The University of British Columbia

Faculty of Forestry

Interior Field School

Forestry 351

Exercise Manual

August 29 – September 5, 2015

1

TableofContents

LIST OF PARTICIPANTS ................................................................................................. 2 DAILY SCHEDULE .......................................................................................................... 3 SUMMARY OF EXERCISE .............................................................................................. 5

Introduction to Exercises ................................................................................................. 6 Ecology and Mensuration Refresher ............................................................................... 7 Mini-Walkabout............................................................................................................. 12 Site and Stand Diagnosis ............................................................................................... 14 Stand Dynamics/Field Exam 1 ...................................................................................... 15 Silviculture Assessment/Field Exam 2 .......................................................................... 16 Log Volume and Quality ............................................................................................... 17 Mill Tour........................................................................................................................ 20 Forest Fire Fuel Assessment .......................................................................................... 21 Silviculture Systems ...................................................................................................... 24 Tree Marking Exercise .................................................................................................. 25 Marking Guide for Field Notebooks ............................................................................ 26 Silviculture and Ecology Marking Guide ...................................................................... 27 Participation Activity ..................................................................................................... 28 Abilities Matrix.............................................................................................................. 30

2

Students Registered August 18, 2015 LastName FirstName LastName FirstName Barker Benjamin "Ben" Luo Min Yan "Gen" Bartolome Jan Emanuele "Jan" Ma Bohan "Mark" Baston Rodrigo Mai Khoi Boeckmann Matthew "Matt" Malvin Daniel Bolz Nolan Martin Taylor Bryn-Thorn Arlo McCord Taylor Chan Delvin McLaughlin Kendall Christie Clark Melo Jennifer "Jenny" Coutu Jemina Moore Daniel Dergousoff Tyler Norihiro Jennifer DeShong Erin Ou Sally Dureault Bronte Pang Tsz Long "Michael" Fan Chen Rock Curtis Fisher Riley Ruan Depeng "David" Flockhart Andrew Smart Kristin Gallipeau Elizabeth Thalagala Sumal Gu Winson Tunnski Kurtis Hamari Jozsef Van Jarrett Elora Hassan Nur Vause William "Will" Huang Xue Yong "Stephanie" Vong Sheldon Humphries Richard Elliot "Elliot" Voss Dennis Jiang Zhenyu "Ethan" Wang Peinan "Patrick" Jobanputra Rahul Wu Chenhao "William" Kaufman William "Will" Wu Jiaxi Kaufman Angelika Wu You "Shiandra" Klein Kaelen Yeh Kevin Larney Anna Zhang Diyang "Deane" Lau Tsz Kei "C.K." Zhang Jingji "Peter" Lee Calvin Zhang Yaxin "Diana" Lee Yu Ri Zhao Kai Li Bani Zheng Hui Yu "Grace" Liang Yuda "Jimmy" Zhong Chen Liu Siyuan "Teddy" Liu Chang Liu Yimeng "Lisa"

F351 2015

Daily Schedule

29-Aug-

15 30-Aug-2015

31-Aug-2015

1-Sep-2015

2-Sep-2015 3-Sep-2015 4-Sep-2015 5-Sep-2015

Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Theme/time

Gavin Lake - Practise Skills IDF ICH SBS Operations Community Silvicultural

Systems

6:45 6:45 Make lunch 7:00-7:45

Breakfast

7:45-8:00

7:45

Morning Briefing

Morning Briefing

Morning Briefing

Morning Briefing

Morning Briefing Morning Briefing

Morning Briefing

Silv. Assign. Due

8:00 -10:00

8:00

Rotating T

opic Stations

Soils & Plants (BEC), Gavin

Lakeshore Trail west of camp

Travel to Knife Ck (Jct. Rodeo

Dr/Big Meadow)

Drive to 13 km CL1 Road

Drive to FL4 Group A Drive:

(8-8:45) Group B Drive:

(8-8:45) Drive to

Williams Lake Comm For. - Snakes and

Ladders Trail Head

Course Evaluation

8:00

8:30 Intro to Zone;

Divide and move to

sites

Intro to Zone; Divide and

move to sites

Safety Primer, Logging, Log

Quality Exercise (8:45-11:30 am)

Safety Primer, Logging, Log

Quality Exercise (8:45-11:30 am)

Gavin Lake -- Silv Systems

8:30

9:00 Bathroom Break

1 - Site Diagnosis in mature stand 2 -

Silviculture and Health

(& skills matrix) in

yound/older plantations

CB 150

1 - Site Diagnosis

below FL-4 Rd 2 - Silviculture and Health (& skills matrix)

along Armillaria Tr across rd.

