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The University of British Columbia
Faculty of Forestry
Interior Field School
Forestry 351
Exercise Manual
August 27 – September 3, 2016
1
Table of Contents
LIST OF PARTICIPANTS ................................................................................................. 2
DAILY SCHEDULE .......................................................................................................... 3
SUMMARY OF EXERCISE .............................................................................................. 5
Introduction to Exercises ................................................................................................. 6
Ecology and Mensuration Refresher ............................................................................... 7
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........................................................................................................................ 21
Forest Fire Fuel Assessment .......................................................................................... 22
Silviculture Systems ...................................................................................................... 25
Tree Marking Exercise .................................................................................................. 26
Marking Guide for Field Notebooks ............................................................................ 27
Silviculture and Ecology Marking Guide ...................................................................... 28
Participation Activity ..................................................................................................... 29
Skills Matrix .................................................................................................................. 31
2
Students Registered August 18, 2016
Last Name First Name Last Name First Name
Anderson Samuel "Sam" Moersch Cyril
Banda Joseph Nie Shucong "Ansel"
Besen Noah Pelletier Flavie
Blaeser Patrick Rafi Khadija
Chen Hong Rees Nathan
Chen Xiaoli Shen Shucong "Eric"
Cheng Zhiyun Shen Nuo "Norine"
Cheng Kun "Jack" Shi Zhe
Colleypriest Cameron "Cam" Shi Jiayuan
Constantinou Alexia Song Dooyong
Diederichs Victoria Sun Duhe
Ding Xinchen "Allen" Sundlie Cody
Drake Malcolm Tang Alex
Dube Molly Tansley Aaron
Duszynska Agnieszka "Aga" Tate Ryan
Feng DaYu "David" Troughton Cole
Gao Yuan Tsai Grace "Kyne"
Gierc Nolan Van der Meer Berni
Girard Shawna Vizirtzoglou Kyria
Gorczyca Marek Wallace Nolan
Gottfriedson Alexis Wang Ziqi "Crystal"
Gurtajvir Sandhu Wei Yuxiao "Carol"
Hao Xinyan "Tony" Wen Michael
Hickson Sean Woods Raith
Hodgins Douglas Xi Yunbo "Leo"
Hogness Julie Ye Meng "Eric"
Hong Jennifer Thao "Jenn" Yuan Jingchen
Khataw Raza Zhang Xufei "Shawn"
Kulkhan Manar Zhang Hong
Li Sitong "Jessica" Zhou Tong "Judy"
Locker Jackson Zhou Ruohan
Mah Kevin
Mase Devon
McWilliam Cameron "Cam"
Miao Jing "Alice"
Mitchell Cal "CJ"
F351 2016
Daily Schedule
27-Aug-16
28-Aug-2016 29-Aug-
2016 30-Aug-
2016 31-Aug-
2016 1-Sep-2016 2-Sep-2016
3-Sep-2016
Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Theme/time
Gavin Lake - Practise Skills
IDF ICH SBS Operations Community Silvicultural
Systems
6:45 Make lunch
Breakfast
7:45
Morning Briefing Morning Briefing
Morning Briefing
Morning Briefing
Morning Briefing Morning Briefing
Morning Briefing
Silv. Assign. Due
8:00
Rota
ting T
opic
Sta
tions
Soils & Plants (BEC), Measurement
Travel to Knife Ck (Jct. Rodeo
Dr/Big Meadow)
Drive to CL1 Road
Drive to Fire Lake Rd.
