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TITLE

INSTITUTIONSPONS AGENCY

PUB DATECONTRACTNOTEAVAILABLE FROM

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IDENTIFIERS

DOCUMENT RESUME

CE 029 494

Collecting Pests for Identification. Module 12.Vocational Education Training in Environmental HealthSciences.Consumer Dynamics Inc., Rockville, Md.Office of Vocational and Adult Education (ED,Washington, D.C.(81]300-80-008847p.: For related documents see CE 029 482-507.National Technical information Service, U.S. Dept. of.Commerce 5285 Port Royal Rd., Springfield, VA22161.

MF01/PCO2 PluS Postage.Competency Based Education: *Educational Equipment:*Entomology::*Environmental Educatiot:.*EnvitonmentalHTechnicians: Learning Activities: ProgramedInstructional Materials: Public Healt#:.*Sanitation:Tests: Vocational EducationEnvironmental Health: *Pests.

ABSTRACTThis module, one of 25on *ocational education

training for careers in environmental health occupations, containsself-instructional Materials on collecting pests for identification.

_Following guidelines' for students and. instructors and an introduction''that explains what:: the Will learn arethtee lessons: (11 .

identifying the.parts.and functions of rodent and anthroOdi traps andcollection' devices: (2) identifying locations suitable for Collectingrodent, fly, anUmosguito specimens: and (3 setting devices tocollect pests, Collecting the pests from the trap, labelingspecimens, and preparing the specimens fOr.shipment and analysis.Each lesson contains Objectives, recommended methods and locationsfor practice, performance criteria, equipment and supplies to perform.a task, detailed step-by-step instructions for learning'ataMk, and.performance exercises. Performance tests cover the subject mattereach lesson.. CT) ,

*******************0!********************************44*********4* Reproductions suPplied:by EDRS are the besi'that can. be made'* -4, - : from the original dOcuient. , . -******71*******************iii********,*********************************1

Vocational Education Training in Environmental Health Sciences

CollectingPests forIdentification.

Module 12U.S. DEPARTMENT OF HEALTH.

EDUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANt CATION ORIGIN-ATING IT POINTS OF VI OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFF ICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

U.S. DEPARTMENT OF EDUCATION, Office of Vocational and Adult Education

FOREWORD

The Curriculum and Instruction Branch of the Office of Vocationaland Adult Education, U.S. Department of Education, identified aneed to improve the training opportunities for vocational educationstudents interested in pursuing careers in environmental health.To fulfill that need, Consumer Dynamics, Inc., a Rockville,Maryland, based company, was awarded the contract to developperformance-oriented, competency-based modules in the environmentalhealth sciences.

COLLECTING PESTS FOR IDENTIFICATION is one of the modules in theseries, "Vocational Education Training in Environmental HealthSciences." The module content is based on selected materials inthe environmental health field. The module is intended tosupplement existing course materials.

3

CONTENTS

FOREWORD

USING THESE SELF-INSTRUCTION MATERIALS 1

Guidelines For Students 1

Guidelines For Instructors 2

INTRODUCTION 4

Background 4

What You Will Learn 5

LESSON ONE 6

Objective 6

Where And How To Practice 6

How Well You Must Do 6

Things You Need 6

Getting There--Steps 7

Exercises 12

Films And Slide/Tape Programs 14

LESSON TWO 15

Objective 15

Where And How To Practice 15

How Well You Must Do 15

Things You Need 15

Getting There--Steps 16

Exercises 23

Other Reading 23

Films And Slide/Tape Programs 24

LESSON THREE 28

Objective 28

Where And How To Practice 28

How Well You Must Do 28

Things You Need 28

Getting There--Steps 30

Exercises 37

Films And Slide/Tape Programs 38

PERFORMANCE TEST 39

Identifying Locations For Collecting Pests ..39

Collecting, Labeling, And Preparing Pests For ShipmentAnd Analysis 40

REFERENCES 42

iii

USING THESE SELF-INSTRUCTION MATERIALS

This s.r.'

allowprimarmoduliperkingpresented-addressed tcshould use th,

uction learning package or module is designed to,ents and instructors flexibility of use. Although'ded for use in existing training programs, theed by anyone interested in learning new skills or'es. Therefore, two sets of guidelines aret addressed to students and the other setructors. First, find out how you, the student,,terials in this book.

GUIDELINES FC' STUDENTS

Take the When you pick up this book and work through it,Performance your goal will not be a letter grade or a highTest as a score on an exam. Instead, you will work topretest. develop skills that you can measure. You will

not have to worry about how well someone else isdoing. Before you start work on this module, youshould, first, find out if you have sufficientskills to start training by reading through thesection called PERFORMANCE TEST. If you thinkyou can do all or most of the items in this test,ask your instructor to obtain the necessaryequipment and supplies. You should have had acourse in high school biology, have knowledge ofbasic differences between flies and mosquitoesand other insects, have learned how to use astereo microscope, and be enrolled in a vectorcontrol course in a 2- or 4-year technical schoolor college.

Work on partsyou need topractice.

Work straightthrough eachlesson in theorder pre-sented.

If you do everything well, according to thecriteria in the Performance Test guidelines, youwill not need to spend time working on thismodule. If after taking the Performance Test youdiscover there are parts you need to practice,follow the key to each item in FOR FURTHER STUDY.

