseases
and other micro-organisms. Alternate hosts of some of the pest and
diseases.
3. Some weeds release into the soil inhibitors of poisonous substances.
This may be harmful to the crop plants, human beings and livestock.
Health problems caused by weeds to humans.
4. Weeds reduce the quality of marketable agricultural produce.
Contamination of weed seeds of Datura, Argemone, Brassica etc., is
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harmful to human health and weed seeds present in the produce cause
odd odor sometimes.
5. Weeds not only reduce yield but also interfere with agricultural
operations. Weeds make mechanical sowing a difficult process and
render harvesting difficult, leading to increased expenditure on labor,
equipment and chemicals for their removal.
6. Weeds block the flow of water in canals, water-transport system and
drainage system, rendering navigation difficult. The dense growth of
aquatic weeds pollutes water by deoxygenating it and killing the fishes.
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Self-Check 4.1-1a
Matching type
Instruction: Read carefully. Match column A to Column B. A B
1. Weeds are the plants, which growassociate with our crops and
where they are not wanted. activities.”
2. Weed as “a plant growing where a. Aldrich and Kremer b. Jethro
it is not desired”.
Tull
3. Weed as “any plant that is
objectionable or interferes with the
activities or welfare of man”.
c. Buchholtz
4. weed as “any plant or vegetation,
excluding fungi, interfering with the
objectives or requirements of
people” d. Society
5. Weed as a “herbaceous plant not
valued for use or beauty, growing
wild and rank, and regarded as e. The Oxford English Dictionary
cumbering the ground or hindering
the growth of superior vegetation.”
6. Weed is “a plant that originated f. The European Weed Research
in a natural environment and, in Society
response to imposed or natural
environments, evolved, and
continues to do so, as an interfering
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Answer Key 4.1-1a
1. b Agricultural Date Developed: Document No. ACP-UC4-01
2. c Crop 07/17/2020
3. d Production NC
4. f Issued by: Page 22
5. e
6. a
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Information Sheet 4.1-1b
List of Common Weeds in the Philippines
Learning Objectives:
In the end of this module, YOU MUST BE ABLE TO:
1. Lists the common weeds located in the Philippines
2. Identify their names
There are the different weeds that are commonly present in crops.
Identifying them can differentiate between crop and weeds especially in rice
fields. Table 1 shows the common weeds in the Philippines and was divided into
three portion for you to distinguish them easier.
Table 1. The Common Weeds in the Philippines
ENGLISH NAME SCIENTIFIC NAME VERNACULAR NAME
Annual Blue grass Poa annua -
Annuam owthistle Sonchus oleraceus -
Barnyard Enchinochloa crusgalli
Bik.-Lagtom;
Ilk-Marapagay;
Tag.- Bayakibok,
Bayokibok, Telebisyon
E. glabbrenscens Bik.- Lagtom;
E. oryzoides
Ilk.-Marapagay;
Tag.- Bayakibok,
Bayokibok, Daua-daua,
Daua-dauahan,
Telebisyon
Ilk.- Dakayang, Dukayang;
Tag.-Bulang
Bermudagrass Cynodon dactylon Bon. –Bablbalut;
Ceb. Bis. –Padpad;
Ilg. –Buko-bukp, Kapot
kapot;
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Ilk. Bakbaka, Galot-galot,
Galud-galud, Palot-galot
galot;
Tag. Kawad-kawad, Kawad
kawaran, Kolatai, Kotatai,