Group A Drive: (8-
8:30)
Group B Drive: (8-
8:30)
Drive to Williams Lake
Course Evaluation
8:00
8:30 Intro to Zone Intro to Zone
Safety Primer,
Logging, Log Quality
Exercise (8:30-11:30
am)
Safety Primer,
Logging, Log Quality
Exercise (8:30-11:30
am)
Gavin Lake -- Silv Systems
8:30
8:45
1 - Site Diagnosis 2 - Silviculture
and Health (& skills matrix) (8:45-10:45)
1 - Site Diagnosis 2 - Silviculture
and Health (& skills matrix) (8:45-10:45)
8:45
9:00 Bathroom Break
9:00
9:15 Intro to Zone
Bathroom Break
9:15
9:30 Move to Grasslnd
Williams Lake Community
Forest; Wild/Urban/Rec Interface Mgt; Fuel Loading
Exercise (9:30-11:45 am)
9:30
9:45
1 - Site Diagnosis 2 - Mule Deer and
Harvesting; Cavity Nests, P. tremulae
9:45
10:00 10:00
10:15 10:15
10:30 10:30
10:45 Groups Switch Groups Switch
10:45
11:00
1 - Site Diagnosis 2 -
Silviculture and Health (& skills matrix) (11:00-1:00)
1 - Site Diagnosis 2 -
Silviculture and Health (& skills
matrix) (11:00-1:00)
11:00
11:15
Marking Exercise/lunch
on the go
11:15
11:30
Drive to 150 Mile Centre
Drive to Wms Lake, Scout
Island
11:30
11:45
Break 11:45 am-12:15 pm Drive to Blue
Lake Rec Stie
11:45
12:00 12:00
12:15 Groups Switch
Break 12:15-12:45
12:15
(Continued on next page…)
4
12:30
Return to Camp & Break 12:30 - 1:15
pm
Break 12:30-1:00
Lunch at Blue Lake Rec Site
12:30
12:45 Drive to Zirnhelt's
12:45
13:00 Break 1:00-
1:30 Break 1:00-
1:30 Zirnhelt Timber Frames
value-added tour (1:00-2:00 pm)
Drive to Sawmills
13:00
13:15
Walk-about and Detritavore Quest. NO Caulks on GL
Creek Bridge! Cross on planks.
Tolko/West Fraser
sawmilils (1:15-2:30
pm)
13:15
13:30 Drive to Edney Lk. Rd.
Drive to CL-1 Rd. 13.75 km
Students depart
(1:30pm)
13:30
13:45 Intro to Exercise
Drive to Xatsull 13:45
14:00
Stand Dynamics
Exercise at ICH Old
Growth Trail; Field Exam #1
(2:00-4:45)
Drive AF Office
Xatsull Heritage
Village, Soda Creek Indian
Band
14:00
14:15 Assemble 3k BMR
Silviculture Exercise in Block 150;
Field Exam #2 (2:15-5:00)
14:15
14:30
Students arrive and check in
throughout afternoon
Range Values, Clint & Karen
Thompson
Break 14:30
14:45 Drive to Rottaker Rd.
Drive AF Office
14:45
15:00 Drive to BR-3 Rd Tolko/West
Fraser sawmilils (3:00-4:15
pm)
Break 15:00
15:15 1-Fire Ecology 2- Bark Beetles
Drive to Big Lake
15:15
15:30
Return to Gavin
15:30
15:45 Groups Switch
Value-added tour, Tudor
houae (3:35-4:30 pm)
15:45
16:00 16:00
16:15
Return to Gavin
Return to Gavin, gas up
vans
16:15
16:30
Gas up vans, Big Lake
Store
16:30
16:45
Free Time (Soup available in Dining Hall before dinner
all week)
Return to Gavin
16:45
17:00
Return to Gavin
17:00
17:15
17:15
17:30
17:30
18:00
Dinner
18:00
7:00 - 9:00
Introductions and review
course objectives
Get-to-know Activity
Skills Matrix Forest
Industry Night Skills Matrix, Assignment
Plant ID Quiz 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 three BC
Interior 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) across elevational and precipitation gradients in
the BC central interior.
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 soil,
climate, vegetation, and wildlife 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
Skills Matrix 15
Field Exams
Plant Quiz
20
10
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. How tall is this tree?
4. Estimate the volume of a tree using i) rough estimation, and ii) height and diameter
measurements and volume equations.
5. How old is this tree? Has it experienced periods of suppression and release? Does it
show any evidence of past lean, decay, or damage?
6. Find your location on the aerial photograph and map. Using your compass and the
map, find the bearing to a point given to you.