Should you decide to completely work through thismodule, begin with the INTRODUCTION and gostraight through each of the three lessons. Thelesson begins with the OBJECTIVE of the training.Follow the instruction for each part in the orderpresented. Practice each step in a lesson untilyou can do it according to the criteria statedfor the step. At the end of a lesson, do theEXERCISES. When there are audiovisuals listed atthe end of a lesson, ask your instructor for helpin obtaining them.

1

USING THESE SELF-INSTRUCTION MATERIALS

Take thePerformanceTest as a

posttest.

Finally, after you have mastered all of theexercises in each lesson, ask your instructorto watch you do each item in the PerformanceTest. The items in the Performance Test areintended for use as a posttest to evaluate thequality of your performance. ;Turn now to thePerformance Test.

GUIDELINES FOR INSTRUCTORS

Approach The approach of these materials is to provide thestudent with the opportunity to learn skills fortrapping rodents and for using traps andcollection devices to obtain specimens of fliesand mosquitoes. The equipment you have availablemay be somewhat different from that presented inthe lessons. If such is the case, you may needto write supplementary instructions to point outthe equipment differences. The skills tested onthe Performance Test are designed for use withany make and model of instrumentation.

Independent Students can work independently and at their ownStudy pace. Depending on the time frame you set for

completing each lesson, you may want to start agroup off in each lesson with a demonstration andinformal' presentation.

As a Labora- Alternatively, you may choose to use this moduletory Workbook as a laboratory workbook in a structured labora-

tory session. With this option, you may allowstudents greater access to your assistance, espe-cially in watching them perform the pre- andposttest portions of the training.

GeneralInstructions

Read through each lesson to anticipate what equip-ment and supplies you will need to make availablefor students to use. Also, order any audio-visuals or reading materials you think may pre-sent a complementary perspective to the trainingin this module. Use the items in the PerformanceTest as the minimum requirements for gaugingsuccessful completion of the training.

2 6

USING THESE SELF-INSTRUCTION MATERIALS

Specific In this module, students are asked to visit andInstructions return to areas where rodents, flies, and

mosquitoes live and breed. Recommend severalsuch areas so that small groups of three to fivestudents can visit and not disturb the studyenvironment. After each group has completedLesson Two, have them visit a different studylocation. For Lesson Three, have the groupsreturn to the f.rst study location.

Students are to use killing jars for mosquitolight traps. Only trained pest controllers orprofessional chemists should prepare these jarsif they are to contain sodium cyanide and plasterof paris. Instead, obtain commercially prepared,poison-impregnated rubber strips that can be cutand placed in the bottom of the jars. Eventhough these strips are much safer to handle,students should avoid skin contact by wearingprotective gloves and also should avoid inhalingvapors given off from the strips.

Students are required to kill specimens usingchloroform. This substance should be used in awell-ventilated area; otherwise, students maysuccumb to dizziness, disorientation, and nausea.

Provide identification keys for two species offlies and mosquito adults predominant in yourarea. Keys are provided at the end of Lesson Twofor some mosquito larvae and adults. Studentswill need to be able to identify these insects tocomplete the Exercises in Lesson Three.

73

INTRODUCTION

BACKGROUND

Throughout history, rats, mice, and various insects have competedwith people for food, clothing, and shelter, and have affectedtheir health and peace of mind. Through the centuries, anincreasing number of pests have adapted to city and indoor lifebecause of favorable temperatures, plentiful food and water, andabundant harborage.

Pests destroy bill ions of dollars worth of stored food annually inthe United States. Insects and rodents damage clothing, rugs,books and paper, the wood in buildings, and many other items. Whenpresent in the kitchen or in restaurants, insects and rodents mayrepel customers and cause economic loss. Most important of allcertain species of insects and rodents carry and transmit germsthat cause illnesses and diseases in people and in domestic animals.

Not until the 19th century were insects and rodents identified asthe agents responsible for transmitting many devastating diseases.Worldwide, mosquitoes are responsible for the transmission ofdiseases to millions of people each year. These diseases includeencephalitis, dengue, yellow fever, malaria, and filariasis.Domestic flies mechanically transmit organisms causing bacillarydysentery, infantile diarrhea, typhoid fever, paratyphoid fever,cholera, amoebic dysentery, pinworm, roundworm, and tapeworminfections. Native North American rodents act as reservoirs ofmany diseases transmissible to humans, such as plague in thewestern United States, tularemia, tickborne relapsing fever,spotted fever or tickborne typhus, human babesiasis, and some typesof salmonellosis and leptosoirosis.

The key to the population control of rodents and arthropods (vectorcontrol) does not lie in massive programs of spraying and poison-ing, since these programs have been unsuccessful against the greatreproductive and adaptive potential of the rodent and insectenemies. Control lies in affecting the growth and well-being oftheir populations. The first step in the control process is car-ried out through sampling and collection techniques, and is theresponsibility of the sanitarian or environmental health technician.

4

INTRODUCTION

WHAT YOU' WILL LEARN

When you finish working through the steps and exercises in thismodule, you will be able to collect pest specimens of rodents,flies, and mosquitoes, and to prepare the specimens for shipment toa laboratory for identification.