Malit
Bulbrus Scripus maritimus Blk. Bawang-bawang,
Buttonweed buslig;
Calopogonium Ilk- Marabawang,
Marilanggo; Tag.-Apulid
Centrosema
Chickenweed Borreria ocymoides Tag. –Landrina, Siksik
parang
Calopogonium Ceb. Bis.- Iping-ping,
mucunoides Nipay;
Centrosema pubescens Ilg.- Kalopogonium,
Mungo Mungo;
Tag. –Balatong-aso
Ceb. Bis.- Bangon-
bangon; Ilg- Balagon;
Ilk-Balbalaten;
Tag. Dilang-butiki
Celosia argentea -
Cock’s comb Celosia argentea Ceb. Bis- Kudiapa,
Cogongrass Imperata cylindrica Redtap; Ilg.-Kudiapa;
Ilk.- Balunsay, Lofoi,
pudopudo, sansandok;
P. Bis.- Taguhug;
Tag.- Kudayohan,
Kindayohan, Taling-
talingan
Bik.- Gogon, Kogon;
Bon. –Goon;
Ceb. Bis. –Kogon;
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If.- Bulum;
Ig.-Gaon;
Ilg.- Kogon
Ilk. –Kogon, Panau, Pan-
aw; Iv.-Buchid;
Pamp. - Balili, Ilib;
Sul.- Parrang
Common purslane Portulaca oleracea Bik. –Alusiman, Ausiman,
Gulasiman, Olasiman,
Sahikan, Ulisiman;
Bon.- Dupdupil;
Ceb. Bis. – Simsim;
If. –Bakbakad, Lungum;
Ilg. – Alosiman,
Olasiman; Ilk.- Ngalug;
Pang/Pam. –Kantataba;
Tag.- Golasiman,
Kolasiman, Makabling,
Olasiman,
Ulisiman Sahikan,
Corn spurry Spergula arvensis Ilg.- Talababako
Crabgrass Digitaria ciliaris
Ceb. Bis.- Tagik-tagik;
Crassocephalum Crassocephalum Ilk.- Saka-saka;
crepidiodes Tag.- Baludgangan, Halos
Crowfootgrass Dactylectenium Ceb. Bis.- Tugalpo;
aegyptium Tag. – Bulak-manok
Ceb. Bis. – Padpad;
Ilg.-Damong-balang;
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Ilk. – Tugot-manok;
Tag. – Alam, Damong
bulang, Krus-krusan,
Sabong-sabongan
Dayflower Cleome rutidosperma Ilg.- Kolokamatis;
Dayflower Ilk. – Tantandok;
Tag. – Apoy-apoyan,
Erect Spiderling Balabanoyan, Sili-silihan
False Daisy
Garden spurge Commelina benghalensis Ceb. Bis. – Kabilao,
Kabilau, Kabilap dagko,
Sabilao, Sabilau;
Ilg. – Kabilao, Kabilau,
Sabilao, Sabilau, Sambilau
Ilk. Kulkulasi;
Iv. – Kuhasi;
Pam. – Bias-bias;
Tag.- Alibangon,
Alikbangon, Likbangon,
Uligbangon, Ulik-bangon
Boerhavia erecta Tag. – Paanbalibis
Eclipta alba If. – Pia;
Ilk. - Tultulisan;
Ilg. Tul-an manok,
Karumbwaya, Tinta-tinta;
Iv. Yayod;
Tag. Higis-manok
Euphorbia hirta Bik.- Pansi-pansi, Soro-
soro; Bon. – Teta;
Ceb. Bis. Tawa-tawa, Bobi,
Tababa;
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If. – Bambanilag;
Ilg. - Tawa-tawa;
Ilk.-Botonis,
Maragatas; Iv. –
Tairas;
Pamp. – Bolobotonis,
Magatas, Malis-malis,
Sisiahan;
P. Bisaya – Tauataua;
Sub. – Piliak;
Sul. – Patik-patik
S.L.Bis. – Bugayan;
Tag. – Botobotonis,
Butobutonisan, Gatas-
gats, Luhang birhen,
Saikan
Giant Sensitive Mimosa invisa Ceb. Bis. Kipi-kipi; Hibi-
hibi;
Tag. – Aroma, Kamit-
kabag, Makahiya,
Makahiyang lalake
Goose grass Eleusine indica Bik. – Bag-angan,
Barangan;
Ceb. Bis – Paadpaad,
Palagtiki;
If. - Apidan, Dinapaiuk;
Ilg. – Labba-labba,
Parangis, Sabung-
sabungan;
Pamp. – Parangis,
Parangis sabungan,
Sabung sabungan;
P.Bis. – Parangis;
Sul. – Bikad-bikad;
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Gooseweed Sphenoclea zeylanica Tag. - Bakis-bakisan, Kabit
Grass-like Fimbristylis littoralis kabit, Gagabutan, Parang-
F. miliacea is, Sabong-sabongan,
Ground cherry Sambali
Physallis angulata Ilg. P.Bis. – Mais-maisan;
Tag. – Dilang-butiki,
Silisilihan
Bik. –Sirisibuyas;
Ilg. Sirau-sirau, Siraw
siraw;
Pang. – Gumi;
Tag. – Agor, Gumi, Taulat,
Ubod-ubod
Bik. – Sirisibuyas,
Sudsud, Saludsud; Ilg.
