arthur temple college of forestry - stephen f. austin …€œthe arthur temple college of forestry...
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Arthur Temple College of Forestry& Agriculture
Course Syllabus for Forestry 111 – Spring 2011
Lecture Section 001 and Lab Sections 020 & 021
I. Course Number & Title
FORESTRY 111 - INTRODUCTION TO FORESTRY
3 Credit Hours – 2 hours lecture & 3 hours lab per week.
Lectures: Monday & Wednesday – 8:00–8:50 am Classroom: Forestry 221
Labs: Monday – 1:00-3:50 pm Lab Classroom: Forestry 221
Wednesday – 1:00-3:50 pm Lab Classroom: Forestry 221
Instructor
Mr. Frank B. Shockley, CF Office 103 E
Office Hours: 10-11:30 AM & 3:30-5 PM daily. Also by appointment
Office Phone: 936-468-2351 FAX 936-468-2489
E-mail: [email protected]
Teaching Assistant
Ryan Cantrell – Graduate Student
Office – Forestry 224 Phone 936-468-1185 e-mail – [email protected]
Office hours - Spring 2011 Office Hours
Mon: 10:30 am -12:00 pm
Tues, Wed, Thur: 9:00 am – 12:00 pm
Tues & Thur: 1:30-3:00 pm
*or by appt, [email protected]
Primary Textbook (Required)
Introduction to Forest and Renewable Resources, 7th
Edition, by Sharpe- Hendee-Sharpe;
Available at the Varsity Bookstore, JackBackers, Kampus Bookstore, and online. You may
want to rent this book from www.chegg.com or some other company.
Additional Reading (Suggested)
A Sand County Almanac, by Aldo Leopold – Available at most bookstores on campus and
online
Lab Materials (Required) – Hard-hat (available at Lowes, Sutherlands, Home Depot, other
home improvement stores); covered clipboard, hand-held calculator for use in the field & class
(available just about anywhere); hiking boots or work boots (NO low-quarter shoes), long
pants, shirt with sleeves, rainwear, and warm clothing for cold days;
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For your safety absolutely NO shorts, Capri pants, flip-flops, backless shoes or sandals will be allowed to be worn in field labs.
II. Course Description
The objective of Introduction to Forestry, FOR 111, is to introduce students to an array of
Forestry topics, from forest history to human interactions with forests‟ natural renewable
resources.
Students will enter their subsequent courses with knowledge of terminology and concepts
that are universal to the practice of Forestry and that form a base for making renewable
natural resource decisions.
III. FOR 111 Student Learning Outcomes
1. Program Learning Outcomes – This is NOT a BSF General Education Core
Curriculum Course. The following course learning outcomes have been approved
for the Bachelor of Science in Forestry (BSF) degree program and will be addressed
in the course, Forestry 111 – Introduction to Forestry. During and by the end of this
course students will be able to:
a. Demonstrate understanding and competency of forest ecology and biology;
b. Demonstrate understanding and competency in the measurement of forest
resources;
c. Demonstrate understanding and competency in managing forest resources;
d. Demonstrate understanding and competency of forest resource policy,
economics, and administration.
e. Demonstrate understanding and competency in oral and written
communication skills.
2. Furthermore, students enrolled in Introduction to Forestry will:
a. Explore the field of Forestry in a hands-on, minds-on manner.
b. Become familiar with renewable resource management, the objective of
which is to accomplish a wide array of ecological & social goals.
c. Be prepared to determine if forestry is the profession that they desire to
pursue.
d. Be prepared for successful accomplishment of subsequent forestry courses.
3. The following matrix indicates the level at which FOR 111 – Introduction to Forestry
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– supports the BSF Program Learning Outcomes – “B” = “BASIC”:
B.S. Forestry Program Learning Outcomes Proficiency Levels
Course
PLO #1
Forest Ecology
& Biology
PLO #2
Forest Resource
Measurement
PLO #3
Forest Resource
Management
PLO #4
Forest Resource
Policy,
Economics,
Administration
PLO# 5
Oral & Written
Communication
Skills
Forestry Common Core FOR 111 B B B B B
IV. Course & Lab Policies – “You can’t always get what you want, but if you
try sometimes you just might find – you get what you need!” Mick
Jagger of the Rolling Stones
A. LECTURE & LAB ATTENDANCE IS MANDATORY IN FOR 111.
B. Social Justice Statement
“The Arthur Temple College of Forestry and Agriculture at SFASU is
committed to social justice.” I concur with that commitment and expect to
maintain a positive learning environment based upon open communication,
mutual respect, and non-discrimination. This class will be a safe haven for
the thoughts and ideals of all students. Our University does not discriminate
on the basis of race, sex, age, disability, veteran status, religion, sexual
orientation, color or national origin. Any suggestions as to how to further
such a positive and open environment in this class will be appreciated and
given serious consideration.
B. Students with Disabilities
To obtain disability related accommodations, alternate formats and/or
auxiliary aids, students with disabilities must contact the Office of Disability
Services (ODS), Human Services Building, and Room 325, 468-3004 / 468-
1004 (TDD) as early as possible in the semester. Once verified, ODS will
notify the course instructor and outline the accommodation and/or auxiliary
aids to be provided. Failure to request services in a timely manner may
delay your accommodations. For additional information, go to
http://www.sfasu.edu/disabilityservices/.