You will learn these skills in three lessons:

o Lesson One

You will be able to identify the parts and functions of rodentand arthropod traps and collection devices.

o Lesson Two

You will be able to identify locations suitable for collectingrodent, fly, and mosquito specimens.

o Lesson Three

You will be able to set devices to collect pests, collect thepests from the traps, label specimens, and prepare the specimensfor shipment and analysis.

5

0

LESSON ONE

OBJECTIVE

You will be able to identify the parts and functions of rodent andarthropod traps and collection devices.

WHERE AND HOW TO PRACTICE

You should practice this lesson where there is room to spread outthe collection devices and this module. Read through each step inthe module and then refer to a part or parts of the equipment.

HOW WELL YOU MUST DO

You must be able to identify all the parts of each device and tellhow a part or parts of each device functions. You must be able tocomplete the exercises in less than 20 minutes.

THINGS YOU NEED

You will need the following equipment and supplies:

o snap traps, rodent and mice

o metal live trap

o baited fly trap

o fly cone

o collection tube, mosquitoes

o light trap, mosquitoes

o specimen killing jar

o pencil and paper.

Instructions: Now turn to the next page and begin work on LessonOne, "Getting There--Steps."

10

6

LESSON ONE/RODENTS

GETTING THERE--STEPS

STEP 1

Place the rodent snap trapin front of you. It is themost effective device fortrapping and killing rodents..Examine each of the follow-ing parts as you identify .

them in the Key Point:

(1) base

(2) baited-type trigger toactivate the trap

(3) expand-type trigger toactivate the trap

(4) spring snap to kill therodent

(5) trigger arm to set thetrap

(6) bait to attract therodent

(7) anchor to prevent thetrap from being pulledaway by the trapped butstill living animal, orpredators.

KEY POINT 1

The snap trap is the most effec-tive device for trapping andkilling rodents.

11 7

LESSON ONE/RODENTS

STEP 2

Place the metal live trapin front of you. It is usedif the captured animal is tobe examined for fleas anddiseases before it is killed.Examine each of the followingparts as you identify them inthe Key Point:

(1) cage for enclosing theanimal

(2) trap door to close thecage

(3) trigger and bait Torreleasing the trap door

(4) anchor to prevent thecage from being draggedaway by a predator.

8

KEY POINT 2

The live trap captures theanimal for studies that cannotbe done if the animal is killedby the trap.

12

LESSON ONE/FLIES

STEP 3 KEY POINT 3

Place the baited fly trap infront of you. It is used todetermine the species andthe number that live in thelocal area. This type oftrap is used to catch liveflies that are then killedin chloroform killing jars.Examine each of the follow-ing parts as you identifythem in the Key Point:

(1) bait

(2) bait holder

(3) pyramid opening tocatch flies

(4) cage

(5) cover

STEP 4

Place the fly cone in frontof you. It is used to trapflies hovering over anatural attractant such asgarbage or feces. Removethe cage (1) from the topof the #18 mesh screen wirecone (2). These are theonly parts of this device.

The baited fly trap is used todetermine what species may befound in the area.

KEY POINT 4

( I )

(2)

mm/MO MMMMMMMMMMMMM M

Fly cones are used to collectliving specimens.

139

LESSON ONE/MOSQUITOES

STEP 5 KEY POINT 5

Place the collection tubemouth aspirator in front ofyou. It is used to collectadult mosquitoes resting onwalls and in hard-to-reachplaces. The mosquito issucked into the tube andthen placed in a holdingor killing jar to be sortedand identified or shippedto an entomology laboratory.Examine each of the follow-ing parts as you identifythem in the Key Point:

(1) glass mouthpiece

(2) rubber or plastic hose

(3) metal gauze to preventthe insect from beingsucked into the hose

(4) glass or plastic collec-tion tube.

10

The collection tube is used tocapture mosquitoes resting inhard-to-reach areas.

4

LESSON ONE/MOSQUITOES

STEP 6 KY POINT 6

Place the mosquito light trapin front of you. This deviceallows sampling of adultmosquito populations betweendusk and dawn. Examine eachof the following parts asyou identify them in the KeyPoint:

(1) chain for hanging thetrap

(2) 25-watt electric lightbulb for attracting themosquitoes

(3) mesh screening that islarge enough formosquitoes to enter thetrap but small enoughto prevent most largerinsects from entering

(4) fan for blowingmosquitoes downward

(5) timer to curn the lighton and o(.f automatically

(6) power cord, 110 VAC

(7) mesh cone to guidemosquitoes into thekilling jar

(8) killing jar, containingpoison-impregnated strips.

The mosquito light trap attractsand kills adult mosquitoes be-tween dusk and dawn.

11

LESSON ONE

EXERCISES

Instructions: With the pest collection devices in front of you,practice naming the parts. Give the function of each part andlabel the following drawings to test your knowledge. You should beable to do this in less than 20 minutes.

(3)

12

1.

2.

3.

4.

5.

6.

7.

8.

LESSON ONE/EXERCISES

IMONMU...1111

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17

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13

LESSON ONE/EXERCISES

(4) (3)

FILMS AND SLIDE/TAPE PROGRAMS

1.

