Webinar Date: October 18, 2017
Series: Structural Pest Control
Activity Type: Matching Exercises
Exercises: 3
Total Pairs: 26 (8 + 10 + 8)
CHAIN OF CUSTODY
- Source documents: Corrected SRT (GTBOP_Transcript_2017-10-18_InsecticideMOA.srt) + Archive Package (GTBOP_Archive_Summary_2017-10-18_InsecticideMOA.md)
- All terms, definitions, and relationships derived exclusively from presentation content
Matching Exercise 1: Insecticide Classes and Their Target Sites
Timestamp Reference: 28:40 – 39:05 (primary coverage area)
Type: Product-Target Site Matching
Instructions: Match each insecticide class in Column A with the target site it affects in Column B. Note: Column B contains two extra items.
| # | Column A | Column B | |
|---|---|---|---|
| 1 | Pyrethroids | a) Chloride channels | |
| 2 | Fipronil (phenylpyrazole) | b) Acetylcholine receptor | |
| 3 | Nicotinoids | c) Muscular calcium channels | |
| 4 | Organophosphates and carbamates | d) Axonal sodium channels | |
| 5 | Diamides (chlorantraniliprole) | e) Acetylcholinesterase enzyme | |
| 6 | Indoxacarb (oxadiazine) | f) Mitochondria (energy production) | |
| 7 | Abamectin (avermectin) | g) Chitin synthesis enzymes | |
| 8 | Chitin synthesis inhibitors | h) Glutamate-gated chloride channels | |
| i) Juvenile hormone receptors | |||
| j) Axonal sodium channels (blockage) |
Answer Key:
1 → d, 2 → a, 3 → b, 4 → e, 5 → c, 6 → j, 7 → h, 8 → g
Notes:
- Items 1 and 6 both target sodium channels but through opposite mechanisms (stimulation vs. blockage), which is why they map to separate entries (d and j). This distinction is a key teaching point from the presentation.
- Distractors: (f) mitochondria and (i) juvenile hormone receptors are legitimate target sites discussed elsewhere in the presentation but do not match the classes listed in Column A.
Source in transcript: Blocks 301–343 (target site roadmap), 346–362 (sodium channels), 363–387 (chloride channels), 388–407 (acetylcholine), 429–444 (diamides), 466–482 (IGRs)
Matching Exercise 2: Insecticide Mode of Action Effects
Timestamp Reference: 17:51 – 47:00 (spans full classification section)
Type: Product-Effect Matching
Instructions: Match each insecticide or insecticide class in Column A with the physiological effect it produces in insects, as described by Dr. Scharf, in Column B. Note: Column B contains two extra items.
| # | Column A | Column B | |
|---|---|---|---|
| 1 | Pyrethroids / pyrethrins | a) Blocks chloride channels, causing nervous system excitation | |
| 2 | Fipronil | b) Stimulates muscular calcium channels, causing contraction followed by energy depletion and paralysis | |
| 3 | Indoxacarb | c) Stimulates sodium channels, causing rapid knockdown and excitation | |
| 4 | Organophosphates | d) Inhibits chitin synthesis enzyme, causing death during molting | |
| 5 | Diamides | e) Blocks sodium channels, causing paralysis (“on switch stuck in off position”) | |
| 6 | Juvenile hormone analogs (pyriproxyfen) | f) Inhibits acetylcholinesterase, causing excitation from neurotransmitter buildup | |
| 7 | Chitin synthesis inhibitors | g) Mimics juvenile hormone, causing cuticle deformation and extra juvenile stages | |
| 8 | Abamectin | h) Stimulates chloride channels, causing inhibition and paralysis | |
| 9 | Silica gel / diatomaceous earth | i) Abrades waxy cuticle layer, causing water loss and dehydration | |
| 10 | Nicotinoid-pyrethroid combinations | j) Stimulates acetylcholine receptors and sodium channels simultaneously (potentiation) | |
| k) Disrupts mitochondrial respiration, depleting cellular energy | |||
| l) Blocks acetylcholine receptors, preventing nerve signal transmission |
Answer Key:
1 → c, 2 → a, 3 → e, 4 → f, 5 → b, 6 → g, 7 → d, 8 → h, 9 → i, 10 → j
Notes:
- This exercise tests understanding of both the target site AND the specific mode of action (stimulation vs. blockage vs. inhibition) — the core teaching framework of the presentation.
- Distractors: (k) mitochondrial disruption is discussed for products like hydramethylnon but is not paired with any Column A item; (l) is a plausible-sounding but incorrect mechanism not described in the presentation.
Source in transcript: Blocks 184–205 (four modes of action), 346–362 (sodium channels), 363–387 (chloride channels), 388–407 (acetylcholine), 408–420 (combinations), 429–444 (diamides), 466–482 (IGRs), 499–511 (dusts)
Matching Exercise 3: Practical Factors Affecting Insecticide Performance
Timestamp Reference: 48:15 – 56:30 (practical factors section)
Type: Timing-Practice Matching
Instructions: Match each practical factor or scenario in Column A with the correct explanation or outcome described by Dr. Scharf in Column B. Note: Column B contains two extra items.
| # | Column A | Column B | |
|---|---|---|---|
| 1 | Excess food in a cockroach account | a) Can pass insecticide through two digestive tracts and still affect a third individual | |
| 2 | Dirt and grease on treated surfaces | b) Physically bind and tie up insecticides, reducing their effectiveness | |
| 3 | Cockroach secondary/tertiary kill | c) Enables slow-acting insecticides to spread through food sharing and grooming | |
| 4 | Trophallaxis and allogrooming in social insects | d) Competes directly with bait placements, reducing consumption by target pests | |
| 5 | Flea larvae exposed through adult flea feces | e) Causes the insecticide’s active ingredient to degrade faster in the environment | |
| 6 | UV light exposure on raw insecticides | f) Larvae consume insecticide-laden feces of treated adults as a nutritional source | |
| 7 | Formulations (inerts, stabilizers, attractants) | g) Enhance stability, extend longevity, improve safety, and keep active ingredients dissolved in water | |
| 8 | Product rotation every 3 months or monthly | h) Helps manage resistance by alternating between different modes of action | |
| i) Increases the LD50 of the product, making it less toxic to target pests | |||
| j) Converts neurotoxic insecticides into non-repellent formulations |
Answer Key:
1 → d, 2 → b, 3 → a, 4 → c, 5 → f, 6 → e, 7 → g, 8 → h
Notes:
- This exercise bridges the gap between toxicology and practice — the section of the presentation Scharf described as “where toxicology interfaces with practice.”
- Distractors: (i) is plausible-sounding but reverses the relationship (formulations don’t increase LD50 for targets); (j) is a fabricated mechanism not described in the presentation.
Source in transcript: Blocks 515–547 (stability and formulations), 548–567 (pest behavior), 568–585 (sanitation), 586–611 (resistance management)
Moodle Activity Verification
- All terms, definitions, and relationships derived from presentation content
- Timestamp references verified against corrected SRT
- No external knowledge required to answer correctly
- Matching items unambiguous based on presentation content
- 1–2 plausible distractors included per exercise to prevent elimination guessing
- Answer keys unambiguously correct per speaker’s content
- Exercises cover early (target sites), middle (modes of action and effects), and late (practical factors) presentation content