Students seeking special accommodation must first self-identify with the
Disability Services Office at 468-3004. Students with documented disabilities
who require course adaptations or accommodations should make an
appointment to speak with Mr. Shockley immediately.
C. Acceptable Student Behavior
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Classroom behavior should not interfere with the instructor’s ability to
conduct the class or the ability of other students to learn from the
instructional program (see the Student Conduct Code, policy D-34.1).
Unacceptable or disruptive behavior will not be tolerated. Students who
disrupt the learning environment may be asked to leave class and may be
subject to judicial, academic or other penalties. This prohibition applies to all
instructional forums, including electronic, classroom, labs, discussion groups,
field trips, etc. The instructor shall have full discretion over what behavior is
appropriate/inappropriate in the classroom. Students who do not attend class
regularly or who perform poorly on class projects/exams may be referred to
the Early Alert Program. This program provides students with
recommendations for resources or other assistance that is available to help
SFA students succeed.
D. TESTING & GRADING
Quizzes from the text & lab notes (5 quizzes - 20 pts each) 100 points
Exams (3) – from lecture notes, objectives, & handouts 250 points
Final exam-Comprehensive-from lecture notes, objectives,
& handouts 150 points
Lab assignments, field quiz, & lab final during Dead Week 500 points
Total Course Points 1,000 points
LETTER GRADES A = 900+ points
B = 800-899 points;
C = 700-799 points;
D= 600-699 points;
F = 599 points or less;
E. QUIZZES & EXAMS
a. FOR 111 quizzes and exams will be administered according to the lecture and lab
schedules that are a part of this syllabus unless a change is announced by the
Instructor, Mr. Shockley or the current FOR 111 Teaching Assistant.
b. Make-up quizzes or exams may be given upon receipt of a documented medical
excuse or an excuse provided by the office of the Vice President for Academic
Affairs. Students who need to take a quiz or an exam at other than the stated day
and/or time must make arrangements with their Lab Instructor or Mr. Shockley by
the Friday before the quiz or exam is scheduled to be given.
c. A student who wishes to make up a quiz or exam will have 7 calendar days after
they return to FOR 111 class in which to do so. After 7 calendar days the student
will receive a “0” for that quiz or exam.
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F. FOR 111 LABS & ASSIGNMENTS
a. Before going to the forest, labs will meet in Room 221 of the Forestry Building.
Lab attendance is mandatory. Absences from lab may result in a grade of zero
for any assignments or quizzes due for the lab missed.
b. Lab assignments will be due at the beginning of the lab period in which they are
due.
c. At the lab instructor‟s discretion, lab assignments may not be accepted from
students who did not attend that lab session.
d. A student will have 7 calendar days after the original due date in which to turn in a
lab assignment. The grade for that assignment will be reduced by 1/5th
or 20% for
late assignments. After 7 calendar days the student will receive a “0” for
assignments that have not been turned in.
G. Extra Credit: Students will be awarded 1 point of extra credit for each FOR 111
lecture and lab attended.
a. Absences: For each unexcused absence over 3, five percent (5%) will be deducted
from the student‟s earned points at the end of the semester.
b. Grade Appeal: You will be allowed one week (7 calendar days) from the return of
lab reports, assignments, tests, and quizzes to appeal your grade; after one week (7
calendar days), grades are final.
c. The faculty of the Arthur Temple College of Forestry and Agriculture approved a
new Forestry Core Course grade policy that took effect on August 25, 2008 as
follows:
i. The policy states that beginning with the first day of classes, August 25,
2008, all students entering the Arthur Temple College of Forestry and
Agriculture for the first time in or after the Fall 2008 semester must earn a
grade of “A”, “B”, or “C” in each course in the Common Core of Forestry
in order to graduate with a Bachelor of Science degree in Forestry.
ii. This policy is different from the grade policy of Stephen F. Austin State
University which states that a student must earn a grade point average of
2.000 or higher in each of their major, minor (if any), & overall academic
work from SFA in order to earn a degree from SFA.
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iii. The “C or above” policy does not apply to courses taken as part of the
students particular emphasis such as Forest Management, Forest Wildlife
Management, etc. For each of those courses a student must earn a passing
grade of “A”, “B”, “C”, or “D”.
iv. If you have questions about this policy please contact Mr. Shockley at
[email protected] or 936-468-2351.
v. Withheld Grades Semester Grades Policy (A-54)
1. Ordinarily, at the discretion of the instructor of record and with the
approval of the academic chair/director, a grade of WH will be
assigned only if the student cannot complete the course work
because of unavoidable circumstances. Students must complete the
work within one calendar year from the end of the semester in which
they receive a WH, or the grade automatically becomes an F. If
students register for the same course in future terms the WH will
automatically become an F and will be counted as a repeated course
for the purpose of computing the grade point average.
H. Academic Integrity
a. Academic integrity is a responsibility of all university faculty and students. Faculty
members promote academic integrity in multiple ways including instruction on the
components of academic honesty, as well as abiding by university policy on
penalties for cheating and plagiarism.
Definition of Academic Dishonesty
b. Academic dishonesty includes both cheating and plagiarism. Cheating includes but
is not limited to (1) using or attempting to use unauthorized materials to aid in
achieving a better grade on a component of a class; (2) the falsification or invention
of any information, including citations, on an assigned exercise; and/or (3) helping
or attempting to help another in an act of cheating or plagiarism. Plagiarism is
presenting the words or ideas of another person as if they were your own. Examples
of plagiarism are (1) submitting an assignment as if it were one's own work when,
in fact, it is at least partly the work of another; (2) submitting a work that has been
purchased or otherwise obtained from an Internet source or another source; and (3)
incorporating the words or ideas of an author into one's paper without giving the
author due credit.
