Archival Material (1930 h; 04-20-10)

Contents

• Course Introduction: Read first announcement about class here
• Week 1
• Week 3 (includes field trip, see next item below)
• Field Trip I
• Field Trip II
• Field Trip III

Week 1

• Information on factsheets and factsheet assignments for first field trip

  • Read 10FirstClassAnnounce401.pdf
  • Meet for 30 minutes on either Monday March 29 or Tuesday March 30 at either 12:00 or 12:30 in the Lockwood Forest Club Room on the Second Floor of Anderson Hall. Course introduction and review of course requirements and field trips.
  • Make sure that you can take this course, otherwise drop and let someone else who can sign up
    • Saturday's section will have field trips (all day) on April 24, May 8, and May 22).
  • Decide on one of six possibilities books for purchase (examine them and decide which one best fits your needs and select that one).
    • Kruckeberg, A.R. 1991. The Natural History of the Puget Sound Region. University of Washington Press. (wonderful, clear, well illustrated book on the Puget Sound Region; makes a great gift to someone when you are finished).
    • Kruckeberg, A.R. 2002. Geology and Plant Life. The Effects of Land Forms and Rock Types on Plants. University of Washington Press. Seattle. (for the soil scientist and geologist of the group)
    • Pojar, J. and A. MacKinnon (compiled and edited). 1994. Plants of the Pacific Northwest coast : Washington, Oregon, British Columbia & Alaska, written by Paul Alaback and nine others. Renton, Wash. Lone Pine Publishing, Vancouver, B.C. and Edmonton, Alberta: QK143.P53 (for people who love to identify all the plants they are likely to see)
    • Mathews, Daniel. 1999. Cascade - Olympic Natural History, Raven Editions, Portland (Amazon.com) (similar to Pojar, weaker on the plants, stronger on other aspects).
    • Mass, C, 2008. The Weather of the Pacific Northwest. UW Press, $19.77 Amazon.
    • Stettler, R.F. 2009. Cottonwood and the River of Time: On trees, evolution and society. University of Washington Press, Seattle.
  • Purchase Journal (we strongly recommend two purchases: (1) the 9.75 x 7.5 inch marble cover-50 sheets notebooks and (2) a Rite-in-the-Rain notebook. With pencil, you can take notes in the latter even when it is snowing or raining). The journal (contents) will represent 37.5% of the final grade.
  • Two big, consistent topics for all field trips. See web page on Climate and Climate Change and Phenology (see also left menu bar). In addition, for those of you feeling or sensing a weak or forgotten biology background, the readings and notes from Biology 162 are posted.
  • Turn in field trip form (Fieldtripwaiverform.pdf)

Week 3

• Field Trip I (Directions and Assignments) (Web Page for Field Trip I)
• Homework (should be done before the field trip and be part of your journal) Complete all three parts
  • A. Go to the following site: http://www.metla.fi/metinfo/fenologia/index-en.htm and answer the following questions (places answers in your journal):
    • What is the definition of Phenology?
    • Take two of the species cited on the page and describe their patterns of development over time.
  • B. Answer the following questions:
    • Briefly describe the State Department of Natural Resources (Mission, Vision, What they do).
    • What is a NRCA (Natural Resource Conservation Area?
    • How is management of a NRCA similar to or different from other DNR lands?
  • C. You have been assigned two factsheets and be prepared to turn them in after the field trip(Fieldtrip1.htm). If you have not received the factsheet assignment, email jkcombs@u.washington.edu. Templates for the factsheets are found here (Template).
  • D. Factsheet assignments
  • E. Factsheet grading rubric (2010FactsheetGradingCriteria.doc)
• Meet at the C- 10 parking lots at 700 am on April 16 (Thursday, Section A) or 18 (Saturday, Section B).
• If you are driving one of the vehicles for the field trip on Thursday, you go to motor pool at 6:30. If you are driving on Saturday, you go to the E-2 parking lot at 6:45. Map.

• Prepare factsheets for first field trip.
• Complete required waiver form for field trips if you have not already done so(here)

Field Trip II

• Meet at C-10 at 700 am (be ready to leave at 700!!) on April 30 and May 2!
• Homework: Questions (answer all five) (to answer the first two of these five questions you will need to use the web (specifically: http://www.ak.blm.gov/ak930/soils/soils2.html, http://www.uwsp.edu/geo/faculty/ritter/glossary/O_R/podzolization.html, or http://nesoil.com/properties/horizons/):
  1. What are soil horizons?
  2. What is podzolization?
  3. You will need the following Figure to answer this question. How much of the winter has soil temperatures less than 2o C? If Douglas-fir has a known temperature threshold of 7o C (below this temperature roots do not grow or easily take up water), then how many months would Douglas-fir do well? If the temperature threshold is 1o C for Pacific silver fir, how many months would it have? What is the known elevational distribution for these two species?
  4. Why is the minimum temperature so late in the spring and the maximum temperature in August for the Oa and September for the C horizons?
  5. To answer the next question, use the table below (these data were collected by the 2002 class in the Asahel Curtis Picnic Area):