9:00

9:15 Intro to Zone

Bathroom Break

9:15

9:30 BR-1 Rd -reverse in Williams Lake

Community Forest

9:30

9:45

1 - Site Diagnosis at 3.5 km Big

Meadow 2 - Mule Deer and

Harvesting; Cavity

NestsGrassland and new trail through CB22

9:45

10:00 -12:00

10:00 10:00

10:15 To end of Snyder Rd.,

Esler

10:15

10:30

Wild/Urban/Rec Interface Mgt; Fuel Loading

Exercise

10:30

10:45 10:45

11:00 Break Break 11:00

11:15 Groups Switch

Groups Switch

Marking Exercise/lunch

on the go

11:15

11:30 1 - Site Diagnosis

2 - Silviculture and Health

(& skills matrix)

/lunch on the go

1 - Site Diagnosis 2 -

Silviculture and Health (& skills matrix) /lunch on the

go

Drive to "Welcome to

Williams Lake" pull-out

Drive to Wms Lake, Boitanio

Pk

11:30

11:45

Lunch 11:45 am-12:15 pm Drive to Blue

Lake Rec Stie

11:45

12:00-12:30

12:00 Bathroom/Lunch Bathroom/Lunch

12:00

12:15 Groups Switch Drive to Pioneer

Drive to Sawmills

12:15

(Continued on next page…)

4

29-Aug-

15 30-Aug-2015

31-Aug-2015

1-Sep-2015

2-Sep-2015 3-Sep-2015 4-Sep-2015 5-Sep-2015

Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Theme/time

Gavin Lake - Practise Skills IDF ICH SBS Operations Community Silvicultural

Systems

12:30 - 2:30

12:30

Return to Camp & Lunch 12:30 -

1:15 pm

Pioneer Log Homes value-

added tour (12:30-1:45 pm)

Tolko/West Fraser sawmilils (12:30-1:45 pm)

Lunch at Blue Lake Rec Site

12:30

12:45 12:45

13:00 13:00

13:15

Walk-about, Secwepemc Elders, and Detritavore Quest. NO

Caulks on GL Creek Bridge!

Cross on planks. 2

groups around Gavin Lake, 2 groups around Secwepemc

Trail

13:15

13:30 Drive to Edney Lk.

Rd.; walk to sites

Drive to CL-1 Rd. 13.75 km

Students depart

(1:30pm)

13:30

13:45 Drive to Scout Island,

bathroom, to Rottaker Rd.

mills

Drive to Boitanio Pk, bathroom, to

Pioneer

Drive to Xatsull 13:45

14:00

Stand Dynamics

Exercise at ICH Old Growth

Trail; Field Exam #1

Silviculture Exercise in Block 150;

Field Exam #2

Xatsull Heritage

Village, Soda Creek Indian

Band

14:00

14:15 Walk to 3km BMR

14:15

2:30 - 5:00

14:30

Students arrive and check in

Range Values, Clint & Karen

Thompson

Tolko/West Fraser sawmilils (2:30-3:45 pm)

Pioneer Log Homes value-

added tour (2:30-3:45 pm)

14:30

14:45 14:45

15:00 Drive to BR-3 Rd

15:00

15:15

1-Fire Ecology 2- Bark Beetles

15:15

15:30

Return to Gavin

15:30

15:45 Groups Switch

Return to Gavin Return to Gavin

15:45

16:00 16:00

16:15

Return to Gavin

16:15

16:30 Return to Gavin

Return to Gavin

16:30

5:00-6:00

17:00

Free Time (Soup

available in Dining Hall)

17:00

6:00-7:00

18:00 Dinner

18:00

7:00 - 9:00

Introductions and review

course objectives

Get-to-know Activity

Skills Matrix

Forest Industry

Night/UBC Alumni Event

Skills Matrix, Assignment

Skills Matrix, Assignment

Skills Matrix, Assignment

Work on skills matrix,

Assignment

5

Summary

Of

Exercises

6

FRST 351 Exercises - Introduction

Our approach in this course is to integrate the various subject areas that are involved in forest management, rather than treating them individually. The course builds on the subjects that you have studied to-date and introduces material to be covered in the remainder of your program. Pay particular attention to the range of ecological constraints, management objectives and silvicultural opportunities characteristic of the 3 biogeoclimatic zones you will visit. These relationships may seem overwhelming at first, but they represent the ‘real-world’ complexity of forest ecology and management. As the field school (and your program, and your career) progresses, you will become better equipped to make sense of this complexity. The broad objectives of the following exercises are as follows. To introduce you to the physical environments (climate, soil, topography) and

ecosystem types (plants, soil, animals) along the major topographic transect in the central interior from subalpine forest to dry low-elevation forest.