2.

3.

4.

5.

American Institute of Biological Sciences. "How to Collect InsectsBy a Variety of Methods." Communication Skills Corporation,Tarrytown, NY, 1974.

This slide/tape presentation shows various methods for collectinginsects.

18

14

LESSON TWO

OBJECTIVE

You will be able to identify locations suitable for collectingrodent, fly, and mosquito specimens.

WHERE AND HOW TO PRACTICE

You will need to go to the locations described in each of the stepsto see firsthand where the pests live. Your instructor will pointout breeding and feeding areas for rodents, flies, and mosquitoes.While you are at each location, point out the characteristics ofthe environment that make it attractive for the pest to live andbreed. Describe the characteristics to your instructor or toanother student, or write your descriptions in a small notebook.Since this lesson provides only a ,iuick orientation to the dif-ferent pest habitats, you will need to obtain additional informa-tion by reading through the references at the end of the chapterand by watching the films at the end of the lesson.

HOW WELL YOU MUST DO

In the appropriate environment, you must be able to point out atleast two differences among the three major species of rodents(Norway and roof rats and the house mouse) that can be used todetermine which rodent is present in a potential infestation. Youalso must be able to find the habitats of flies and mosquitoes,collect more than two types of flies, and collect more than twotypes of both adult and larva mosquito forms.

THINGS YOU NEED

You will need the following supplies:

o pencil

o notebook pad

o old clothes, including long-sleeved shirt, long pants, sturdywalking shoes or boots, and hat (for the field trip)

o Zip-loc bags to collect rodent feces

o flashlight.

Instructions: Now turn to the next page and begin work on LessonTwo, "Getting There--Steps."

15

LESSON TWO/RODENTS

GETTING THERE--STEPS

STEP 1

Before you can set a snaptrap or a live trap to catcha rodent, you must knowwhere to look for rats andmice, and how to tel.' if

they are active in a sus-pected area. Unless thereare very heavy infestations,you will rarely see a ratand almost never see a mouse.You will, however, be ableto detect the presence of arodent by signs of its habi-tat and through the use oftraps.

STEP 2

To find the common Norway rat(Rattus norwegieus) , look atground level, in burrows with3-inch entryways into theground and that run underfoundations of buildings, andin rubbish dumps. Becausethey are semiaquatic (livinghalf in and half out ofwater), also look for Norwayrat burrows near streams, inmarshy places, in sewers,and in rice fields.'

16

KEY POINT 1

To detect the presence of arodent, look for signs of itshabitat and use traps.

KEY POINT 2

Look for the Norway rat atground level, in burrows,rubbish dumps, and in semi-wet environments.

20

LESSON TWO/RODENTS

STEP 3

The roof rat (Rattus rattus) ,

another very common rat inthe United States, is smallerand more slender than theNorway rat. Look for theroof rat above ground; in-doors in attics, betweenwalls, and in enclosed spacesof cabinets; and outdoorsin trees and in dense vinegrowth. Look for the roofrat at ground level whenit is known that the Norwayrat is absent.

STEP 4

The smallest of the domesticrodents is the house mouse(Mus musculus). As its namefil7107-1755F for this ro-dent primarily indoors inany convenient space inwalls, cabinets, or furni-ture. When you see thehouse mouse, it usually willnot be further than 10-30feet from its nesting orharborage area.

21

KEY POINT 3

ATTICS

TREESDENSEVINE GROWTH

Look for the roof rat above andat ground level when the Norwayrat is known to be absent.

KEY POINT 4

Look for the house mouse indoorsat or above ground level.

LESSON TWO/RODENTS

STEP 5

To set an appropriate trapfor a rodent, you must beable to detect the presenceof each type of rat or mouse.When you first enter a sus-pected rodent-infestedbuilding, stand still. If

___,rodents are present in largenumbers, their activity mayresume in several minutes.Listen for running, gnawing,scratching, and squealingfrom fighting rodents ornesting young. Roof ratsor house mice will bepresent if you hear thesesounds overhead or in thewalls. Write in your note-book your observationswhen you first enter thisbuilding.

STEP 6

Once you have entered thebuilding and have started tolook for rodent signs, shineyour flashlight under floorjoists on an overhead beamfor "swingmarks" (1). Swingmarks are made when greasefrom the rodent's body rubsonto the side of the beamwhere the rodent has swungoff the horizontal runway toget around the floor joist.Since mice do not leaverub marks, and Norway ratsdo not climb, the presenceof swing marks is a prettygood sign that roof ratslive, or have lived, in thebuilding. In your notebook,make a list of what you seeand where you see it.

18

KEY POINT 5

Listen for sounds of rodentactivity just after enteringa building suspected of beinginfested.

KEY POINT 6

Roof rats leave swing marks onoverhead beams.

LESSON TWO/RODENTS

STEP 7

There are other signs thatindicate whether rodents arepresent. These includegnawings and tracks in dust.To determine if a runway isactively used, sprinklesome talc powder on a thinpiece of cardboard and setit next to a wall. If youdo not have talc powder, oneof the best indicators ofrodent infestation is thepresence of feces along run-ways, near harborage, insecluded corners, and nearfood supplies.

