R3103 THE MANAGEMENT OF PLANT HEALTH

Transcription

1 INCLUDING EXAMINERS COMMENTS R3103 THE MANAGEMENT OF PLANT HEALTH Level 3 Wednesday 7 February :45 12:50 Written Examination Candidate Number: Candidate Name: Centre Number/Name:.. IMPORTANT Please read carefully before commencing: i) The duration of this paper is 65 minutes; ii) iii) iv) ALL questions should be attempted; EACH question carries 10 marks; Write your answers legibly in the spaces provided. It is NOT necessary that all lined space is used in answering the questions; v) Use METRIC measurements only; vi) vii) viii) ix) Use black or blue ink only. Pencil may be used for drawing purposes only; Where plant names are required, they should include genus, species and where appropriate, cultivar; Where a question requires a specific number of answers; only the first answers given that meet the question requirement will be accepted, regardless of the number of answers offered; Please note, when the word distinct is used within a question, it means that the items have different characteristics or features. Ofqual Unit Code D/505/2934 Please turn over/..

2 ANSWER ALL QUESTIONS MARKS Q1 a) Describe the damage caused by EACH of the following pests: i) Peach Potato Aphid; ii) Vine Weevil; iii) Stem and Bulb Eelworm Please see over/.. 2

3 MARKS b) Describe TWO distinct control methods for Peach Potato Aphid. 4 3 Total Mark Please turn over/..

4 MARKS Q2 a) Describe the symptoms of Rose Rust. 4 4 Please see over/..

5 MARKS b) Describe how TWO distinct control methods for Rose Rust are used in relation to its life-cycle. 6.. Total Mark Please turn over/.. 5

6 Q3 Explain how the grower s choice of pest control methods can reduce the development of pesticide resistance for a NAMED pest. MARKS 10 6 Please see over/..

7 MARKS Total Mark Please turn over/.. 7

8 Q4 a) b) List FOUR characteristics of hairy bittercress that make it a successful weed. Describe THREE distinct methods to control hairy bittercress relating each to a named horticultural situation. MARKS 4 6 Please see over/.. 8

9 MARKS Total Mark Please turn over/.. 9

10 Q5 a) State TWO sources of information that can be used when undertaking an environmental risk assessment prior to selecting a plant protection product. MARKS 2 b) Describe specific risks to FOUR distinct aspects of the environment that require assessment before applying a pesticide Please see over/..

11 MARKS Total Mark Please turn over/.. 11

12 Q6 a) b) State FOUR reasons why pests and diseases can be classified as notifiable. State the biosecurity measures in place to manage a notifiable disease under EACH of the following headings: i) prevention of its introduction; ii) prevention of its establishment following a suspected outbreak. MARKS Please see over/.. 12

13 MARKS ******* Total Mark 13

14 These questions are the property of the Royal Horticultural Society. They must not be reproduced or sold. The Royal Horticultural Society, Wisley, Woking, Surrey GU23 6QB. Charity Registration Number: /SC

15 R3103 THE MANAGEMENT OF PLANT HEALTH Level 3 Wednesday 8 February 2018 Candidates Registered 103 Total Candidates Passed 83% Candidates Entered 84 Passed with Commendation 32% Candidates Absent/Withdrawn 19 Passed 51% Candidates Deferred 0 Failed 17% Senior Examiner s Comments On the whole this paper was well answered with the majority of candidates attempting and completing all the questions. The following guidelines should be of help to future candidates. 1. Where named plant examples are asked for, full botanical names (genus and species) are required to achieve full marks. Common names will not be given a mark. 2. Use the command statements e.g. list or name (single words only), state (a few sentences), describe or explain (a fuller answer) together with the mark allocation, to judge the depth of the answer. Half marks are often allocated where the basic information given is correct but needs further qualification to gain the full mark. 3. Where a number of answers are specified in the question, the examiner will not select correct answers from a list e.g. if the question states State TWO plant names, only the first two names given will be marked. 4. Labels on diagrams should be correctly positioned to avoid ambiguity and diagrams should be clearly drawn and annotated. No marks will be awarded for artistic merit. 5. Candidates should use unambiguous plant examples as reference sources from, for example, the RHS Find a Plant Service available on the RHS Website. 15