Please read the complete policy at
http://www.sfasu.edu/policies/academic_integrity.asp
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Consequences of Academic Dishonesty (Cheating) in FOR 111
c. The following consequences will be applied to students who are determined to have
violated the Academic Integrity Policy in FOR 111:
i. 1st time - Students who violate the above Academic Integrity policy (cheat)
on any test or assignment will be given a zero for that test or assignment.
ii. 2nd
time – Students who violate the above Academic Integrity policy
(cheat) for the second time on any test or assignment and will receive an
“F” as a final course grade.
iii. Plagiarism is a very serious form of Academic Dishonesty and will be
handled as outlined above in Items i. & ii.
I. Arrive on time for class or lab. Always be prepared to go into the forest for labs by
bringing the appropriate materials and being dressed for safety in the field. That
includes long pants, appropriate shirt, boots, hardhat, calculator, and lab equipment.
J. College of Forestry & Agriculture students are expected to look and act like
professionals. That includes dressing appropriately for class & lab. Students may not
wear hats in any Forestry or Ag building.
K. Students may not use any tobacco products within 20 feet of College buildings, in
vehicles, or during field labs!
L. Please ask questions. This is an interactive class and discussion is important. I
welcome questions and will make every effort to get you the information that you
seek. You may be helping the entire class when you ask your question.
M. Students are responsible for reading the assigned text chapter (s) before coming to
class. That will increase your understanding of the material, improve discussions,
and improve your grade in the course.
a. IMPORTANT!! Handouts and course objectives will be e-mailed to you or
handed out in lectures and labs. For testing purposes you are responsible for all
assignments and for the information in handout materials.
b. Classroom Behavior: Disruptive, distracting, or disrespectful behavior will not be
tolerated. Students who disrupt the learning environment may be asked to leave
class and may be subject to judicial, academic, or other penalties. The instructor
shall have full discretion over what behavior is considered to be appropriate
or inappropriate in the classroom.
N. A Lab Final Exam will be given during Dead Week – May 2-4, 2011.
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O. The FOR 111 Lecture Final Exam will be administered according to the SFASU
schedule for final exams as posted at SFASU.edu.
a. The Spring 2001 FOR 111 Lecture Final Exam will be given on Monday, May 9, 8:00-10:00 am in Room 221 of the SFASU Forestry Building.
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VI. Forestry 111 Lecture & Lab Syllabus – Spring 2011
You should have read the assigned chapter by the lecture dates shown. After that, the
chapter is fair game for quizzes.
THIS SCHEDULE IS SUBJECT TO CHANGE w/o NOTICE!
A Lab Final will be given during Dead Week – May 2 & 4, 2011.
Lecture Reading Lecture
Dates Assignment Topic Lecturer Jan 19 Introduction to Forestry 111 Mr. Shockley
Jan 24 Last day to change schedules other than to drop courses
Last day to register (both full-time and part-time students)
Jan 24 Chapter 1 Forestry Leadership Mr. Ron Hufford, TFA
Jan 26 Chapter 2 Note Taking Skills Mr. Shockley
Jan 31 Chapter 3 Introduction to Forestry Mr. Shockley
Feb 2 Chapters 2 & 3 Forest History & Distribution Mr. Shockley
Feb 3 Twelfth Class Day–Last day to drop individual class without a
“W”
Feb 7 QUIZ #1 Chapters 1 – 3 20 pts
Feb 7 Chapters 2 & 3 Forest Philosophy & Policy Mr. Shockley
Feb 9 Forests & Climate Change Mr. Shockley
Feb 14 – Lecture Exam #1(Intro, Leadership, Phil & Pol, His & Dist, Climate Change)(100 pts)
Feb 16 Chapter 21 World Forestry Mr. Shockley
Feb 21 Chapter 17 & 18 National & State Forestry Mr. Shockley
Feb 23 Chapter 19 Private Forestry – Industry, NIPF Mr. Shockley
REIT, TIMO
Feb 28 Chapter 20 Urban Forestry Dr. Williams/Mr. Shockley Mar 2 QUIZ #2 Chapters 17, 18, 21 20 pts
Mar 2 Chapter 4 Forest Soils Dr. Farrish/Mr. Shockley
Mar 7 – LECTURE EXAM # 2 (World, National, State, Private Forestry, Urban Forestry) (75
pts)
Mar 9 Chapter 10 Watershed Management Mr. Shockley/Dr. McBroom
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Mar 14-18 Spring Break
Mar 21 Chapter 4 Forest Ecology & Succession Mr. Shockley
Mar 23 Last Day to Drop Individual Courses with a “W”
Mar 23 QUIZ #3 Chapters 4, 10, 19, 20 20 pts
Mar 23 Chapter 4 Forest Ecology & Succession Mr. Shockley
Mar 28 Chapter 4 Forest Ecology & Succession Mr. Shockley
Mar 30 QUIZ #4 Chapters 4, 12 20 pts
Mar 30 Chapter 4 Forest Ecology & Succession Mr. Shockley
Apr 4 – Lecture Exam #3 (Soils, Watershed, Ecology & Succession (75 pts)
Apr 6 Chapter 5 Forest Silviculture Mr. Shockley
Apr 11 Chapter 5 Forest Silviculture Mr. Shockley
Apr 13 Chapter 5 Intensive Forest Silviculture Dr. Yeiser/Mr. Shockley
Apr 18 Chapter 12 Forest Regulation Mr. Shockley
Apr 20 QUIZ #5 Chapters 5, 12 20 pts
Apr 20 Chapter 8 Fire Management in Forestry Dr. Oswald
Apr 25 Chapter 13 Forest Recreation Dr. Theresa Coble
Apr 26 Last day to withdraw from SFA with a “WP” or “WF” Apr 27 Jobs, Interviews, Etc. Mr. Shockley
May 2 Forestry Ethics Mr. Shockley
May 4 Forestry Ethics Presentations Mr. Shockley
A Lab Final will be given during Dead Week – May 2 & 4, 2010.