To discuss the ecological basis for the management of tree crops and wildlife in these

zones. To give you experience in site and stand diagnosis and in observing and measuring

vegetation, wildlife and climate parameters. To give you experience in evidence-based decision-making. To provide you with an opportunity to meet with local scientists, managers and

resource users and learn how ecological, social and economic considerations are addressed in forest management.

Grading Breakdown

Abilities Matrix 25 Field Exams 20 Field Notebook 25 Silv/Ecology Report Participation Activity

25 5

100

7

Ecology and Mensuration Refresher This exercise on the morning of Day 1. Your Objectives To know how to use basic surveying/measuring instruments. To be able to identify local plants and know their ecological significance. To be able to accurately texture and classify soils, and make broad management

interpretations. Methods With your crew you will visit several stations/areas near camp. Faculty and staff will be present at each station to instruct and assist you. This exercise is intended as a refresher for UBC and BC college transfer students, and as a quick introduction for exchange students. Area 1. Mensuration and surveying aerial photographs and maps surveying tree measurements Some questions to answer: 1. What is the Basal Area Factor (BAF) of your thumb? Record it in your field notebook. 2. Estimate the basal area of this stand using your thumb. Repeat using a prism. 3. Estimate the volume of a tree using i) rough estimation, and ii) height and diameter measurements and volume equations. 4. How old is this tree? Has it experienced periods of suppression and release? Does it show any evidence of past lean, decay, or damage? 5. Find your location on the aerial photograph and map. Using your compass and the map, find the bearing to a point given to you. 6. How many of your paces does it take to go 50m in uniform ground, rough ground? Area 2. Plant identification and ecology identify local plants learn their ecological significance Some questions to answer: 1. What soil moisture and nutrient regime do these plants indicate? 2. Are these plants shade tolerant or intolerant? 3. Which species are preferred ungulate browse species? 4. Which species are nitrogen fixing?

8

Area 3. Soil classification and interpretation, climate measurements soil texturing classification of humus forms, mineral soil horizons, soil great groups climate measurements Some questions to answer: 1. What soil moisture and nutrient regime do these soils indicate? 2. How compactible and erodable are these soils? 3. Could you surface a road with these soils? 4. Measure the soil temperature, air temperature, relative humidity, windspeed, and wind direction and record them in your notebook. Results You will use the skills and knowledge we review in these exercises each day during the rest of camp. Please share your experience with your crewmates and ask for assistance if you need it. Discuss the questions listed in the Methods section in the field with your instructors and crewmates. Record your principle observations in your field notebook. Your skills and knowledge will be assessed during camp with the Skills Matrix and Field Exams.

9

Procedures for calibrating your thumb as an angle gauge

1. move to the ground marker in front of one of the calibration cards

2. hold your arm out straight with your thumb sticking up

3. keep your eye over the plot centre (spike in the ground 10 m away from the calibration sign) -- Note: this is different from using a prism, since a prism would be held over the plot centre

4. compare the widest part of your thumb to the calibration sign as shown above

5. read the Basal Area Factor of your thumb directly off the sign -- estimate to the nearest 0.5 m2/ha

To estimate basal area anywhere, just sweep your thumb around a plot centre, and multiply the number of trees you tally by your BAF

BAF3 4 5 6 7 8

BAF = 3Orangeline

1.3 m

IN OUT

10

Location: ICH zone, Plant ID station Date:

Scientific Name Common Name SMR SNR Description of Key Identifying

Features Shrubs (find at least 3)

Alnus incana mountain alder wet-moist med

Cornus stolonifera red-osier dogwood wet-moist med

Linnaea borealis twinflower fresh-moist poor-med

Lonicera involucrata black twinberry wet rich

Oplopanax horridus devil's club wet rich

Paxistima myrsinites falsebox fresh poor

Ribes lacustre black gooseberry fresh-moist rich

Rubus parviflorus thimbleberry fresh rich

Rubus pubescens trailing raspberry fresh-wet rich

Sambucus racemosa red elderberry moist-wet rich

Sorbus scopulina western mountain-ash fresh-moist med

Symphoricarpos albus common snowberry fresh-moist rich

Viburnum edule highbush-cranberry moist rich

Herbs (find at least 5)