7. How many of your paces does it take to go 50 m 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
The instructor will lead you through the soil and humus form keys in your Fall Camp
Reference Package and you will practice:
soil texturing
classification of humus forms, mineral soil horizons, soil great groups
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?
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 (rope
on 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
BAF
3 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, and closely examine
the biotic activity in a small area.
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
lookout 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. If collecting plants, please
do so without killing (i.e. uprooting) the plant. Only collect items that you will use later
on. Otherwise, collecting is not mandatory (but finding and observing the items is
required).
Results
Discuss forest conditions and local management issues in the field with your instructor
and crewmates. Record your daily activities and principal 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. Take a look at everything that is going on within a 1-m
diameter circle on the ground and above. Listen to the sounds of the forest.
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 spiral-bound, plasticized ecosystem ID booklet (also shown in
your Reference Manual) to classify soil and site conditions, and your plant book to
identify plants.
To use this information to evaluate site quality and conditions which limit tree
growth, and 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:
observe the most abundant understory plants (bryophytes, herbs, shrubs), identify
them and estimate the percent cover of the most common 5 species. Compare them to
the BEC subzone vegetation table and look for the best fit for site series;
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,
measure their heights, examine their stem form, branch pattern, bark condition,
health, reconstruct their life history;
note your slope position and aspect and look for best fit for site series on the
landscape profile tool;
dig a soil pit near the plot centre and key out the humus form, soil texture (A and B
horizons), and soil great group. Use these data to key out your soil moisture regime
and soil nutrient regime. Select the best fit for site series on the edatopic grid and site
series identification key ;
as a group, discuss the indicator plants, slope position and soils with your crew mates
and decide on a site series using all of your findings. .
Discuss your observations with your crew and answer the following questions:
What do the plants, soils and terrain suggest about moisture and nutrient availability?
What is the probable stand origin? What factors limit tree establishment and growth on
this site? How will the stand change in the next 50 years?
Is there evidence of wildlife browsing or cavity nesters?
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 link tree form and growth rate of neighbouring trees to their individual life
histories, and stand history.
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 25 m plot, each person in the crew should pick one tree (any size class),
observe the size, form and vigour of the tree, evaluate its life story, discuss.
At the 5 m, 25 m and 50 m marks, establish the following 3 nested plots:
o a 0.56 m radius (1 m2) plot and tally all the tree regeneration (by species)
that is less than 25 cm tall;
o 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 a 5.64 m radius (100 m2) circular plot and tally all trees (by species, and
diameter class) greater than 1.3 m tall; 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. Discuss with your team-mates. 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
trees, their life histories, LWD and 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 portion of aa cut
block.
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 portion of a cut block (the within-block
perimeter for the exercise is flagged with a line of orange ribbon). The stations marked on
your base map are marked in the field with numbered flagging tape. Use these for
orientation during your mapping exercise. Walk through your unit and:
map site series – focusing on major changes in soil fertility or terrain,
describe and map pre-harvest condition and post-harvest 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 TAs by 7:45 am 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
Forest Operations Tour
This tour is during Day 5.
Your Objectives
To understand safety considerations in timber harvesting operations.
To know the phases in timber harvesting.
To observe the linkage between harvesting equipment and site and stand operability
(slope, ground roughness, soils, size and uniformity of trees).
To understand how logging supervisors and contractors work together to protect soil
and water quality, worker safety and optimize harvesting efficiency and log quality.
Methods
Listen carefully to the safety briefings, wear your personal protective equipment, listen to
on-site instructions, and be alert at all times.
Logging sites are dynamic with large moving machinery with poor visibility, trees and
logs in motion, and unstable trees or logs.
Stay with the group and always be alert for moving equipment, logs and changing
weather (e.g. gusts of wind).
During the tour, consider the questions below. The tour guides will stop periodically in
the quieter areas. These are the best places to ask your questions.
Questions
How soils and ground conditions affect choice of equipment and timing of
operations?
How do logging supervisors and contractors communicate about safety,
environmental protection and log quality issues?