Bungot bungot;
Ilk. – Sirau-sirau, Siraw
siraw;
Pang. – Gumi;
Tag. – Agor, Gumi, Taulat,
Ubod-ubod
Bon. – Kugut;
Ilg. – Tino-tino;
Ilk. – Toltolaya;
P.Bis. – Asisiu;
Tag. – Kugut, Sisiu, Putok
putokan, Tutulalak,
Tuttullaklak
Hairy beggarticks Bidens pilosa Bon. – Puriket; Ceb. Bis. – Pisau-pisau;
Ig. Nguad;
Ilk. – Puriket, puripuriket;
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Iv. – Dadayen;
P. Bis. – Tubak-tubak;
Tag. – Panibat, Tagab
Horse purslane Trianthema Ceb.Bis. – Alisuman,
portulacastrum Ayam; Ilg. – Ayam,
Horseweed Ulisiman,
Itchgrass Conyza canadensis Ilk. – Kantataba,
Tabtabukol;
Tag. - Toston
-
Rottboella cochinchinesis Bag. – Girun;
Bik. –Baho;
Bon. – Bodo, Nagei;
Ceb. Bis. – Aguingay,
Bukal, Buaw, Dupawan;
Ilg. – Bugang;
Ilk. – Marapagay,
Sagisi; Iv. – Annarai;
S.L./Bis. – Bugang;
Tag. – Aniñgay, Agingai
Junglerice Echinochloa colona Bik. – Lupinac;
Bon. – Tumi;
Ceb.Bis. – Limba-limba;
Ilg. – Bika-bika, Guinga,
La u la-u, Dakayang,
Dakayon, Dukayang,
Dukdukayang;
Tag. – Bulang, Gutad,
Pulang puit, Pulang pwet,
Pulang puwit, Tiribuhan,
Tiriguhan
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Knotgrass Paspalum distichum Ilk. – Baka-baka,
Light Blue Stratchytarpheta Pagetpet; Pamp. –
Snakeweed jamaicensis Panluilui;
Tag. – Luyang-luyang
dagat, Pagetpet, Malit-
kalabaw
Bik. Bolomaros;
Ceb.Bis. – Disaplina,
Limabagat, Salimbagat;
Ilg. –Sentemiento;
Ilk. – Albaka, Garem-
garem; P.Bis. – Albaka;
Tag. – Kandi-
kandilaan; Sul. –
Bilu-bilu
Little Ironweed Veronia cinerea Bang. – Magmansi;
Bon. – Sagit;
Mile-a-minute Ceb. Bis. – Waras-waras;
Paragrass Ilg. – Himag-himag,
Paspalum kolong kugon;
Ilk. – Agas-moro;
Pamp. – Magmansi;
S.L.Bis. – Himag-himag,
Kolong-kugon;
Sub. – Bulabod;
Tag. – Tagulinai, Tagulinau
Mikania cordata Tag. - Baging-ilog
Bracharia mutica Ilg. - Ganit-ganit
Paspalum sctobiculatum Ceb. Bis. – Bias-
biasan; Ig. –
Angangsug;
S.L.Bis. – Bias-biasan;
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Sub. – Bubulis;
Tag. – Paragis, Sabung
sabungan
Pickerel weed Monochoria vaginalis Bon. – Sakongsakong;
Purple nutsedge Cyperus rotundus Ceb. Bis. – Gabi-gabi,
Red sprangletop Leptochloa chinensis Lagtang, Upi-upi;
If. – Hahalung,
Hahaklung; Ig. –
Saksaklung;
Ilg. P. Bison – Gabi-
gabi; Ilk. – Bil-lagut,
Lapalpa;
Tag. – Biga-bigaan,
Kalabua, Kalabuwa,
Gabinh-ulak, Gabing-
uwak
Bik. – Boto-butones,
Kamokamotihan, Taragog,
Taraguig;
Ceb. Bis. – Malapandang,
Onod onod, Pandan, Taki,
Unod unod;
Ilg. Sudsud, Sudsuron;
Ilk. – Balisanga,
Balimsanga, Barinsanga,
Barisanga,
Barsanyo; Barsanga,
Pamp. – Galunalpas,