May 9 FINAL EXAM – 8:00-10:00 am (Comprehensive)(150 pts)
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VII. Forestry 111 Spring 2011 - Lab Schedule & Topics
Assignments must be handed in at the BEGINNING of the lab for which they are scheduled as
due.
THIS SCHEDULE IS SUBJECT TO CHANGE w/o NOTICE!
A Lab Final will be given during Dead Week – May 2-4, 2011.
Lab Dates
Topic
Assignment Due in this lab (point value)
Jan 24 & 26 Introduction to Forest Measurements
(Pacing, compass, diameter tape,
clinometer)
Field datasheet in lab (10 pts)
Assign Library Exercise
Jan 31 & Feb 2 Tutorial – Reports, Memos, Charts, Tables Library Exercise due. E-mail this assignment to Mr.
Shockley (5 pts)
Assign Career Interest Article #1
Feb 7 & 9 Urban Forestry – Plant Trees on Campus Career Interest Article #1 due (5 pts)
Assign Career Interest Article #2
Feb 14 & 16 Field Measurements
(clinometer, logger‟s tape, increment borer)
Assign Report #1 Rough Draft
Career Interest Article #2 due (5 pts)
Feb 21 & 23 Calculations /Report Tutorial
(In the classroom)
Report Rough Draft due - Intro & Methods Sections only
(25 pts)
Assign Full Report #1
Feb 28 & Mar 2
Watershed Management – BMP‟s
Assign Watershed memo & graph
Mar 7 & 9 Ecology & Succession – Field Quiz Report #1- Forest Inventory due (100 pts)
Field Quiz in Lab (40 pts)
Mar 21 & 23
Forest Silviculture – Pine
Watershed Memo & Graph Due (20 pts)
Assign Career Interest Article #3
Mar 28 & 30 Forest Silviculture – Hardwood
Career Interest Article #3 due (5 pts)
Assign Silviculture Memo & Graph
Apr 4 & 6
Wood Products – Lowes
Forest products in the grocery store &
pharmacy – on your own
Worksheet in Lab (10 pts)
Assign Shopping List
Silviculture memo & Graph due (20 pts)
Apr 11 & 13
Soils Shopping List Due (10 pts)
Assign Soils report
Apr 18 & 20 Recreation
Soils Report due (100 pts)
Assign Career Interest Article #4 & Oral Report
Apr 25 & 27 Oral Report w/ Visual Aids Career Interest Article #4 w/ Oral Report Due (25 pts)
May 2 & 4 Dead Week: Lab Final Exam: Written
and field portion
Exam during regular lab time (120 pts)
May 10 Lecture Final 8:00-10:00am
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TUTORIAL
FORESTRY 111
Reports, Memos, Tables, & Charts
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Report Format/Content
Introduction:
Give background information and the objectives of the study in the introduction. Why is this study important
to renewable natural resource management? For example, “A forest inventory project was conducted on the grounds of
the Arthur Temple College of Forestry and Agriculture at Stephen F. Austin State University located in Nacogdoches,
TX. The college was established in 1946 and its property is frequently utilized by forestry students to learn about forest
measurements. Forest inventory information is important to managers who must make decisions about the management
and use of forests.”
Methods:
Describe the methods and equipment, tools, materials, and specifications used in order of their use in the lab.
Be sure to include units for all measurements. Since the methods have already been performed, the methods description
should be in past tense. Don‟t make lists by saying, “First this was done, then this was done”, etc. Instead say, “The
distance to the plot’s center was measured by pacing. The radius of the circular plot was determined by measuring
with a 75 foot logger’s tape.”
Results:
Report highlights of the study‟s results. Make certain that you include numeric results in this section of the
report. As an example, don‟t say, “The average size of the pine trees in the inventoried area was large.” Instead say
something like, “The average diameter at breast height (DBH) of the pine trees in the inventoried area was 18.5 inches
and the average merchantable height was 85 feet to an 8 inch top.”
Large amounts of data may best be displayed in graphs and tables. Be sure to refer to the table or figure in the
text. For example, “the average DBH for sawtimber trees was 14.2 inches (Table 1).”
Discussion:
This section should state your thoughts of what the report‟s results mean? What do they mean for future
planning or study? Why were the results of the study as they were? What are some possible sources of error in the
results and what will be done in the future to correct those errors? What recommendations do you have for future
management of the inventoried area?