Actaea rubra baneberry moist-wet rich

Adenocaulon bicolor pathfinder fresh-moist rich

Aquilegia formosa red columbine fresh-moist rich

Aralia nudicaulis wild sarsaparilla fresh-moist rich

Aster conspicuus showy aster fresh-moist rich

Cornus canadensis bunchberry dry-wet poor-rich

Fragaria vesca wood strawberry fresh-moist med

Galium triflorum sweet-scented bedstraw moist rich

Goodyera oblongifolia rattlesnake-plantain fresh poor

Heracleum lanatum cow-parsnip moist-wet rich

Osmorhiza chilensis mountain sweet-cicely moist rich

Petasites palmatus palmate coltsfoot wet rich

Smilacina stellata star-flowered false solomon's seal

fresh-moist med-rich

Smilacina racemosa false solomon's-seal fresh-moist med-rich

Streptopus amplexifolius clasping twistedstalk fresh-moist rich

Streptopus roseus rosy twistedstalk fresh-moist rich

Thalictrum occidentale western meadowrue fresh-moist rich

Tiarella trifoliata three-leaved foamflower fresh-moist rich

Viola canadensis Canada violet fresh-moist med-rich

11

Scientific Name Common Name SMR SNR Description of Key Identifying Features

Ferns and allies (Find at least 1)

Athyrium filix-femina lady fern moist-wet rich

Dryopteris expansa spiny wood fern moist-wet rich

Equisetum arvense common horsetail wet medium

Gymnocarpium dryopteris

oak fern moist-wet rich

Mosses and Lichens (Find at least 1)

Ptilium crista-castrensis knight's plume dry-moist poor

Dicranum fuscescens curly heron's-bill moss dry-moist poor

Peltigera spp. pelt lichens dry-moist rich-poor

Pleurozium schreberi red-stemmed feathermoss

dry-moist poor-med

Plagiomnium sp leafy moss moist-wet med

12

Walkabout and ‘Detritivore Quest’ This exercise is during the afternoon of Day 1. Your Objectives To learn how to locate yourself on a map and aerial photo. To become familiar with forest ecology, health and management issues in the vicinity

of camp. To observe plant and stand-level symptoms and signs of human, wildlife, insect,

pathogen and weather activity, and observe transitions between vegetation communities.

To take time to appreciate the aesthetic qualities of local forests. To get to know your crew-mates and instructors. Methods With your crew, accompany an instructor on a 3-hour walking tour of the forests near camp. Observe forest type changes and how they vary with terrain conditions. Be on the look out for evidence of past forest management activities, forest health factors, weather effects and wildlife use. Complete the activities/make the collections identified in the Detritivore Quest (next page) and present a summary of these to the class after dinner. Results Discuss forest conditions and local management issues in the field with your instructor and crewmates. Record your daily activities and principle observations in your field notebook. With your team prepare a 2-3 minute, entertaining, presentation of your findings to give after dinner via improve theatre, song, interpretive dance ...

13

Detritivore Quest Individually:

1. Sit quietly for 3 minutes and make a list of all of the sounds you hear. Reproduce one of the sounds during the evening presentation.

2. Find a leaf that has 3 or more points. Identify it.

3. Find a natural object that forms a spiral.

4. Find an organism that lives in a lake or stream. Identify it.

5. Find a natural object shaped like a letter of the alphabet.

6. Find something an animal has touched or left behind.

7. Find a natural object with more than 3 colours. As a team:

8. Make up a team chant that includes the words ‘Fall Camp’, includes the first and

last initial or name of each member of your crew. Sing it to a popular tune. Present after dinner. Prizes will be awarded to the class favourite.

9. Calculate the sum of the years that your team mates have spent in university?

10. Calculate the total number of languages spoken by your team mates.

14

Site and Stand Diagnosis This exercise is on the mornings of Days 2-4 in each BEC zone. Your Objectives To observe and describe site and stand characteristics – terrain, soils, plant and tree

attributes. To use keys in your Reference Manual to classify soil and site conditions, and your

plant book to id plants. To use this information to evaluate site quality and conditions which limit tree

growth. To use this information to evaluate past stand development and probable future

development. Methods With your crew you will put in a 5.64 m radius plot (1/100 ha, 100 m2). Within this plot: make a collection of understory plants (bryophytes, herbs, shrubs), identify them and

estimate the percent cover of the most common 5 species; record the species and measure the diameter of all trees taller than 1.3 m in your plot,

noting any health or damage symptoms, select one medium and one large tree, core them and measure their heights;

note your slope position; dig a soil pit near the plot centre and key out the humus form, soil texture (A and B

horizons), and soil great group; discuss the indicator plants, slope position and soils with your crew mates and key out

your soil moisture regime, soil nutrient regime and site series. Discuss your observations with your crew and answer the following questions: What are the probable stand origin, current successional stage, current stage of stand development, future stand development? What do these plants suggest about moisture and nutrient availability? Is there evidence of wildlife browsing? How would the understory respond to overstory removal? What factors limit tree establishment and growth on this site? Which microsites are most favorable for tree establishment? How easy would it be to work on this site with logging or silviculture equipment (physical operability)? Results Record your observations in your notebook. You will be asked to contribute to a group discussion of the site and stand diagnosis in the field. This exercise is not graded but the quality of your field notes will be considered when the TA’s mark your notebook and during notebook exchanges.