Kursong, Malaapulid,
Maluapolid,
Omandiung, Mota,
Sursur; Onoran,
S.L. Bis. – Unod-unod;
Tag. – Mutha
Bik. – Kurukaruyan;
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Ceb.Bis. – Paron;
Ilk.- Marapagay, Maroy
paroy;
Tag. - Palaymaya
Redweed Melochia concatenata Ilk. – Bankalanan;
Rice flatsedge P.Bis. – Kalingan
Saccharum Cyperus iria Bik. – Alinang, Paiung
paiung, Sud-sud, Taga-
Saromattagrass taga;
Bon. – Okokiang;
Ceb. Bis. – Busikad;
Ilg. – Payong-payong;
Ilk. –Ballayang, Sirau-sirau;
Tag. – Gumi, Payung
payung, Taga-taga
Saccharum spontaneum Bag. – Tibayo;
Bik. – Tigban;
Bon. – Salin;
Ceb. Bis – Bogang,
bugong; Ibn. – Sikal;
Ilk. – Lidda, Tigbau;
Tag. –Talahib
Ischaemum rugosum Bik. – Ipot-doron;
Ilk. – Salsaladay;
Ilg. – Bulo-bulo;
Pang. – Gulong
lagpas; Sub. – Daua;
Tag. – Tinitrigo, Tiritrigo,
Trigo-trigohan
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Sensitive plant Mimosa pudica Bik. – Torog-torog;
Ceb. Bis. – Hibi-hibi,
Siam/Devil weed Chromolaena odorata Huya huya, Kipi-kipi;
Small flower Galingsoga parviflora Ilg. –Huya-huya;
galingsoga Cyperus difformis Ilk. – Babain, Bain-bain,
Small flower Dilgansusu;
umbrella plant Pamp. – Malamarine;
P. Bis. – Tuyang-
huyag; Pang. –
Makahia;
Tag. – Damohia, Makahiya,
Makahiyang babae;
S.L. Bis- Haru-pay,
Harupai, Kiromkirom;
Sub. – Sipug-sipug
Ceb.Bis. – Hagonoy;
P. Bis. – Hagonoy;
Tag. – Dalayday, Malasili,
Talpus-palad, Halu
hagunoy, Gonoi, Sili-
silihan
-
Ilg. - Baki-baki, Bankoan,
Gilamhou;
Ilk. – Balayang, Baong
baong, Sirau-sirau;
Tag.- Ballayang, Gumi,
Ubod-ubod
Smooth crotolia Crotolia mucronata -
Sour paspalum Paspalum conjugatum Ceb. Bis. –Kauat-kauat, Lakatan,
Maligoy, Pad-pad;
Mbo. – Bantotan;
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Spindletop Cleome rutidosperma S.L.Bis. – Lakatan;
C. gynandra Tag. – Kulape, Laau-laau
Ilk. – Tantandok,
Tantandok-a-dadakel;
P.Bis. – Halaya, Hulaya;
Tag. – Apoi-apoian,
Balabanoian
-
Spiny amaranth Amaranthus spinosus Bik. - Kulitis;
Southern sida Sida acuta Bon. – Baoan, Tadtad;
Ceb. Bis. –Harum, Kalitis,
Kulitis, Tilitis;
If. – Alayon;
Ilg. – Kulitis;
Ilk. – Kalunai, Kuanton,
Kuantong;
Mag. – Akum;
Pamp. – Ayang lalaki,
Ayantoto;
P.Bis. – Kulitis;
Tag. – Bayambang, Kulitis,
Oort, Orai, Oray, Uray,
Urai, Uri;
Sul. – Gitingiting, Taikada
Bik. – Surusighid,
Surusilhig;
Ceb.Bis. – Eskuba, Saliki,
Silhigon, Udto-udto
Ibn. – Attai nab aka;
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Ilg. – Eskuba, Silhigom,
Ualis, Ualisan;
Ilk. – Basbasot, Herbera,
Takkimbaka;
Pamp. – Higot-balato,
Mamalis;
Pang. – Takling-baka;
Tag. – Eskobang-haba,