Which worker makes the decisions that most affect log quality?
Results
Answer the questions above in your field notebook.
18
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?
19
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: __________________________________________________________
20
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: ________________________________________________
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Mill Tour
This tour is during Day 5.
Your Objectives
To understand safety considerations in wood processing facilities.
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
Listen to the safety briefing. Stay with the group. Wear your personal protective
equipment. Be alert for moving equipment, logs and lumber and other hazards at all
times. Do not reach into or touch any machines or wood products. Conveyers and
equipment can start without notice. Follow on-site instructions.
During the mill tours, consider the questions below. Mills can be noisy. The tour guides
will stop periodically in the quieter areas. These are the best places to ask your questions.
Questions
What use is made of the components of the logs that are not converted to lumber?
How can the suppliers of logs contribute to sawmill efficiency?
Results
Answer the questions above in your field notebook.
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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?
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24
25
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.
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?
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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 /10
For 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, Cathy Koot or Joe Yu, and have them record your participation. Here are some
suggestions on how you can contribute:
In discussion Ken Day/Cathy Koot 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 Joe Yu, design a personal challenge and
complete it while at camp.
Completion of this participation activity is worth 5 marks.
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Plant Identification Quiz
The Plant ID Quiz takes place on the Thursday evening after dinner and is in addition to
your plant id field work during the ecology/silviculture field work as described in the
Skills Matrix.
Underlying Principles:
Plant species are most abundant where soil moisture, nutrients, climate, light, and inter-
species interactions (competition, predation etc.) favour their establishment and growth.
Plants that are strongly associated with particular site conditions are referred to as
‘indicator plants’. Plant features (e.g. leaf size, thickness, waxiness) often reflect
adaptation to particular site conditions. Ecologists and foresters learn local indicator
plants and general plant adaptive features, and use these to assist them in classifying and
mapping ecosystems and predicting site response to management activities.
Assessment:
From the indicator plants collected by instructors in the IDF, ICH and SBS zones and
displayed in the herbarium, samples of 10 species will placed at stations in buildings
around camp. You will be given a start time and destination for your quiz, and a piece of
paper with the station numbers and questions. You will then have 1 minute with each
sample to identify it and answer a question about what it indicates ecologically. This is an
individual test.
Grading scheme:
The Plant ID Quiz is worth 10% of your Fall Camp grade. Note: The field exams on the afternoons of the ICH day and the SBS day are a separate
evaluation. While you may be asked questions about plants, they do not count towards
your Plant ID Quiz grade.
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Notes on Skills Matrix:
The Skills 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 skills. These skills include basic forestry
skills you need when entering 3rd year.
We expect members of each crew to rotate through the tasks in the matrix on each of the
three ecology/silviculture mornings during the site diagnosis field work. All activities in
the “Skills 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' skills, you need to describe the diagnostic features.
Grading scheme:
Completion of the “Skills Matrix” gives you 15 marks. Note: The evening Plant ID Quiz and 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 Skills Matrix.
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Fall Camp Skills Matrix (see notes on previous page)
Instructor*
Plants
For the plants in your site diagnosis field plot, describe their life-form (moss, herb,
shrub…); describe their distinctive features, look them up in the plant book and 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 1.3 m) of a tree to within 3% accuracy
Examine the form, branching pattern, crown and bark - describe the life history of the tree
Estimate the basal area of a stand using your thumb, and a prism
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
With a partner (this activity is done in pairs) - look for a tree showing symptoms of poor health or damage.
Observe the site, stand and tree conditions in the vicinity of the symptomatic tree. Collect one specimen of
an insect OR fungus that can impact forest health (or a symptomatic, identifiable sample from the tree) that
you can label and transport back to camp (be practical!). PLEASE DO NOT COLLECT SPECIMENS
USED FOR ON-SITE DEMONSTRATION (unless the instructor approves it).
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 names 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 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)
Show this specimen to one of the instructors who can confirm your diagnosis and tick you off on the master
matrix. Bring the labeled 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.