15

Stand Dynamics Exercise, Field Exam 1 This exercise is on the afternoon of Day 3. Your Objectives To observe patterns of stand development, and consider the role of disturbances To observe, classify and quantify large woody debris Methods Each crew will be assigned a 50 m transect commencing from the access trail. Along the transect, measure the diameter and record the decay class (and species if

possible) of any logs that cross your transect. When you have completed your transect, calculate the volume of logs (m3/ha) by decay class using the formula below.

At the 5 m, 25 m and 50 m marks along your transect, use your thumb to sweep and estimate the stand basal area, counting all in trees > 10 cm DBH.

At the 5 m, 25 m and 50 m marks, establish the following 3 nested plots and record the information indicated:

o Establish a 0.56 m radius (1 m2) plot and tally all the tree regeneration (by species) that is less than 25 cm tall

o Establish a 2.82 m radius (25 m2) circular plot and tally all regeneration (by species) taller than 25cm and shorter than 1.3 m (breast height).

o Establish a 5.64 m radius (100 m2) circular plot and tally all trees (by species, and diameter class) greater than 1.3 m tall. Core the largest tree of each species in this plot. Record the wildlife tree class for each tree.

o Convert your stem tallies to stems per hectare for each size class of live trees, and for each wildlife tree class (1 ha = 10,000 m2)

Results Record your findings in your notebook. Here is the formula for calculating the volume of logs in m3/ha, where Lm is the transect length (50 m) and dcm is the diameter of each log where your transect crosses it:

For the field exam, a faculty/staff team will be assigned to your crew. The team will visit your crew in the field during the exercise. You will be asked several questions about the stand, its structure, evidence of disturbance and how stand development has been affected by disturbance, and what the stand might have looked like 50 years ago, and 50 years into the future. This examination will take 3-5 minutes. Your grade will be based on the accuracy and completeness of your answer. Describe any evidence you are using as you answer the questions. Please remember that the questions are intended to enhance the learning experience, not intimidate you.

16

Silviculture Assessment, Field Exam 2 This exercise is during the afternoon of Day 4. Your Objectives To assess treatment history, site series, and forest health factors in a small opening. To stratify the opening based upon your assessment of treatment history, ecology, and forest health. To develop your ability to evaluate the outcomes of silviculture treatments and

consider alternative management approaches. Methods You will work with your crew to examine a small cutblock. Tie your mapping to stations identified on the base maps we provide you with. These tie points will be marked in the field with ribbon. Walk through your unit and: map site series – focusing on major changes in moisture regime or fertility, describe and map management activities, describe, identify, and map forest health factors, consider the management objectives in the original prescription and comment on the

success or failure of the prescription. consider the alternative management objectives given for this site and the pre-harvest

condition of the site and suggest a replacement treatment regime. Results Written Assignment: Submit a brief crew report (max. 4 handwritten or typed pages plus map) to the TA’s by 7:45am on the last morning of camp (Saturday). Briefly state the Objectives of the report, summarize your Methods, in the Results section describe the site and stand conditions (use tables and refer to them in your text). In the Discussion, explain whether you consider the treatment regime(s) to be successful or unsuccessful in the various strata of this site given the initial management objectives. For the alternate management objectives provided, describe a replacement treatment regime. Write a brief Conclusion. As this is a crew report, each person in your crew will receive the same mark. Append your map, with appropriate legend and labels. For the field exam, a faculty/staff team will be assigned to your crew. The team will visit your crew in the field during the exercise. You will be asked several questions about the site, its treatment history, its response to treatment and forest health issues. This examination will take 3-5 minutes. Your grade will be based on the accuracy and completeness of your answer. Describe any evidence you are using as you answer the questions. Please remember that the questions are intended to enhance the learning experience not intimidate you.