Eskubilla, Higot-balato,
Pamamalis, Taking-baka,
Uaualisin, Ualisualisan,
Walisualisan, Walis-
walisan;
Sul. – Sinaguri- langau
Spreading Commelina diffusa Bon.- Gatilang, Kakatuang,
Dayflower Kikit-auang
If.- Bangar-an-lalaki;
Ilk. – kolasi,
Kulakulasi; Iv. –
Kohasi;
Tag. – Tari-tari, Alikbangon
Supine bulrush Scripus supinus Bon. – Pulutapit,
Pupuengan;
Ilk.- Parapitpit, Sirau-
sirau; Tag. – Balbas-
kalabaw
Swamp morning Ipomoea aquatic Bik. – Kangkong
glory Ceb. Bis. – Tangkong;
Ilk. - Balangang, Balan-
geg, Galatgat;
Pamp. – Kangkong
Tag. – Kangkong
Synedrella Synedrella nodiflora Ceb.Bis. –Bukarkag nga
kahoy;
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Ilg. - Kanding-kanding;
Ilk. – Fantankuen,
Fantakuen;
Tag.- Kalintuhod, Tuhod
manok
Three globe Ipomoea tribola L. Bag. – Sagikat;
morning glory
Bik. – Marakamote;
Ceb.Bis. – Kamutikamuti,
Kamuti-kamutihan, Muti
muti;
Ilg. - Karakamote,
Oyampong;
Ilk.- Bangbanagau,
Kamkamote, Koskusipa,
Kupit-kupit, Marakamote;
S.L.Bis. – Kuro
Kamote Sp. Tag. –
Aurora
Tag. – Halobagbug, Kamo
kamotihan, kamuti
kamutihan, Kupit-kupit
Torpedo grass Panicum repens Ceb.Bis. – Tagik-tagik,
Buwag-buwag, Murang
Bermuda;
Ilg. - Sabilau, Luy-a-luy-
a; Ilk. – Maralaya;
Mbo. – Kayana;
Tag. - Luya-luyahan
Tropic ageratum Ageratum conyzoides Bik. – Kulong-kongong
babae;
Bon. – Kal-kalding,
Pagpagai, Taindi-kaldi;
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Ceb. Bis. – Kanding
kanding;
Ig. – Budbuda;
Ilg. – Baho-baho, Kanding
kanding;
Ilk. – Ambabangot,
Bangbangsit, Marakalding,
Singilan;
S.L.Bis. – Kuro-
kalding; Iv. –
Kamubuang;
Pang. – Asipukpuk;
P.Bis. – Bahug-bahog;
S.L.Bis. – Kuro-
kanding; Sul. – Bahu-
bahu;
Tag. – Bulak-damo, bulak
manok, Damong-mabaho,
Damong-pallas,
Kolongkolong-kabayo
Water purslane Ludwigia octovalvis Bik.- Malapako, Tubong
talapang;
Ig. – Palangdisin;
Ilk. – Talangkau;
Mag. – Balansuit;
Sul. – Pachar-pachar;
Tag. – Balakbak,
Malapako, Tayilaktan
*Bik. – Bikol; Bon. – Bontok; Ceb. Bis. – Cebu Bisaya; If. – Ifugao; Ilk. – Ilokano; Ig. – Igorot; Iv. – Ivatan;
Mbo. – Manobo; P.Bis. –Panay Bisaya; Pamp. – Pampanga; Pang. –Pangsinan; Sul. – Sulu; S.L.Bis. –
Samar, Leyte Bisaya; Tag. – Tagalog; – no vernacular name for weed species; underlined vernacular names
are new names
Source: Paller, Enrique, C, et. al. 2002. Weed Science Society of the Philippines, Inc. Crop Protection
Association of the Philippines Inc. Weed Management in Major Crop in the Philippines.
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Self-Check 4.1-1b
Matching type
Instruction: Match Column A to Column B.