16 ANSWER ALL QUESTIONS MARKS Q1 a) Describe the damage caused by EACH of the following pests: i) Peach Potato Aphid; ii) Vine Weevil; iii) Stem and Bulb Eelworm b) Describe TWO distinct control methods for Peach Potato Aphid. 4 Q1 a) Sections on Peach potato aphid and vine weevil were very well answered, fewer candidates gained full marks for stem and bulb eelworm. Candidates who achieved full marks were able to describe fully the typical damage that occurs. There was an allocation of two marks per pest so it is expected that two distinct symptoms would be described. Candidates lost marks if answers were vague or not distinctly describing the damage. Terms like lack of vigour, poor growth, death of plant, rotting bulbs stated without further explanation could relate to many other pests and would not be awarded marks. The main points required for full marks included; Peach Potato aphid: This is a sap sucking aphid which causes poor and distorted growth. Sticky honeydew is produced which leads to secondary infections such as Sooty mould on foliage. Peach potato aphid is a virus vector and so can damage plants by inoculating them with virus. Some candidates were able to name specific viruses spread by the aphids and although this did not gain additional marks it shows a good level of understanding. Vine Weevil: To achieve full marks it was expected that candidates would describe both the larvae damage to roots and the adult stage damage to leaves. The full descriptions included adults feed on foliage causing distinct leaf notching, larvae feed on roots causing weak growth, sudden collapse of the plant and in extreme circumstances death of plant when all roots eaten. Stem and bulb eelworm: Some candidates included additional information about the range of plants that can be affected such as onions affected by onion bloat which showed additional knowledge of the pest. The majority of candidates who achieved full marks referred to infested bulbs becoming soft at the neck and when cut open displaying brown rings of dead tissue. Fewer referred to the damage on the foliage which would include angular foliage blotching within leaf veins, bulb foliage is distorted and often yellow, flowers also distort. 16

17 Q1 b) Candidates answered this very well, however some lost marks if the two methods described were not distinctly different. It is important to understand that there is a range of control methods for peach potato aphid and a description of two biological controls or two physical controls will not achieve full marks. It is important for candidates to understand that although some of the control methods may be successful on a small scale, in a commercial situation it would not be practical to squash aphids by hand or wash them off with a water jet. These methods would only reduce aphid numbers and wouldn t be a full control. The main points required for full marks included; Physical control: Use of a jet of water to wash aphids from foliage, squashing, or wiping aphids off to kill them and remove the aphids from the plant. The use of netting or horticultural fleece is not deemed practical for aphids particularly on a large scale. Chemical Control: Candidates who named a specific product with active ingredient and the timing and method of application achieved full marks. A large number of candidates stated that they would use a high volume spray which is not relevant. This is not telling the examiner anything, does this mean a high volume of water, a high pressure or a high volume of insecticide? Biological control: Candidates who described the nature of the predatory control e.g. the parasitic wasp Aphidoletes, ladybird, lacewing with a description of when or how they can be used or encouraged into the garden achieved full marks. 17

18 MARKS Q2 a) Describe the symptoms of Rose Rust. 4 b) Describe how TWO distinct control methods for Rose Rust are used in relation to its life-cycle. 6 Q2 a) This was a four-mark part question and it was expected that candidates would be able to describe at least four distinct symptoms of rose rust. The main points required for full marks included; distorted young stems large pustules of orange spores on stem and underside of foliage yellow spots on upper leaf surface orange pustules turn black in late summer premature leaf drop To obtain full marks it was important that candidates gave details of where the symptoms were found e.g. on upper surface or underside of leaves which demonstrated specific knowledge. Vague answers such as rust coloured leaves or spots on leaves, poor growth, lack of vigour did not receive any marks. Some candidates gave detailed descriptions of the lifecycle and the different types of spores produced but this was not required and would have cost candidates valuable time as no additional marks were awarded. This was generally well answered but not always linked to life cycle as required by the question. b) It was important that candidates were able to demonstrate their knowledge of the life cycle so that any controls could be implemented at the correct time of year in relation to when the different spores are produced. It wasn t necessary to describe the full life cycle but those candidates that did were able to demonstrate their knowledge of the disease, however no additional marks were awarded. It was important to ensure that the controls described were distinctly different as describing two methods which involved physical controls is not sufficient for full marks. The main points required for full marks included; Collection of fallen leaves, to remove over-wintering spores near the base of rose plants which would help to prevent re- infection of the new growth spring. It is important that any diseased leaves are disposed of by burning to destroy any overwintering spores that may be present. Prune out spring infections as soon as they appear to prevent the spread of the spores on the rose and neighbouring plants. Application of a systemic fungicide applied as a spray in early spring before sporulation can prevent the disease getting established. Candidates gained a higher mark for naming an approved fungicide. 18