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Basic Forestry Measurements
By:
(Your name)
Presented to:
(Your lab instructor’s name)
Forestry 111 Lab
Section 021
Arthur Temple College of Forestry and Agriculture
Stephen F. Austin State University
January 26, 2011
Page 1
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Basic Forestry Measurements
Introduction
Knowledge and skills in using basic tools and techniques of forestry measurements are essential to
obtaining data that can support important decisions about forest resources. A project was conducted on
the grounds of the Arthur Temple College of Forestry and Agriculture at Stephen F. Austin State
University located in Nacogdoches, TX, to teach the use of standard instruments that are commonly
used to make basic forestry measurements.
Methods
The acreage of a rectangular tract of land was determined by pacing the length of 2 marked sides of the tract and
calculating the area using 43,560 square feet per acre.
The azimuth of each of 3 marked trees to a target tree was determined using a forester‟s compass.
Diameter breast height (DBH) of 5 marked trees was measured using a diameter tape. The DBH of each tree
was measured at a point 4.5 feet above the ground on the uphill side of the tree. The merchantable height to a 4
inch top of each of the marked trees was measured using a Suunto clinometer from 66 feet away from the tree.
That baseline distance was measured with a 75 foot logger‟s tape.
Results
The acreage of the designated area was calculated to be 0.29 acre. The azimuth of Tree #I to the target tree was
192°, the azimuth of Tree #II was 242°, and the azimuth of Tree #III was 140°.
The DBH of each of the trees labeled #1-5 were determined to be 12.2 inches, 22.2 inches, 11.6 inches, 20.6
inches, and 11.1 inches, respectively. The merchantable heights to a 4 inch top of Trees #1-5 were determined
to be 60 feet, 80 feet, 60 feet, 80 feet, and 40 feet, respectively. Refer to Table 1 for those results.
Page 2
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Discussion
Important forest management decisions depend on thorough, accurate data collection. It is recommended that
additional forest measurement projects be conducted on sites that are more thickly vegetated to train crews in
the different forest situations in which they might have to operate.
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MEMORANDUM
To: (Your lab instructor‟s name)
From: (Your name)
Subject: Basic Forest Measurements
Date: January 26, 2011
As you requested, a 3 person team participated in a project that was designed to train them in basic
forestry measurement techniques using the sample area that was established on the grounds of the
Arthur Temple College of Forestry and Agriculture at Stephen F. Austin State University located in
Nacogdoches, TX.
The acreage was measured by pacing the sample area. A forester‟s compass was used to determine
azimuths of marked trees to a target tree. Diameter Breast Height (DBH), a point 4.5 feet above a
tree‟s groundline on the uphill side of a tree, was measured on 5 marked trees using a diameter tape.
The merchantable height to a 4 inch top of each of those trees was measured with a Sunnto clinometer.
A 75 foot logger‟s tape was used to measure a 66-foot baseline for the clinometer.
The area of the marked acreage was calculated to be 0.29 acre. The azimuths of Trees I, II, & III to the
target tree were determined to be 192 degrees, 242 degrees, and 140 degrees, respectively. Refer to
Table 1. The DBHs of each of the trees labeled #1-5 were determined to be 12.2 inches, 22.2 inches,
11.6 inches, 20.6 inches, and 11.1 inches, respectively. The merchantable heights to a 4 inch top of
trees #1-5 were determined to be 60 feet, 80 feet, 60 feet, 80 feet, and 40 feet, respectively. Refer to
Figure 1.
We suggest that an additional project be conducted in a more heavily vegetated forest to give teams the
opportunity to develop their measurement skills in a variety of forest conditions. Before our next
meeting, I will compile a list of sites to will fit that criteria and will submit plans for projects on each
of those sites.
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Table 1. Data Collected from a Basic Forestry Measurements Project at the Arthur Temple College of
Forestry and Agriculture, Nacogdoches, TX. Samples taken at the 0.29 acre site on January 26, 2011.
Tree Number Azimuth to
Target Tree
(degrees
DBH
(inches)
Total Height to the
Nearest 10 Feet
(feet)
I 192 ------------ ------------
II 242 ------------ ------------
III 140 ------------ ------------
1 ------------ 12.2 60
2 ------------ 22.2 80
3 ------------ 11.6 60
4 ------------ 20.6 80
5 ------------ 11.1 40
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Data Table in EXCEL – Do NOT Print this on the chart that you hand in!
Tree Data - Jan. 25, 2010
DBH (in.) 12.2 22.2 11.6 20.6 11.1 Merch. Height (ft.) 60 80 60 80 40
Chart in EXCEL
12.2
22.2
11.6
20.6
11.1
60
80
60
80
40
0
10
20
30
40
50
60
70
80
90
1 2 3 4 5
Tree Number
DBH (in.) Total Height (Nearest 10 ft.)
Figure 1. A Comparison of DBH vs. Merchantable Height on a 0.29 acre site on the campus of the
Arthur Temple College of Forestry and Agriculture, Nacogdoches, TX. Data were collected on
January 26, 2011.