AB
1. Cogongrass a. Imperata cylindrica 2. Sensitive plant b.
Mimosa pudica
3. Spiny amaranth c. Amaranthus spinosus 4. Paragrass d.
Bracharia mutica 5. Centrosema e. Centrosema pubescens
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Self-Check 4.1-1b
1. a Agricultural Date Developed: Document No. ACP-UC4-01
2. b Crop 07/17/2020
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JOB SHEET 4.1-1b
Title: Collect and Identify Weeds
Performance Objective: Given the materials needed, you should be
able to identify, collect, name and classify the
weeds based on their morphology and life span
within 40 minutes.
Supplies/Materials : Field, Pen, Meter Stick, Paper, Collection box, PPE
Steps/Procedure:
1. Wear Personal protective equipment (PPE)
2. Proceed to the field work area
3. Randomly select four sample (1m x1m) within area
given 4. Identify and collect weeds
5. Name and classify weeds collected according to their morphology
and life span
6. Write down on your paper
Assessment Method:
Direct Observation and Interview
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Performance Criteria Checklist 4.1-1b
Trainee’s Name _________________________________ Date __________________
Please tick (√) the column that best describes your evaluation of each
identified evidences.
Criteria YES NO
Were you able to:
1. Observe OHS during the activity?
2. Randomly select four samples in the field?
3. Identify between crops and weeds?
4. Collected weeds properly and did not disrupt
the crops planted in the area?
5. Name the weeds and classify according to
their morphological and life span?
Comment(s):
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________________________________
Signature of Trainer over printed name
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Information 4.1-1c
Beneficial Organisms
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able
to: 1. Describe beneficial organisms in plant
2. Identify the different types of beneficial organisms
Beneficial organisms can be grouped into insects, pathogens and
nematodes, and vertebrates. Using insecticide and herbicide lessen their
population because these damage their shelter and habitat. For example, ponds
attract frogs while native trees and the cats will encourage native birds and
lizards.
Beneficial Insects
Types of beneficial insects
There are two main groups of beneficial insects:
• Predators — attack and eat other insects.
Either adult or larvae, or both may be
predatory.
• Parasites — lay eggs on or in other
insects. The eggs hatch and the developing
larvae consume the host, usually from the
inside. Figure 13. Bee (Source: theegurdian.com)
Other beneficial insects perform many useful and important functions. For
example, dung beetles bury animal droppings; weed-eating insects are being
introduced to control dock, Paterson's curse, and double-gees; and bees
pollinate flowers and produce honey.
Predators
a. Bugs
a large group of insects which include many plant pests.
Also an important natural enemies of other insect pests.
They have sucking mouthparts which they use to draw up plant
juices and the juices of their prey.
Unlike beetles, bugs have no pupal stage.
b. Predatory beetles
a very large and diverse insect group.
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can be distinguished from bugs because they have mandibles
(chewing, rather than sucking mouth parts), a rigid pair of fore
wings which is often mistaken for a shell, with a pair of fine,
hind wings folded beneath.
Unlike bugs, beetles have larval, pupal and adult stages.
c. Mites
feed on the young stages of thrips and some mites.
They tend to move much faster than pest mites and are often
bright red or yellow in colour.
d. Lacewings
larvae are predators of a
wide
range of pests including
aphids, moth eggs and
small
larvae, scales and
whiteflies.
occur naturally and are
most
common in wet season.
they are attracted to light
and
can sometimes be found near
light sources.
larvae are often called trash
bugs because of their habit of
putting the remains of their Figure 14. Green lacewing (Source: pininterest.com)
prey on their backs.
The adults are bright green or brown and have delicate, lacey
wings, hence the name.
Parasites
Parasites deposit eggs on or into the pest or its eggs. The larva then
hatches and ultimately consumes and kills the pest. Parasites tend to be host
specific, that is, they will only attack a particular species of pest. Most species
of parasite are either wasps or flies.
a. Spiders
are voracious predators that feed on a wide range of pest insects.
estimated that the weight of insects eaten annually by spiders
outweighs the total weight of the entire human population.
Has spin silk, but not all build webs for the purpose of catching
prey.