KEY POINT 7

The presence of feces is oneof the best indicators of thesize and recentness of aninfestation.

9')4.ai 19

LESSON TWO/RODENTS

STEP 8

Collect samples of droppingsfrom the areas mentioned inStep 7. By evaluating thesize, shape, and freshnessof rodent droppings, you cantell what species of rodentsare present and whether thereis a current or old, heavyor light infestation. Shownin the Key Point are drawingsof droppings from the Norwayand roof rats and the housemouse. Notice the differencein the relative size andshape for each rodent. Com-pare these differences withthe samples you have col-lected. If there are dif-ferent sizesof moist, shiny,dark droppings, several agesof rats probably are present,rather than differentspecies of rodents;, this in-dicates the presence of anextensive infestation. Olddroppings look dull andgrayish, and crumble whenpressed. In your notebook,write your conclusions asto which rodents, and howmany, may be present.

20

KEY POINT 8

AMERICAN COCKROACH

ROOF RAT HOUSE MOUSE1/2." (13 rnm) 1/4" (6 mm)

NORWAY RAT3,41-"09mrn)

Rodent droppings can indicatespecies, size, and age ofinfestation.

LESSON TWO/RODENTS AND FLIES

STEPS

Visit a garbage/refuse dumpat any time of the year tolook for signs of rodents,and during the warm monthsto look for fly breedingareas. In this area, theNorway rat may be dormant.If the Norway rat is absent,look for signs of the roofrat (it will dig burrows andlive at ground level in anyenvironment favorable torats). If a wide range ofdecaying meat, vegetable,and fruit materials ispresent, you most likelywill have a good oppor-tunity to differentiateamong several types offlies. Look for flieswhere there are sub-stantial deposits ofsemisolid and liquidgarbage materials.

KEY POINT 9

In the absence of Norway rats,roof rats may be found atground level in any environment.Numerous types of flies willbe found in garbage dumps,especially over semisolid, de-caying materials.

21

LESSON TWO/MOSQUITOES

STEP 10

During warm spring orsummer months, visit a pond,backwater areas along astream, or where there aretree holes, containers,old tires, shallow streams,and ditches and drains.Look for both larvae andadult forms of mosquitoesin such areas. Look for thelarvae of such mosquitoes asAedes, Culex, and Toxorhyn-chites in rain-filled con-tainers or tree holes. Usethe pictorial key at the endof the lesson as a guide tothe identification of theselarvae. Other species ofmosquito larvae live alongthe edges of quiet pools orbackwater areas floodedduring heavy spring rains.Look for adult Aedes andother mosquito 701-1 speciesresting in culverts, largeholes in trees, abandonedhouses, barns, and out-buildings.

22

KEY POINT 10

Mosquitoes breed well in still-water areas, including rain-filled containers, tree holes,and shallow backwater ponds.

2C

LESSON TWO

EXERCISES

Instruction 1: Compare notes you took at each of the pest siteswith those of other students in your group. Determine if you agreewhether the same rats or mice are present and discuss why yourfindings lead you to different conclusions, if they do.

Instruction 2: In the classroom, write on the chalkboard whataspects of each pest site make it particularly attractive to thekind or species of pest you observed. Discuss how the habitats(living conditions) varied between locations for at least twospecies of each type of pest you encountered; e.g., the differencesin the habitats of the Norway rat and the roof rat between StudyLocation A and Study Location B.

Instruction 3: Collect mosquitoes from the areas described in Step10. Using a stereo microscope and the pictorial key provided atthe end of this lesson, identify the genus and species of the mos-quitoes you collected.

OTHER READING

Biological Factors in Domestic Rodent Control. U.S. Departmentof Health, Education, and Welfare, Public Health Service,Center for Disease Control, Atlanta, GA, 1977.

Household and Stored-food Insects of Public Health Importance,and Their Control. U.S. Department of Health, Education, andWelfare, Public Health Service, Center for Disease Control,Atlanta, GA, 1979.

Mosquitoes of Public Health Importance and Their Control. U.S.

Department of Health, Education, and Welfare, Public HealthService, Center for Disease Control, Atlanta, GA, 1975.

Flies of Public Health Importance and Their Control. U.S.Department of Health, Education, and Welfare, Public HealthService, Center for Disease Control, Atlanta, GA, 1976.

0 PI23

LESSON TWO

FILMS AND SLIDE/TAPE PROGRAMS

U.S. National Medical Audiovisual Center. "Field Recognition ofDomestic Rat Signs." U.S. National Audiovisual Center,Washington, DC 20409, 1968.

This 8-minute, 16-mm color film explains where to look for andrecognize rat signs and how inspectors in the field can identifyvarious species of rodents by the size and shape of their droppings.

U.S. National Medical Audiovisual Center. "Field Recognition ofMosquito Larvae." U.S. National Audiovisual Center, Washington,DC 20409, 1968.

This 6-minute, 16-mm color film shows Aedes aegypti and Culexlarvae in motion.

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LESSON TWO

26

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31

LESSON TWO

MOSQUITOES: PICTORIAL KEY TO SOME LARVAECOMMONLY FOUND IN ARTIFICIAL CONTAINERS

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27

LESSON THREE

OBJECTIVE

You will be able to set devices to collect pests, collect the pestsfrom the traps, label specimens, and prepare the specimens forshipment and analysis.