19 Q3 Q3 Explain how the grower s choice of pest control methods can reduce the development of pesticide resistance for a NAMED pest. It was essential candidates name a specific pest and that any controls stated were relevant to that pest. If the methods described were incorrect for the pest then marks were deducted. The most popular pests stated were peach potato aphid, western flower thrips, glasshouse whitefly and two spotted spider mite. Most candidates answered the question in an essay format and some lost marks as their answers were not well structured and they tended to repeat the same information several times. This was a particular problem when candidates just described the use of several different named pesticide active ingredients or types or product and their modes of action. Although the products may be different the method described is still a chemical method and the question expected candidates to describe a combination of methods. To achieve full marks, candidates would be able to describe a range of control methods which do not require the use of pesticides. Candidates should also demonstrate some understanding that if an insecticide has to be used it should be as a last resort and consideration should be given to the fact that pests are able to build up a resistance to specific active ingredients/products. Better candidates could describe the ways in which insects build up resistance in order to understand how to approach their control in an integrated regime. The main points required for full marks included; descriptions of more than one method of pest control including cultural, physical, biological and finally chemical controls. Cultural; to include monitoring the pest by the use of sticky traps, assessing the crops for pest damage and once the economic damage threshold is reached to implement additional pest control measures. Removal of any specific localised host weeds and ensuring that glasshouses are kept clean and a specific hygiene regime is in place to clean benches frequently and glass at the end of the season. Other cultural methods included controlling the environment e.g. damping down to deter two spotted spider mite, selection of resistant cultivars and the use of companion planting. Physical Control; to include removal by hand squashing or jets of water for pests such as peach potato aphid (not appropriate on a large scale and not a full control), fixing a fine crop protection mesh on glasshouse vents and window openings or using traps for pests such as mice and rats. Biological; to include the use of a specific predator or parasite to control the pest. Candidates were expected to correctly name the predator and describe the timing for its introduction in order to achieve success. Training in the correct identification and an understanding of the pest life cycle is necessary. Enhancement of beneficial organisms by providing habitats and suitable environments for them to thrive with examples also gained marks. Chemical Control; should be considered as a last resort and a hierarchy of products should be in place so that softer products can be selected first e.g. surfactants and biopesticides. This would then be followed by a range of products with different active ingredients and modes of action to limit the risk of pest resistance. Candidates should be able to demonstrate their understanding of why pesticides need to be applied at the correct application rate and at the correct life cycle stage as incorrect application can lead to resistance in rapidly reproducing pests. 19 MARKS 10

20 MARKS Q4 a) List FOUR characteristics of hairy bittercress that make it a successful weed. 4 b) Describe THREE distinct methods to control hairy bittercress relating each to a named horticultural situation. 6 Q4 a) Most candidates answered this question very well. As the question asks for four characteristics, only the first four statements in the list were accepted. A small number of candidates confused hairy bittercress with a perennial weed and suggested it would regrow from parts of the root if left in the ground. It may reestablish if the roots are not cut and left to dry out when hoeing but that is different from having a perennial root system. The main points required for full marks included; Hairy bittercress is an ephemeral weed which has a short life cycle with many generations in one season. One plant produces numerous seeds. It has an explosive seed head, dispersing seed up to a metre away. Seedlings survive low temperatures and over-winter outside or within the protection of a polytunnel or glasshouse. Plants flower in all soil conditions. It is self- pollinating. b) Some candidates struggled with this question as they did not describe three distinctly different methods so lost marks for repeating the same method in a different situation. Candidates must take note of the wording in the question. Some candidates named one situation but were able to describe three distinctly different methods so were awarded marks for this. The main points required for full marks included; Physical methods; in an allotment, ornamental flower bed or herbaceous border, hoe or hand weed to remove weeds carefully preventing damage to existing plants. The frequency of hand weeding is important and candidates needed to state that this should be done before the weed can set seeds. When hoeing it should be done on a warm dry day to allow the weeds to dry out to ensure they are destroyed. In a nursery situation, clean the top of the pot, which will reduce the chance of weed seeds germinating ahead of planting and then mulch the surface with a thick layer of compost, grit or gravel to prevent weeds germinating from the surface of the growing media. In an uncropped area use a horticultural / artificial membrane or mulch with a thick layer (5-7.5 cm), of composted bark, gravel or grit. 20