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b. Garden spider
common wolf spider run down their
prey as would
a wolf, whilst a trapdoor
spider lays in wait in its
burrow until some prey
happens past.
Hunting spiders can play a part in
controlling
cockroaches in the
house, whilst the
unsightly webs of black Figure 15. Spider (Source: sciencefriday.com)
and garden spiders
contribute to control of
flying insects in the garden. c. Praying
mantids
eat whatever they can catch, including pests.
are found on leaves, flowers and the branches of plants. They
can blend into the background, making them difficult to see.
use their two front legs to capture and hold prey.
Figure 16. Praying mantis (Source: upi.com)
d. Hover flies
larvae are often found among large populations of aphids.
Adults feed on pollen and nectar and are often mistaken for bees.
Unlike bees, adults will hover in the same place.
The larvae feed on aphids and other soft-bodied insects. Upi.com
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Beneficial pathogens
Beneficial pathogens onclude target-specific bacteria, fungi or viruses, of
which there are some commercial preparations available. Bacillus
thuringiensis (BT) is one of the most commonly used pathogens. It controls
young caterpillars of moth and butterfly
pests.
▪ Entomopathogenic (parasitic)
nematodes. These are parasitoids
because they will kill their host in
the
process of completing their life
cycle.
▪ Entomopathogenic nematodes.
They are microscopic, simple
round
worms. They kill insects by entering
them and releasing a bacterium that
multiplies within the insect. The Beneficial vertebrates
bacterium, harmless to humans and
other animals, serves as a food source Figure 17. Grubs (Source: hobbyfarms.com)
for the nematode.
These are birds including chickens and ducks, frogs and other
vertebrates which consume insects, snails
and slugs as part of their diet.
Figure 18. Frogs (Source: Frogs
mediastorehouse.com) Birds Frogs eat mosquitoes, cockroaches, flies
and slaters. Because their presence is
considered to be a reflection of good
environmental health, they are often
referred to as an 'indicator' species. Frogs
need moisture to survive, and also require
food, shelter and places to breed. Build a
pond to attract frogs.
Birds are part of the natural ecosystem, and many are attracted to insects and
flowers. Plant local native plant species and create a diverse community of
different insects and flowers to bring birds into your garden.
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Self-Check 4.1-1c
Beneficial Organisms
Differentiate
Instruction: Differentiate the following.
1. Predator vs. Parasites
2. Bugs vs, Beetles
3. Entomopathogenic (parasitic) nematodes vs. Entomopathogenic
nematodes
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Answer Key 4.1-1c
1. Predators attack and eat other insects while Parasites lay eggs on or in
other insects.
2. Bugs have no pupal stage while beetles have larval, pupal and adult stage.
3. Entomopathogenic (parasitic) nematodes are parasitoids because they will
kill their host in the process of completing their life cycle while
Entomopathogenic nematodes kill insects by entering them and releasing
a bacterium that multiplies within the insect.
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Information Sheet 4.1-2
Economic, Aesthetic or Environmental Threshold
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able
to: 3. Explain the economic threshold level of weeds
4. Identify the different types of beneficial organism
Integrated Pest Management (IPM) decision is based on the pest
population assessment. It aims to protect agricultural crops from economic
damage by pests, insects, weeds and plant pathogens and other harmful
organisms while reducing the use of hazardous substances. This information
sheet presents an overview of the use of economic threshold level and economic
injury level in relation to IPM principles.
Injury – the physical harm to a commodity cause by the activity of a pest (e.g.
eating leaves, tunneling through stalks, eating grain, etc.)
Damage – The value (in dollars or utility) lost to the commodity as a result of
pest injury (e.g. yield loss, quality reduction, etc.). Not all injury results in
damage.
Damage curve – The relationship between injury and yield.
Economic Injury Level – The smallest number of pests (or injury) that will
cause yield losses equal to the pest management costs.
Economic Threshold – the density of a pest (or level of injury) at which control
measures should be initiated to prevent an increasing pest population from
reaching the EIL.
Economic Threshold Development
Assessing pest status is critical. This is done by sampling to estimate how many
weeds are present or how much injury is occurring, and then weighting the
impact of weeds against the current costs of managing them. The use of EIL
and ET are the tools to be used for assessing the impact of pests on yield
and/or quality and the economic costs and benefits of management.