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Literature Cited (if requested)
Environmental Laboratory. 1987. “Corps of Engineers Wetland Delineation Manual,” Technical
Report Y-87-1, U.S. Army Engineer Waterways Experiment Station, Vicksburg, MS. 117pp
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Forestry 111 Lectures - Learning Outcomes
Introduction to Forestry 111 – The Class – Students will:
1. Meet the instructor & teaching assistants;
2. Understand the operation & attendance policy of Forestry 111;
3. Understand the objectives of Forestry 111;
4. Understand the testing & grading processes of Forestry 111;
5. Understand the instructor‟s expectations of them in Forestry 111;
6. Review the entire syllabus for FOR 111 for the current semester;
Leadership in Forestry – Students will:
1. Be able to discuss the principles behind leadership;
2. Be able to define and discuss the characteristics of a leader;
3. Be able to define and discuss appropriate steps toward developing as a leader;
Note-taking Skills – Students will:
1. Be able to discuss the concepts of goal setting, time management, management of a daily calendar;
2. Be able to discuss & implement note-taking skills;
3. Be able to incorporate note-taking skills into their study skills for quizzes & exams;
Introduction to Forestry – The Discipline – Students will:
1. Be able to discuss the reason that society needs the practice of Forestry;
2. Be able to define & discuss the “urban-wildland interface”;
3. Be able to define and discuss “forest aesthetics”;
4. Be able to define the term “forest”;
5. Be able to discuss that forests are complex, dynamic, diverse, & sustainable;
6. Be able to define & discuss “Forestry”;
7. Be able to define & discuss “Forest Conservation”;
8. Be able to discuss past and current multiple uses or values of forests;
Forest History & Distribution in the US – Students will:
1. Be able to discuss the impact of Native-Americans on North American ecology;
2. Be able to discuss early American colonists‟ impressions of the forest‟s resources;
3. Be able to discuss the 3 general American political responses to forest ownership & protection;
4. Be able to recognize & discuss some of the major persons, Pinchot, Leopold, Muir, etc., who
had an impact on the management of the North American forests;
5. Be able to define & discuss the amount of the world‟s forest that lies in North America and the
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location of those forests that have economical growth rates;
6. Be able to define & discuss the major limitations on forest location;
7. Be able to define & discuss current uses of forests;
8. Be able to define & discuss the costs associated with forest management;
9. Be able to define & discuss those factors that currently influence North American forests;
Forestry Philosophy & Policy – Students will:
1. Be able to understand some philosophies for practicing forestry;
2. Be able to discuss the philosophy of “why” forests must be managed;
3. Be able to define “sustainability” & “sustainable forestry”;
4. Understand the reasons that forest policy is enacted;
5. Become familiar with some of the laws & policies that affect and direct forest management in
America;
Forests & Climate Change – Students will:
1. Participate in discussions of world climate change and the role of forests and forestry in that
change;
2. Participate in a discussion of forests‟ role in preventing greenhouse gas emissions;
3. Participate in a discussion of forests‟ role in reducing atmospheric greenhouse gases;
4. Participate in a discussion of forest carbon offset projects (“carbon trading credits”)
5. Participate in a discussion of the opportunities & challenges for society, landowners, &
Foresters presented by world climate change; Source: Journal of Forestry, April/May 2008, vol. 106, Number 3
World Forestry – Students will:
1. Be able to discuss the international importance of forestry;
2. Be able to define and discuss the general distribution and societal contributions of the world‟s
forests;
3. Be able to identify & discuss priority issues facing international forestry & their causes;
4. Be able to identify & discuss some of the international forestry assistance and natural resource
organizations;
Forestry at the national & state level in the US – Students will:
1. Be able to identify and discuss who owns United States forestlands;
2. Be able to discuss the driving factors behind national forest policy;
3. Be able to identify and discuss the basic functions of national & state forestry agencies
organizations;
4. Be able to discuss the importance of public interest in US forests;
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5. Be able to define and discuss landowners' motivation for owning forestland;
6. Be able to identify and discuss the issues facing national & state landowners;
Forestry at the Private Level in the United States – Students will:
1. Be able to define the acronyms NIPF (Non Industrial Private Forest) & TIMO (Timberland
Investment Management Organization);