WHERE AND HOW TO PRACTICE

You will need to return to the same locations you visited in LessonTwo to practice using the pest trapping and collecting equipment.When you visit pest-infested areas, be 'sure to wear protectiveclothing to prevent insect bites to the extremities, face, andneck; wear protective gloves when handling any rodent. You willalso need to work in a laboratory to prepare pests for shipment forfurther analysis.

HOW WELL YOU MUST DO

You must be able to keep records that will permit you to determineacceptable baits for rodents in each area you trap. You must beable to collect, process, and package flies and mosquitoes in amanner to prevent damage to the specimens; you also must be able tokeep accurate enough records so that you can resample areas inwhich you previously collected flies and mosquito adults and larvae.

THINGS YOU NEED

In addition to the equipment you used in Lessons One and Two, youwill need the following:

o bait, including meat, fish, grain, vegetables, and fruits

o string or chain to anchor the rodent traps

o gloves (animal handler's, steel-reinforced)

o Zip-loc bags

o posterboard for signs

o felt-tip pens for making signs

o chloroform (reagent grade) and cottonballs

28

LESSON THREE

THINGS YOU NEED (cont'd)

o large box for the baited fly trap

o laboratory pan

o boxes (two-lidded, small, mailable)

o dark cloth, sized to fit around the fly cone

o a pre-prepared killing jar, pint-sized with screw-on lid, foreach light trap used

o vials with screw cap, 70-mm-long (2-3/4-inch) X 21-mm-wide(3/4-inch)

o 70 percent alcohol.

Instructions: Now turn to the next page and begin work on LessonThree, "Getting There--Steps."

34 29

LESSON THREE/RODENTS

GETTING THERE--STEPS

STEP 1

Return to the potentiallyrodent-infested site youvisited in Lesson Two. Fromthe notes you made in yournotebook, decide whichspecies of rodents to settraps for. Obtain threesnap traps that match thesize and weight of therodent to be trapped andsmall portions of bait, in-cluding meat, fish, andgrain. Do not poison thefoods. In normal practiceyou would set the bait acouple of times, find outwhich bait is acceptable,and then poison the foods.

STEP 2

Test the trigger mechanismon the trap before settingit. Bait the trigger beforesetting the trap, or use anexpanded trigger (1) with-out bait for rat control.Expand the trigger by usingscreen wire. Place the trapacross a runway or swing mark.Place a box or board (2)alongside of the runway toguide the rodent to the trap.Before leaving the baitedtrap, anchor it with ,Ltringor chain to prevent thevictim or a predator fromhauling away the trap.Repeat this step in settinga live trap.

30

KEY POINT 1

Select rodent snap traps based oninformation you have gathered ina previous site visit.

KEY POINT 2

After placing a baited snap orlive trap across a runway,anchor it with string or chain.

LESSON THREE/RODENTS AND FLIES

STEP 3

Record in your notebookwhere you placed each trapand what bait was used.Check each trap regularlyand live traps every morning.Wearing protective gloves,remove a dead rodent froma trap and place the animalcarcass in a Zip-loc bag.If rodents die in a livetrap, the ectoparasitesyou have trapped the animalfor will leave the body aftera few hours. Transport alive animal in a cage. Whenhandling live traps, use ro-dent handling gloves. Kill

the rodent in the laboratorywhere you can immediatelywash it and comb out theectoparasites. Ask yourinstructor for detailedprocedures to collectectoparasites.

STEP 4

Obtain a baited fly trap.On the bait pan, placeseveral attractants, includ-ing fish heads, chickenentrails, vegetables, andfruits. With the baitedtrap, return to the garbage/refuse site you visited inLesson Two. Anchor thetrap by tying it to a stake,tree, or large rock. Placea sign near the trap toidentify the institutionor department doing thesampling. Make a note inyour notebook where youplaced the trap.

KEY POINT 3

Make careful records of trapsites and baits. Check trapsfrequently.

KEY POINT 4

Anchor the baited fly trap andplace an identification signnear it.

vs 31

LESSON THREE/FLIES

STEP 5

Check the trap at regularintervals. When a largeenough number of flies havebeen trapped, return thetrap to the classroom orlaboratory. Remove the baitand place the trap in alarge box or container thatcan be covered. Soak awad of cotton with chloro-form* and place it in thecontainer with the trap.

STEP 6

After covering the container,wait 10 minutes before re-moving the trap. Place thedead flies in a laboratorypan and dispose of the chloro-form wad. Separate the fliesfrom other insects. Placethe flies in a single layer(1) in a cotton-lined (2)shipping box (3). Packagethe flies tightly enough sothat they will not move intransit but not so tightlythat they will be damaged.Label the box with thelocality and date. On boththe shipping document/specimen information sheet,also record informationabout the habitat, abundance,and weather conditions. Makea second record in your note-book. Include the date youshipped the specimens.

KEY POINT 5

To kill the flies, place thetrap in a closed containerwith a wad of chloroform-soakedcotton.

KEY POINT 6

Package the specimens in such away as to prevent damage duringshipment.