The Damage Curve
The Damage curve is the relationship between different levels of injury and the
yield response of a given commodity (e.g. rice, corn). Figure 18 shows
hypothetical damage curve which have seven (7) components such as tolerance,
overcompensation, the damage boundary, linearity, desensitization and
inherent impunity.
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Figure 19. The damage curve and its components
▪ Tolerance – when the plants can sustain some injury without any effect
on yield.
▪ Overcompensation – observed in some plants, where a small amount of
injury actually increases yield slightly (e.g. light defoliation of rice) ▪
Damage boundary – the point at which yield loss caused by injury is
detected
▪ Compensation – where there is increasing yield loss per unit of injur ▪
Linearity – where the maximum yield loss per unit of injury ▪
Desensitization – where there is decreasing yield loss per unit of injury ▪
Inherent impunity – where there is no more damage per unit of injury.
A number of factors can affect the relationship between ijury and yield loss.
These factors include type of injury, timing, intensity, location and various
environmental factors.
Type of Injury
▪ Indirect. The result of pest activity that harms a non-yield portion of a
plant
▪ Direct. Pest activity that harms a yield portion of plant
▪ Quantal. Where the quantity injury is independent of the yield
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Not all Threshold are Created Equal
When EIL and ET have not been established for a pest, nominal threshold (type
of estimate) are used to aid in making management Decision
Nominal Threshold – used when the relationship between insect injury and
economic loss has not been characterized. This is done through field
examination, expert opinion and experience.
EIL and ET Calculation
EIL is expressed in mathematical formula:
������=��
������������
Where:
C= Pest management cost
V= Commodity market value
DI= Yield loss per pest
K = proportion of the pest population controlled
Reminder:
▪ If the Management Costs (C) increases, then it takes more pests to justify
control action, EIL increases.
▪ If market values (V) decrease, then more pests can be tolerated, EIL
increases.
▪ The more expected to kill a high percentage of pests (K), EIL increases.
EIL is the “tolerance index”. It indicates how many pests we can tolerate, given
a specific set of costs, benefits, and plant response to injury. Management
action should be taken before the pest population reaches the EIL to avoid
economic damage that could otherwise prevented.
ET indicates when to take control action and is the pest density at which
management action should be taken to prevent an increasing pest population
from reaching the EIL. ET is directly related to EIL.
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Figure 20. The relationship between ET and EIL
Note in figure 19 that the damage boundary where the point at which yield loss
caused by injury is detectable, is below. But this not always the case, as the
damage boundary can below, at, or above the ET, depending on the specific
crop/pest relationship.
Note: ETs are often based on some percentage of the EIL, such as
80%. Using Economic Thresholds
Remember that ET and EIL based with crop value, management costs and
insecticide efficacy. The higher the crop value, the lower the ET. The higher the
insecticide cost, the higher the ET.
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Self-Check 4.1-2
Definition
Instruction: Define the following.
1. Defined by entomologist as point below the economic injury level at
which decision is made to treat or not to treat.
2. It is the most basic of the decision rules; it is a theoretical value that,
if actually a pest population, will result in economic damage. 3. It is the
level of weed infestation that causes the farmer to implement a control
measure.
Computation
Instruction: Compute the following by the given data.
4. C= 2000/acre
N= 400/acre
V= 47,000/acre
I = 10% loss
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Answer Key 4.1-2
1. Economic Threshold Level (ETL)
2. Economic Injury Level (EIL)
3. Action Threshold or ETL
4. 170.21 weeds
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Information Sheet 4.1-3
IPM principles
Learning Objectives:
At the end of the session, YOU MUST BE ABLE TO:
1. Identify pest of plants
2. Lists the methods of Pest Management
3. Explain the importance of IPM in controlling weeds
Pest is any organism that:
∙ Competes with humans, domestic animals or desirable plants for food
and water.
∙ Injures human, animals, desired plants, structures or possessions ∙
Spread disease to human, plants and animals.
∙ Annoys human or animal
A pest can be broadly define as any organisms which adversely affects
man, his crops, his livestock or anything he considers to be of value.
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