17

Log Volume and Quality Exercise This exercise is during Day 5. Your Objectives You will determine product value by assessing log quality. By the end of the exercise you will see that:

To maximize value and volume recovery requires reducing obvious deformities that will not produce good quality lumber, veneer or specialty products

There is a limited amount of time to make value decisions while maintaining manufacturing efficiency and keeping operating costs low

Good bucking decisions are the key to a successful market logging operation

Log quality supervision and quality control is important to maintain buyer confidence

Methods Fill in the following table noting the product, dimensions and value as discussed at each tree. You will need to know: Products and their value:

o Peeler (veneer)($60/m3); sawlog ($40/m3); specialty log ($75/m3)

Smalian’s Formula to determine volume: V = (A1+ A2) ÷ 2 x L

Where: V is the volume measured in cubic metres (m3) A1 is the area of the small end of the log in square metres (m2), calculated as r2/10000 A2 is the area of the large end of the log in square metres (m2), calculated as r2/10000

L is the length of the log in metres Rads (radius) of the ends are taken inside bark to the nearest centimeter (cm)

is 3.141592 (six decimal places)

Lengths will be measured to two decimal places

Volumes are calculated to three decimal places

Results Compile the volumes and values from the worksheets on the next pages back at camp, and write the value of your 4 logs in your field notebook. Answer the following questions in your field notebook:

1. Why are bucking decisions key to a successful market logging operation? 2. How does the AFRF ensure log quality for its customers?

18

Tree #1 Species: ________________ Log # product A1

Rads A2

Rads length

m volume

m3 value $/m3

piece value $

Whole tree 5 a 1 2 3 4 5 6 Logs Subtotal b $ a-b=c Waste c

Calculate percentage of product by volume: Peelers _______m3_____%

Sawlogs _______m3_____%

Specialty logs _______m3_____%

Waste _______m3_____%

Defects noted: __________________________________________________________ Tree #2 Species: ________________ Log # product A1

Rads A2

Rads length

m volume

m3 value $/m3

piece value $

Whole tree 5 a 1 2 3 4 5 6 Logs Subtotal b $ a-b=c Waste c

Calculate percentage of product by volume: Peelers _______m3_____%

Sawlogs _______m3_____%

Specialty logs _______m3_____%

Waste _______m3_____%

Defects noted: __________________________________________________________

19

Tree #3 Species: ________________ Log # product A1

Rads A2

Rads length

m volume

m3 value $/m3

piece value $

Whole tree 5 a 1 2 3 4 5 6 Logs Subtotal b $ a-b=c Waste c

Calculate percentage of product by volume: Peelers _______m3_____%

Sawlogs _______m3_____%

Specialty logs _______m3_____%

Waste _______m3_____%

Defects noted: __________________________________________________________ Tree #4 Species: ________________ Log # product A1

Rads A2

Rads length

m volume

m3 value $/m3

piece value $

Whole tree 5 a 1 2 3 4 5 6 Logs Subtotal b $ a-b=c Waste c

Calculate percentage of product by volume: Peelers _______m3_____%

Sawlogs _______m3_____%

Specialty logs _______m3_____%

Waste _______m3_____%

Defects noted: ________________________________________________

20

Mill Tour Exercise This exercise is during Day 5. Your Objectives To know the phases in production of wood products from raw logs. To observe the linkage between log size and quality, and the type and value of wood products manufactured. To understand the differences between value vs volume mills. Methods During the mill tours, consider the following questions. Mills can be noisy. The tour guides will stop periodically in the quieter areas. These are the best places to ask your questions. Stay with the group and be alert for moving equipment, logs and lumber throughout the tour. Questions How does log size and quality influence the value of products?. What use is made of the proportion/components of the logs not converted to lumber? How could more value be added to the products? How can the suppliers of logs contribute to sawmill efficiency? Results Answer the questions above in your field notebook.

21

Forest Fire Fuel Assessment Exercise This exercise is on Day 6. Your Objectives To observe and compare fuel loading in several ecosystems and vegetation types To learn an approach to assessing fuel To consider the role of fire disturbance in different ecosystems To learn how fuel loads and fuel structure can be modified to reduce stand level

hazard. Methods With your crew, walk along a transect in a direction given to you by the instructor. At regular intervals long this transect, observe the nature and quantity of surface fuels. Use the photos showing different levels of surface fuel loading provided by the instructor, and estimate the kg/m2 of surface fuel at each interval. Observe the species composition, horizontal and vertical arrangement of understory and tree layers. Consider the potential for fire to spread horizontally and vertically (laddering). Consider what surface fuel and vegetation you would remove from this stand to reduce the stand level hazard. Results Record your observations of fuel loading and structure in your field notebook along with your responses to the following questions.