     Species	Height (m)	Dbh (cm)	Species	Height (m)	Dbh (cm)
     Psme	70	168.7	Psme	66.2	147
     Psme	66	149	Psme	57	137
     Psme	66	174	Psme	75	186
     Psme	60	137	Psme	66.2	156
     Psme	60	148	Psme	76.9	183
     Psme	68	182	Psme	53.8	126
     Psme	73.5	238	Psme	71.8	268

     What is the relationship between height (independent variable) and diameter (dependent variable) of old Douglas-fir trees (Psme = Pseudotsuga menziesii)? (Suggestion: graph height vs. diameter)

Week 6 Work on Journal, prepare for third field trip

What to do next

• Work on journals, homework and factsheets.
• Factsheet assignments Field Trip 3
• Factsheet grading rubric (2010FactsheetGradingCriteria.doc)

What to do if I am going to be late or I am late?!!

• If you have a friend in the class, call them and let them know you will be late. Make sure they tell Julie or Tom.
• If that doesn't work, you can drive:
  • Take I-90 to exit 85 and WA 903/WA970/Wenatchee, 970 for about 7 miles to the Teanaway River Road (turn left going up a slight hill). Follow Teanaway River Road until you see vans about 1 mile in. If after 10 and no vans, continue for six more miles and main road goes north as the Teanaway River N Road for about 2 miles (our next stop). Eventually we will be parked up another almost 10 miles up the Teanaway River Road (USFS Road 9737; last eight miles are dirt).

Field Trip III

Meet in Winkenwerder parking lot (C-10) at 6:55 on Thursday (May 14) or Saturday (May 16). This will be a long day. Thursday is likely a wet day.

Go to field trip web page for more images and information (web page)

• Homework for this field trip will involve five (5) activities
  • For your journals (like the factsheets, you will be responsible for these things during the field trip: you will be randomly asked to comment on or describe)
    • Disturbances
      • Fire (1)
      • Insects
        • Mountain pine beetle (2)
        • Spruce budworm (3)
    • Soils
      • Serpentine (4)
  • Factsheets (5)
• Details about these homework assignments is provided below
• Activity 1: Fire: Potential sources of information
  • Web page on Fire Ecology (developed by former ESRM 401 student Anna Hohl) ***
  • Wright, C.S. and J.K. Agee. 2004. Fire and vegetation history in the eastern Cascade Mountains, Washington. Ecological Applications, 14(2), 2004, pp. 443–459. (Wright&Agee.pdf) ***
  • Hessberg, P.and J.K. Agee. 2003. A history of land management in the Inland Northwest 1800 - 2000. Forest Ecology & Management 178:23-59. (InlandPNWForestHistory.pdf) **
  • Running, S.W. 2006. Is global warming causing more, larger wildfires? Science 313: 927 - 928. (ScienceFiresRunning06.pdf) *****
  • Guiding questions when you read these articles: how did they collect the evidence, what were some of the historical fire frequencies and regimes in the Teanaway area and western US, what changed, what further changes are predicted?
• Insects (Guiding questions: What is the insect and its life cycle, how does it impact trees and forests?
  • Activity 2: Mountain pine beetle
    • Kurz, W.A., C.C. Dymond, G. Stinson, G.J. Rampley, E.T. Neilson, A.L. Carroll, T. Ebata, and L. Safranyik. 2008. Mountain pine beetle and forest carbon feedback to climate change. Nature 452: 987 - 990. (MtnPineBeetleClimChangeNature08.pdf)
    • Logan, J.A. and J.A. Powell. 2001. Ghost forests, global warming, and the mountain pine beetle (Coleoptera: Scolytidae). American Entomologist (Fall) 47: 160 - 172. (LoganPowellMPBGlClchForests01.pdf)
    • Web site: http://www.for.gov.bc.ca/hfp/mountain_pine_beetle/
  • Activity 3: Spruce budworm
    • Web site A: http://ext.nrs.wsu.edu/forestryext/foresthealth/notes/westernbudworm.htm
    • Web site B: http://www.na.fs.fed.us/spfo/pubs/fidls/westbw/fidl-wbw.htm
• Activity 4: Serpentine Soils: Potential sources of information
  • Web page (Serpentine.htm)
  • Detailed paper on Serpentine Geology, Soils and Ecology (written as term project by Mason McKinley, ESC 520B, Spring 2001) (SerpentineMMcK.pdf).
  • For those of you who have the Kruckeberg book (A.R. Kruckeberg. 2002. Geology and Plant Life. University of Washington Press), you should read chapter 3 and the section on Serpentine rock and soils (pp. 160 - 203).
  • Substantial evidence of some reading should be in your journal. What is a serpentine soil? How might you know when you are on one?
• Goals for Field Trip (Goals)
• Activity 5: Factsheets: Same format as before. Template is here. Julie will be providing you with the assigned species, disturbances, etc.
• Factsheet assignments Field Trip 3
• Factsheet grading rubric (2010FactsheetGradingCriteria.doc)