21 MARKS Q5 a) State TWO sources of information that can be used when undertaking an environmental risk assessment prior to selecting a plant protection product. 2 b) Describe specific risks to FOUR distinct aspects of the environment that require assessment before applying a pesticide. 8 Q5 a) A lot of candidates struggled with this question. They gave reference to COSHH regulations or contacting DEFRA or local authorities. The question is about the practical considerations for making a decision about the environment before applying a product. COSHH regulations are concerned with the health of the operator not the environment. Government bodies give information but cannot make specific decisions about the immediate environment the operator would be considering. The main sources of information would be; Material safety data sheet Product label Code of Practice for Plant Protection Products LERAP Sustainable Use Directive b) Many candidates found it hard to answer this question and were often repeating the same scenarios or not relating their answers to a distinct aspect of the environment. There were a lot of vague answers about the wind and weather and danger to the operator but these are not specific aspects of the environment. There were some very good descriptions of how to prevent the specific risks such as not spraying in windy conditions to prevent spray drift, or run off, or not spraying at midday when bees are most active but the question does not ask for ways to reduce the risk. The main points required for full marks included; Harmful to Aquatic life, when applying a pesticide consider the effect the pesticide has on aquatic organisms and the length of time the product may persist in the water, this could harm organisms including fish, algae and aquatic invertebrates such as water flea. 21

22 Harmful to Soil and ground water consider the risk of run off from the application and assess the effect and longevity of the product in the ground or water course, consider whether the product is residual and persistent or is quickly broken down. Harmful to Mammals and birds consider what is the effect of the pesticide both in terms of direct contact with mammals and birds and as a result of exposure from other routes e.g. consumption of affected earthworms or invertebrates. Harmful to Bees and beneficial insects, consider what is the impact both short and medium term to insects that may be exposed to it. Is the pesticide toxic or does it have a disorientating effect and so weaken the hive? Harmful to protected areas such as SSSI and Hedgerows, consider what effect the product would have if it was applied to specifically protected areas and what damage could occur to protected flora or fauna. Consider whether the product is residual and persistent or is quickly broken down. 22

23 MARKS Q6 a) State FOUR reasons why pests and diseases can be classified as notifiable. 4 b) State the biosecurity measures in place to manage a notifiable disease under EACH of the following headings: i) prevention of its introduction; ii) prevention of its establishment following a suspected outbreak. 3 3 Q6 a) This part of the question was well answered with candidates being able to identify the main reasons for P&D being notifiable. However, some candidates gave descriptions of what to do if a notifiable disease was discovered rather than the reasons why the industry deems it necessary to report on such pests and diseases. Quite a lot of candidates gave pest examples which were not required but showed additional knowledge. The main points included; The pest or disease is not indigenous The pest or disease is identified as having negative effect To protect the economy or horticultural industry To protect biodiversity There are no natural predators/parasites known for the pest. b) This part question was answered very well and some candidates were able to give far more than three biosecurity measures for both situations but there were only three marks available despite the amount of additional information stated. This was a state question not describe so the extra detail given was not necessary. Candidates were not required to give a named example but a large number did mention a named disease, the most popular being Phytophthora ramorum and Hymenoscyphus fraxineus (Ash Die Back disease). The main points required for full marks included; i) prevention of its introduction; Plant passports and phytosanitary certificates allow a specific audit trail of the origin of the plants being imported. Plant health and seed inspectors can check any plants being imported and will certify their health status. Port inspections will be carried to check plants are not contaminated Consult the DEFRA watch list of plants that could be susceptible to specific pests or diseases. Purchase good quality stock with plant passports Inspect new stock prior to purchase. Quarantine new plants 23

24 ii) Prevention of its establishment following a suspected outbreak. Appropriate measures included; Cordon off suspected areas of infection and react quickly by contacting the Forestry Commission or PHSI Requirement to inform Plant Health and Seed Inspectorate or The Forestry Commission for any suspected specific symptoms PHSI have power to ban plant movements within infected sites PHSI issue destruction orders PHSI restrict plant sales PHSI / Forestry Commission set up vehicle and foot dips Monitoring of any outbreak by Forestry Commission or PHSI Set up specific zones of protection to reduce spread. 24