1. How variable is the fuel loading across this site? 2. Would a surface fire spread easily across this site? 3. Would it easily ladder into the canopy? 4. How does the fuel loading on this site compare to the sites you visited in the SBS,

and ICH for your ecology exercises? 5. How could you modify the fuel distribution or fuel load in this stand (the IDF fuel

exercise location) to reduce the potential for wildfire?

22

23

24

Silviculture Systems Exercise This exercise on Day 7. Your Objectives To understand that management objectives drive silviculture plans. To learn the principles of silviculture system design. To learn the criteria used in selecting leave trees. To observe the effects of overstory stocking on understory development. Methods We will introduce you to the concepts of silviculture system design. We will visit several stands which have been partially harvested to different residual overstory basal areas and patterns. You will estimate residual basal area with your thumb and estimate germinant and seedling densities, and non-crop plant cover. We will observe and discuss the status of regeneration and residual tree condition and compare this with the target stand condition. Results For each site visited, discuss the following questions with the group during the exercise and record the answers in your field notebook.

1. What is the silviculture system in use? 2. What are the principle management objectives and environmental constraints? 3. Is the current condition of regeneration and retained trees consistent with target

conditions? 4. What is the next logical treatment?

25

Tree Marking Exercise Shelterwood Road, SBS Reserve This exercise is on Day 7. Exercise Objectives You will be marking timber to satisfy the management objectives in place for this part of the Gavin Lake Block, taking in consideration the condition of the existing stand. By the end of the exercise you will see that:

The quality and vigour of a leave tree can be observed, and you can select the best trees to leave for the future.

The numbers you have received present the average condition of the stand, which may not exist at any place in the stand.

The resulting stand after harvest will create an average condition that is comprised of all your marking decisions.

Stand Management Objectives. The stand management objectives and target stand conditions will be given to you by the instructor. Vigour Classes Description for Douglas-fir Characteristic Good Vigour Fair Vigour Poor Vigour Crown class Dominant Co dominant Intermediate Live Crown >40% 20-40% <20% Crown shape Pointed Rounded Flat or spike Bark Smooth, pink

crevices Rough, some pink in crevices

Rough, grey crevices

Procedures

Move to your assigned plot for the exercise Work systematically as a crew

o Two or three people marking cut trees with ribbon, and the one person checking residual basal area

o Take occasional sweeps to ensure that basal area is close to the target o Plan to complete the patch in two passes- each marker works a strip 5-10

meters wide Select the worst formed and poor vigour trees to cut according to above vigour

criteria table. Trade tasks amongst crew members, and use each other to discuss the relative

merits of questionable trees. Work until the marking area is finished or until time is up, then meet the

instructors for a summary discussion. Remove ribbon from your plot on the way back to the vehicles.

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Marking Guide for Field Notebooks - Forestry 351

Name of Marker Name on Notebook

Format Peer* TA Readable *Writing legible

1 2 3 /4 *Notes make sense and are not too cryptic Structure *Easy to navigate within the notebook (can you find anything that you

want to look for easily?).

1 2 3 /6 *Easy to understand where you are within the notebook (if you open to

any page, can you easily find what the page is about?). *Headings, section breaks, individual speakers, personal notes all easy to

identify. Content Peer* TA

Complete *Each stop documented. 1 2 3 /10For Each Stop Describes when -

1 2 3 /5 *Dates and times included as part of heading for each stop. *Date at the top of each page. Describes where -

1 2 3 /5 *Location clearly identified as part of the heading for each stop (including

forest name and block number if possible). *Physical characteristics of site clearly and comprehensively listed (if

important to the issues). Describes who -

1 2 3 /5 *Proponent of the principle issues associated with stop identified clearly. *Names and affiliations of other people in attendance listed. Describes what -

1 2 3 /10 *Topic or purpose of stop clearly identified in heading. *Major issues relating to topic of stop succinctly listed as part of notes. Describes why -

1 2 3 /10 *Importance of the topic in the general scheme of things outlined (why were they there looking at what they were looking at?).

Describes how - 1 2 3 /10

*How were the issues being dealt with? Summary Section *Brief discussion/summary of the most interesting thing you learned each

day. Thoughtful answers to daily questions from exercises. 1 2 3 /35

Overall 1 2 3 /10 *1 = Good, 2 = OK, 3 = Needs Work COMMENTS:

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Fall Camp Silviculture/Ecology exercise – Marking Guide

Mark breakdown: Presentation 3/25 Content 17/25 Map 5/25 Here are the sections you need to cover: Date: Location: Crew # and list of members Introduction (2)

Brief intro to subzone and location of exercise; e.g context, management objectives, etc.