2. Be able to identify & discuss landowners' motivations for owning forestland;
3. Be able to define & discuss the basic functions of private forestry agencies & organizations;
4. Be able to identify & discuss the issues facing private forest landowners;
5. Be able to define & discuss the incentives that are available to NIPF landowners.
Urban Forestry – Students will:
1. Be able to define “urban forestry”;
2. Be able to define & discuss the founder & origins of urban forestry;
3. Be able to discuss the value of trees in the urban environment versus their value in a rural forest;
4. Be able to define & discuss the management of trees in the urban setting, including hazard
rating, tree management, and communication with constituents;
5. Be able to discuss the environmental factors & their impacts on trees in an urban setting;
6. Be able to define & discuss the constraints that must be considered in Urban Forestry;
Watershed Management – Students will:
1. Be able to define “forest hydrology”;
2. Be able to define “watershed”;
3. Be able to discuss the impact that forest roads have on sedimentation and pollution of
waterways;
4. Be able to define “point source & non-point source” pollution;
5. Be able to discuss the concept that all forest activities have a direct effect on the quality of water
that drains from a watershed;
6. Be able to discuss the effect that forests have on water quality;
7. Be able to discuss the results of Dr. Beasley‟s watershed studies near Alto, TX;
8. Be able to define and discuss Best Management Practices for forestlands and water quality;
9. Be able to discuss the impact of agricultural practices versus the impact of silvicultural practices
on the soil;
Forest Recreation and Human Dimensions – Students will:
1. Be able to define and discuss the need for society‟s need for recreation in natural renewable
resource settings;
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2. Participate in a classroom activity that will help them understand the human dimensions of forest
recreation;
3. Meet with recreation professionals to understand the dynamics of that profession and to discover
professional pathways in the fields of natural renewable resource recreation;
Forest Soils – Students will:
1. Be able to define “soil”, “soil horizons”, & “limitations of forest soils”;
2. Be able to discuss soil properties;
3. Be able to discuss soil function relative to trees;
4. Be able to arrange soil particles by size;
5. Be able to use a “textural triangle”;
6. Be able to define and discuss management strategies for soil conservation;
Forest Ecology & Succession – Students will:
1. Be able to define “ecology”, “autecology”, and “synecology” and distinguish between the latter
two, discussing them and providing an example of each;
2. Be able to define and discuss the concept of an “ecosystem”;
3. Be able to discuss and write the equations for “photosynthesis” & “respiration” as they relate to
plants;
4. Be able to define and discuss the components of an “ecosystem” with particular attention to those
components that can be manipulated by humans;
5. Be able to define & discuss “stand” and “watershed” as they relate to ecosystem boundaries;
6. Be able to discuss the concept of “natural succession” as it relates to a forest or other natural,
renewable resource;
7. Be able to define & discuss “primary”, “secondary”, and “gap-phase” succession;
8. Be able to discuss Foresters‟ use of “silviculture” to affect natural succession;
9. Be able to define and discuss “shade tolerant” and “shade-intolerant” plants and the relationship of
shade tolerance to natural succession;
10. Be able to discuss plant competition for nutrients, water, & resources other than energy (sunlight);
11. Be able to define & discuss the concept of “ecological niche”;
12. Be able to define & discuss the nitrogen cycle;
Forestry & Life-Cycle Analysis & Assessment – Students will:
1. Be able to define and discuss life-cycle analysis & assessment and its relationship to
forestry and ecology;
2. Participate in a demonstration & discussion of life-cycle analysis/assessment;
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Silviculture – Students will:
1. Be able to discuss that a forest is a mosaic of patches of vegetation;
2. Be able to define & discuss „silviculture” & its relation to sustainability;
3. Be able to define a “stand” & a “watershed” as forest management units;
4. Be able to define the following crown classes:
a. Dominant
b. Co-dominant
c. Intermediate
d. Overtopped
5. Be able to define & discuss “rotation age” as it is applied to forest trees;
6. Be able to define, discuss, & differentiate between “even-aged” & “uneven-aged” forest
management practices;
7. Be able to define & discuss the goal of a silvicultural system;
8. Be able to define & discuss the following even-aged silvicultural systems:
a. Shelterwood
b. Seed tree
c. Regeneration harvest (clearcut)
d. Coppice
9. Be able to define & discuss the following uneven-aged silvicultural systems:
a. Single-tree selection
b. Group selection
10. Be able to define & discuss other silvicultural tools that are used in renewable natural resource
management;
11. Be able to define & discuss the other forest amenities that may be affected by the choice of
silvicultural systems used for management;
Intensive Silviculture – Students will:
1. Be able to define “intensive silviculture” & discuss what is meant by the formula:
a. P = G + E + (GxE)
Phenotype = Genotype + Environment + (the product of the interaction between Genotype and
Environment)
2. Be able to discuss the importance of the relationship between a species‟ seed source & family-
site compatibility;
3. Be able to discuss the importance of vegetation control in growing pine plantations;
4. Be able to define & discuss the various site-preparation options available to a forest manager for
intensive silviculture;
5. Be able to discuss the benefits that site preparation provides for desirable plants;
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6. Be able to define & discuss the two methods of establishing a forest plantation;
7. Be able to discuss the cost & benefits of intensive silviculture versus conventional silviculture;
Application Letters, Resumes, & Interview Skills – Students will:
1. Be able to discuss the need and uses for letters of application, résumé's, & good interview
techniques in searching for jobs;
2. Be able to discuss the importance of experience gained through internships and volunteer work in
obtaining permanent employment in their chosen career field;
3. Receive a packet with information about job searches, sample résumé', sample application
letters, and tips for interviewing and dressing for interviews;
Ethics in Forestry – Students will:
1. Be able to define and discuss ethics and their place in forestry;
4. Participate in reviews of case studies about professional ethics;
5. Participate in a classroom activity in making ethical decisions based on actual cases;
6. Understand the steps that a person can take to determine whether a situation or action is ethical
7. or unethical;
8. Understand an individual‟s responsibility to make “ethical reflections” throughout their
9. professional career;
10. Work as teams to determine appropriate actions to take in the above case studies and make a group
presentation of their decisions;
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Forestry 111 Labs - Learning Outcomes
Introduction to Forestry 111
1. Students will be able to understand the course syllabus;
2. Students will participate in a field trip to provide an overview of Forestry & its aspects;