*Use only in a well-ventilated area and under the instructor'ssupervision.

a 7

32

LESSON THREE/FLIES

STEP 7

Obtain a fly cone and apiece of dark cloth that canbe draped around it. Placeor drop the cone over anatural attractant such asgarbage or manure. Place thecloth (1) over the cone,leaving the cage (2) un-covered. Open the cage door(3) if it is not alreadyopen. Gently agitate thecone. This action will keepthe flies from alighting onthe sides of the trap andwill cause them to fly up-wards to the source oflight. Once the cage issufficiently full of flies,slide the cage door shut.Return the trap to thelaboratory or classroom.Repeat the appropriate partsof Step 5 and all of Step 6to prepare the flies forshipment.

KEY POINT 7

When the fly cone is coveredwith a dark cloth and agitated,flies seek the light comingthrough the cage.

33

LESSON THREE/MOSQUITOES

STEP 8

Obtain adult mosquito speci-mens by using a collectiontube and killing jar.* Re-turn to the backwater areasof the stream you visited inLesson Two. Using yourflashlight find an adultmosquito resting area suchas in a tree hollow or avertical surface inside anoutbuilding. Suck the mos-quitoes into the tube andthen blow them into thekilling jar. To make surethe insects are dead andnot just stunned, keep themin the covered killing jarfor at least 2 minutes be-fore carefully transferringthem to a pill box lined withfacial tissues or cotton.Label the box with the loca-tion, date, and time. Repeatthis step for as many sepa-rate specimen samples as areneeded.

KEY POINT 8

The mosquito collection tubeallows sampling from hard-to-reach adult resting stations.

*Place a 011oroform-soaked cotton ball in a covered vial.

%al u

LESSON THREE/MOS UITOES

STEP 9

Prepare the mosquito lighttrap for use; check theoperation of the light, fan,and timer. Attach the pre-prepared killing jar* to thelight trap. Hang it on apost supplied by 110 VACunless, of course, the traphas its own power supplyuMount it so it is between 5to 6 feet above ground, andno closer than 30 feet frombuildings. If you have nochoice about where to hangthe trap, place it in an openarea near trees and shrubs,away from lights, or in anarea not subject to strongwinds or pollution from anindustrial plant. Adjustthe timer on the trap toturn the light and fan onjust before dark and offjust after daylight. Whenyou collect the trappedspecimens, empty the killingjar into a bottle or cupfitted with a top. Labelthe top with the type ofinformation given in Step 6.

KEY POINT 9

5'-6'

3

Hang the mosquito light trapnear a 110-VAC source at adistance 6 feet above theground.

*Described in the "Guidelines for Instructors."

40 35

LESSON THREE/MOSQUITOES

STEP 10

Obtain mosquito larvae byusing a dipper, pan andhandles, and preservative-containing vials.* Returnto the backwater areas ofthe stream you visited inLesson Two. Sample fromshallow parts of stagnantwaters in this area. At-taching an appropriatelylong handle to the dipper,skim the surface for suchmosquitoes as Anopheles un-til the pan is half full.Let the pan float in thewater. Using an eyedropper,remove the larvae from thepan and place them in smallvials with screw tops.Number the vials and recordin a notebook the locationand conditions of sampling.When packaging the vials,make sure they are full andfit tightly in the shippingcontainer. Each vial shouldbe separated from the otherwith a piece of cardboard.

36

KEY POINT 10

Collect larvae with a dipper.Put larvae into a vial con-taining 70 percent alcohol.

*The preservative should contain 70 percent ethyl alcohol.

41.

LESSON THREE

EXERCISES

Instruction 1: Return to the first study site and set a rodenttrap using what you have determined to be acceptble bait for thespot in which you are trapping. Compare the type and body charac-teristics, including weight, length, and age (young or fullygrown), of the second rodent with the one you caught the firsttime. Compare your findings with others who set traps at the samestudy site. Keep accurate notes on the comparisons.

Instruction 2: Return to the first study site. Using the samekinds of bait you used the first time, set a baited fly trap in thesame spot. In the laboratory, compare the numbers of two predomi-nant types of flies from each trapping. Compare your findings withothers. Determine if the numbers and types of flies were similarbetween specimen samples. Keep accurate notes on the comparisons.

Instruction 3: Return to the study area and draw a detailed map ofthat area. Pinpoint on the map each spot where baited fly trapswere set. For each spot, compare the relative numbers of each flytype. If wide variations occur, compare the types of bait used andwhat types of flies seemed to be attracted to each trap.

Instruction 4: Repeat Instructions 2 and 3 using a fly cone.

Instruction 5: Repeat Instructions 2 and 3 using a mosquito lighttrap. Since bait is not used, ignore that part of Step 3.

Instruction 6: Repeat Instructions 2 and 3 using a larvae dipper.once ait is not used, ignore that part of Step 4.

Instruction 7: Package at least two specimen samples you col-leaR777Tir the packages are ready, shake them and then care-fully reopen them. If they are damaged, repeat Step 6.

Note: Your instructor will help you identify two species of eachpest you have collected.

42 37

,LESSON THREE

FILMS AND SLIDE/TAPE PROGRAMS

U.S. Public Health Service. "Mosquito Survey Techniques." U.S.

National Audiovisual Center, Washington, DC 20409, 1954.