Purpose and objectives of exercise Methods (1)

Description of the methods used to complete the exercise (simply refer to the methods in the exercise package and then add anything additional that you did).

Results (4)

Reference to appendix with map(s) drawn with the information collected along the transect

Description of site series, evidence of past activities or site, pest problems noted, response to treatment.

Include details in tables and reference tables and maps in text. Discussion (8)

This is where you synthesize your results and what they mean in terms of the original objectives of the exercise. Discuss the reasons for the success or failure of the treatment regimes relative to the initial management objective and target stand. Suggest and discuss alternative treatment regimes assuming you started from pre-harvest condition.

Conclusion (2)

Succinct conclusions that address your objectives based on your discussion. Comments on how we could improve this exercise for next year.

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Participation Activity Good citizenship and professionalism require participation in community life. We expect all students to contribute to improving the Fall Camp experience for our little community, or for people who visit Gavin Lake in the future. Discuss your idea with Steve Mitchell, Ken Day or Wolf Read, and have them record your participation. Here are some suggestions on how you can contribute:

In discussion Ken Day or Mike Tudor, help with a project to improve the camp facility.

If you have field measurement experience or know your plants well, volunteer to assist with an evening tutorial.

In discussion with Steve Mitchell or Wolf Read, design a personal challenge and complete it while at camp.

Completion of this participation activity is worth 5 marks.

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Notes on Abilities Matrix: The Abilities Matrix replaces the Final Examination, formerly held on campus after field school. We appreciate your feedback. Underlying Principles: Professionals working in forestry often encounter complex problems requiring decisions to be made in the face of conflicting values and uncertainty. University education cannot possibly provide students with an answer to every question, therefore, it is important for you to develop the skills and experience necessary to deal with any problem regardless of the situation. Often this begins with appropriate and accurate measurements or the correct diagnosis of ecological conditions or forest health issues. As a professional, you must not only be knowledgeable, you must be able to apply your knowledge in conscientious and reflective practice. Assessment: Designated instructors will have master copies of the matrix with them each day. We will identify these instructors to you and it is up to you to take advantage of opportunities during the daily exercises to demonstrate your abilities. These abilities include basic forestry skills you need when entering 3rd year. All skills in the “Ability Matrix” must be completed while at camp in order to pass field school. If your first attempt is not successful, attend one of the evening tutorials, then arrange for a second demonstration. For the 'identify/classify' abilities, you need to describe the diagnostic features. Grading scheme: Completion of the “Abilities Matrix” gives you 25 marks. Note: The field exams on the afternoons of the ICH day and the SBS day are a separate evaluation. While some of the questions may be similar, they do not count towards the completion of the Abilities Matrix.

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Fall Camp Abilities Matrix (see notes on previous page) Instructor* Plants For 5 indicator plants given to you by an instructor: describe their life-form (moss, herb, shrub…); describe their distinctive features; describe a site where you would expect to find them; and, ideally, name them.

Soils Describe the L, F and H horizons and key out the humus form Texture a mineral soil horizon Describe the A and B horizons of a soil profile and key out the soil order Mensuration Measure the height of a tree to within 3% accuracy Measure the diameter (at 1.3m) of a tree to within 3% accuracy Take an increment core and age a tree, and describe the growth pattern Estimate the basal area of a stand using your thumb, and a prism Complete an orienteering course and end up within 5 m of your intended destination Pathology/Entomology Collect a symptomatic specimen from a tree, label it and bring it back to camp, identify the probable cause. (**See below for more instructions.)

Participation Activity * Record the name of the instructor who confirmed your completion of this ability. **Additional Instructions for Pathology/Entomology Specimens Observe the site, stand and tree conditions in the vicinity of the symptomatic tree. Collect a specimen that you can label and transport back to camp (be practical!). Using the masking tape in your crew bag and a page pulled from your field note book, firmly attach a label to your specimen that includes the following information:

- Your first and last name and crew # - Date and time of collection - Location of collection (road, cutblock etc.) - Site information - BEC subzone, aspect, elevation, SMR/SNR (your best estimate) - Forest cover type - Disturbance history - Stand level symptoms - Species of sample (host) - Tree level symptoms - Other factors observed on-site that may help with diagnosis (insects, fruiting bodies…) - Probable cause (you can add this when you return from the field if necessary)

If you have the opportunity during the day, show this specimen to one of the instructors in the field who can confirm your diagnosis and tick you off on the master matrix. Bring labeled the specimen back to camp and place it on the designated table so we can build a group collection. Instructors can assist you with your diagnosis after dinner.