3. Students will learn how to use a diameter tape, forester‟s compass, clinometer, and learn to pace
distances;
4. Students will use the above tools to complete a sheet indicating the tree & land measurements
taken with the above instruments and techniques;
5. Students will turn in a completed field data sheet to the instructor at the end of the lab session;
6. Students will complete an assigned library exercise and e-mail the results to the designated
instructor;
Tutorial – An Introduction to Forestry Reports, Memos, Tables, & Charts
1. Students will learn to develop technical writing skills for lab report writing;
2. Students will learn to develop skills in writing professional memos to report the activity and results
of lab projects;
3. Students will learn to construct tables that will be used to display lab project results;
4. Students will learn to construct charts and graphs that will be used to display lab project results;
5. Students will complete a career interest reading exercise;
Field Measurements
1. Students will work in teams of 2-4 persons and will participate in a field exercise in which each
team establishes a forest inventory plot;
2. Students will participate in field exercises and use a clinometer, compass, diameter tape, and
personal pace for distance measurement;
3. Students will be introduced to use of an increment borer and the concept of “site index”;
4. Teams will inventory the above plot for number of stems, tree heights, tree diameters, & site
Index;
5. Students will accomplish and present to their instructor a data sheet of the above measurements;
6. Students will complete a career interest reading exercise;
7. Students will be assigned to prepare a rough draft of a technical report about the Field
Measurements lab to include a coversheet and the Introduction and Methods section of the report;
Forest Measurements Report, Table, Graph, & Calculations Tutorial
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1. Students will provide a draft of a technical report on the field measurement lab, without
calculations or discussion of calculations from measurements taken in the field;
2. Students will learn techniques for summarizing and calculating Basal Area per Acre, Trees per
Acre, Volume per Acre, Acres, Total Trees per Tract, & Total Volume of the Tract;
3. Students will learn techniques for developing Tables & Graphs of results for the forest
measurements taken in the field;
4. Students will complete a career interest reading exercise;
5. Students will be assigned to turn in a full technical report about the Forest Measurements lab,
including a coversheet, Introduction, Methods, Results, and Discussion section of the report and
pine and hardwood sawlog and pulpwood tables of their results – the report will be due in 2 weeks
from this lab;
Silviculture
1. Student teams will participate in a forest field trip to a variety of forests to sample the
results of applied silviculture, including a recently planted pine stand, planted hardwood stand, pine
shelterwood, un-harvested mixed pine-hardwood stand, un-harvested hardwood stand, un-thinned
young hardwood stand, and un-thinned young pine plantation;
2. Teams will gather data about the basal area per acre and amount of energy reaching the forest floor
under each condition as a result of specific silvicultural practices;
3. Students will accomplish a graph and a professional memo reporting on the results of calculations
of sample data, indicating the relationship between tree basal area per acre & the amount of energy
(sunlight) that reaches the forest floor;
Watershed Management
1. Student teams will participate in a field trip to study a watershed and a Streamside Management
Zone (SMZ);
2. Teams will measure the width, canopy cover, and basal area per acre of an SMZ;
3. Students will be able to discuss the value of SMZ‟s in protecting water quality;
4. Students will be able to discuss the impact & value of human activities, such as harvesting, leasing,
& transportation system location, on streams & water quality;
5. Students will accomplish a professional memo & graph comparing the width, canopy cover, and
basal area of the studied SMZ with the Texas Best Management Practices for Silviculture standard
for an SMZ to determine in that SMZ exceeds, meets, or falls below the voluntary standard;
Forest Recreation & Human Dimensions
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1. Students will participate in climbing exercises at the SFA Recreation Center;
2. Students will be given the opportunity to become certified in the Ropes Course;
Forest Products – Value-Adding
1. Students will visit a home improvement business like Lowe‟s to learn about the wide variety of
wood products that are available.
2. Students will demonstrate their ability to calculate the respective value per cubic foot of a variety
of wood products to be able to compare the products‟ relative value.
3. Students will understand the concept of “value-adding” to wood products by calculating the cubic
foot values of products that have been subjected to processing beyond primary processes.
Forest Products Shopping Trip
1. Students will present the completed technical report based on the Forest Measurements Lab;
2. Students will complete a “shopping list” of everyday items that are available at grocery stores and
pharmacies and that are partially or completely composed of forest products;
3. Students will complete a career interest reading exercise;
Ecology & Succession
1. Students will participate in a field trip to a forest to discuss ecology & succession;
2. Students will be able to define “dominant”, “codominant”, “intermediate”, “overtopped”,
“understory”, “midstory”, & “overstory” relative to forest trees & plants;
3. Students will be able to recognize the above aspects about forest trees & plants;
4. Students will be able to identify instances of “gap-phase” succession;
5. Students will be able to discuss the successional stages of the forest and of the plants within the
forest;
6. Students will accomplish a field quiz about the forest factors discussed above;
Forest Soils
1. Student teams will participate in a field trip and will establish soil sampling pits on forested mesic
and hydric sites;
2. Students will be able to identify and determine the depths of the upper horizons of a soil profile;
3. Students will be able to determine the general structure of a soil horizon;
4. Students will be able to identify soil by its texture by using the “Texture-by-Feel” method;
5. Students will be able to use Munsell Color Charts to classify soil horizons by their color;
6. Students will prepare and turn in a technical report on the soils lab findings, complete with a graph
of soil horizons and a table of measurements;
Urban Forestry
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1. Students will be able to discuss social issues that are inherent in managing an urban forest;
2. Students will accomplish a volunteer service-learning project by planting trees on the SFASU
campus or in the Nacogdoches or Lufkin municipal area, reinforcing the idea that urban forestry
involves the community in its establishment and management processes;
3. Students will be assigned to prepare a career interest article and an oral presentation with at least
one visual aid to be presented in one during their next lab session;
Oral Presentation
1. Individual students will make an oral presentation to the class of their final career interest article
and will use at least one visual aid during the presentation;
Lab Field Final
1. Students will participate in a comprehensive final examination of field-oriented forestry skills &
knowledge that were learned during their Forestry 111 labs.