This 15-minute, 16-mm color film shows mosquito survey methodsunder a variety of circumstances and for various mosquito species.It shows how to collect larvae and adult mosquitoes, and how tokeep accurate records and evaluate results.

U.S. National Medical Audiovisual Center. "Listen to the RatMan." U.S. National Audiovisual Center, Washington, DC 20409,1970.

This 14-minute, 16-mm color film dramatizes the daily activities ofa rodent control officer in an urban area.

American Institute of Biological Sciences. "How to PreserveInsects." Communication Skills Corporation, Tarrytown, NY10591, 1974.

This slide/tape presentation shows the process for preservinginsects.

13

38

PERFORMANCE TEST

Instructions: Check your skill level or progress by workingthrough each of the items in this test. If you can perform eachitem as required, place a check in the space provided. When all ofthe items are checked, you are ready to demonstrate your skills toyour instructor. You may use the following list if needed. Youwill be considered trained in a skill after your instructorapproves your performance of each of the following items:

IDENTIFYING LOCATIONS FOR COLLECTING PESTS

No. 1 At the pest study site, point out signs that indicatethe presence or absence of a rodent infestation,including freshness and abundance of fecal droppings,and evidence that runways are or are not being used.

No. 2 At the pest study site, point out at least two signsthat indicate the presence of each of these rodents:the Norway rat, the roof rat, and the house mouse.

No. 3 At the pest study site, point out areas where con-ditions are favorable for fly habitats.

No. 4 At the pest study site, point out the conditionsfavorable for the development of two types ofmosquito larvae.

No. 5 At the pest study site, point out areas or surfaceson which two types of adult mosquitoes are mostlikely to rest.

FOR FURTHER STUDY

If you could not perform one or more of the five items above,review and practice the following lesson steps:

No. 1

Lesson Two, Steps 7 and 8

No. 2Lesson Two, Steps 1 through 8

No. 3Lesson Two, Step 9

NO. 4.

meson Two, Step 10

No. 5Lesson Two, Step 10 44

39

PERFORMANCE TEST

40

COLLECTING,. LABELING, AND PREPARING PESTS FOR SHIPMENT ANDANALYSIS

No. 1 Bait, set, and anchor snap traps to which areattached acceptable baits to catch a Norway rat,a roof rat, and a house mouse.

No. 2 Keep records of where each rodent trap was set andwhat bait was used.

No. 3 Remove live rodents from a trap while wearing animalhandler's gloves.

No. 4 Bait, set, and anchor a baited fly trap.

No. 5 Record the sampling location and condition during theperiod the baited fly trap was used.

No. 6 Use a fly cone to obtain fly specimens.

No. 7 Kill living flies in the laboratory and separatethe flies from other insects.

No. 8 Package flies in single layers in shipping boxesto prevent damage to the insects; label the boxesand add information to your records regarding thenumber of specimens and where they were collected,and the date the specimens were shipped.

No. 9 Prepare a mosquito light trap for use, includingpreparing a killing jar, setting the timer fordusk to dawn, and locating it 6 feet above ground,no closer than 30 feet from buildings (lighted) ina windless cledi..ing close to bushes and trees.

No. 10 Remove the mosquitoes from the trap, separate themfrom other insects, and prepare them for shipmentas you prepared flies in No. 7.

No. 11 Use a dipper to obtain mosquito 'arvae. Place thelarvae in vials containing 70 percent alcohol.Label and package the vials so that each sample canbe properly identified.

No. 12 Use a mosquito collection tube to obtain adultmosquito specimens.

15

PERFORMANCE TEST

FOR FURTHER STUDY

If you could not perform one or more of the 12 items above, reviewand practice the following lesson steps:

No. 1Lesson Threp, Steps 1 through 3

No. 2

Lesson Three, Steps 1 through 3

No. 3Lesson Three, Steps 1 through 3

No. 4reon Three, Steps 4 and 5

No. 5Lesson Three, Step 5

No. 6Lesson Three, Step 7

No. 7Lesson Three, Steps 5 and 6

No. 8Lesson Three, step 6

No. 9Lesson Three, Step 9

No. 10Lesson Three, Step 9

No. 11Lesson Three, Step 10

No. 12Lesson Three, Step 8

41

REFERENCES

Biological Factors in Domestic Rodent Control. U.S. Departmentof Health, Education, and Welfare, Public Health Service,Center for Disease Control, Atlanta, GA, 1977.

Biological Techniques: Collecting, Preserving, and IllustratingPlants and Animals. Jens Knudsen, Harper & Row,. New York, 1966.

Control of Domestic Rats and Mice. U.S. Department of Health,Education, and Welfare, Public Health Service, Center forDisease Control, Atlanta, GA, 1976.

Environmental Health Specialist. Volume 1. AFSC 90750, AirUniversity Extension Course Institute, 1974.

Household and Stored-food Insects of Public Health Importanceand Their Control. U.S. Department of Health, Education, andWelfare, Public Health Service, Center for Disease Control,Atlanta, GA, 1979.

Mosquitoes of Public Health Importance and Their Control. U.S.Department of Health, Education, and Welfare, Public HealthService, Center for Disease Control, Atlanta, GA, 1977.

42