ENVI 260: Field Techniques for Environmental Technicians

University of Alaska Fairbanks College of Rural and Community Development

Course Syllabus

Course Title: / Field Techniques for Environmental Technicians
Dept. & Num: / ENVI 260
Credits: / 2 (1+3)
Prerequisites: / ENVI 101 OR NRM 101, ENVI 110 AND 100 level 4 credit lab science course OR permission of instructor
Dates: / TBA
Days & Times: / TBA
Location: / Face to face
Instructor:
Phone:
Fax:
Email:
Texts: / Dr. Todd Radenbaugh
907.842.5109 or 1.800.478.5109
907.842.5692

1) Bower, J. E., J. H. Zar & C. N. von Ende. 2008. Field and Laboratory Methods for General Ecology, 5th edition. McGraw Hill.
2) Elzinga, C., Salzer, D., & J. Willoughby. 1998. Measuring and Monitoring Plant Populations
3) Field, C. & C. Field. 1999. Alaska’s Seashore Creatures: A Guide to Selected Marine Invertebrates. Alaska Northwest Books
Supplies / UAF BBC will provide sampling and collection storage equipment.

Course Description

This course provides hands-on instruction in interdisciplinary field and laboratory techniques used by environmental technicians. Basic methods for sampling and studying terrestrial or aquatic ecosystems will be introduced. Students will participate in data collection and analysis procedures as part of an independent research project.

Capstone research report:

This course is the second in a three-course series beginning with ENVI 101 (Introduction to Environmental Science) and ending with ENVI 265 (Introduction to Methods in Environmental Studies Reporting). Upon completion of these three courses, students will have completed a capstone research project, a key assessed outcome where the students will collect and analyze data, and present results in a scientific format. This type of training is important in rural areas with a need for persons with skills in natural resources-related fields. Thus, rural individuals will be required to understand and participate in data collection and analysis in order to relate results to their local and regional employers, corporations and agencies.

Note:

Upon instructor approval, a student may complete a directed individual research project beyond the scope of this syllabus as long as course goals and student outcomes are met

Course Goals/Outcomes:

Course goals: Upon completion of this course, students will:

  • Understand the concepts of interdisciplinary field and laboratory techniques for environmental sciences
  • Observe and conduct multiple methods for environmental sampling
  • Design a research project based on demonstrated ecological sampling techniques
  • Collect data for research project using field and/or specific laboratory equipment
  • Analyze data using appropriate computer programs
  • Archive data for use later in ENVI 265

Student Outcomes: Students will demonstrate an understanding of field research techniques by completing the following:

  • Use the scientific method and critical thinking to understand environmental problems and discoveries
  • Collect quantitative scientific data
  • Conduct multiple environmental and ecological sampling methods
  • Demonstrate field safety procedures
  • Operate scientific equipment in field and laboratory conditions

Instructional Methods: Summer Intensive – face-to-face lectures, demonstrations, and student exercises i.e., field and laboratory data collection and analysis

Course Calendar:

Day 1: Introduction to field work (4 hours lecture, 4 hours lab)

Students will already have a broad understanding of environmental studies and sampling techniques from their ENVI 101 and ENVI 110 courses. The goal of this day is to introduce students to the course and have them begin to understand various sampling techniques and goals for environmental technicians and how the different techniques will study particular ecological systems.

Morning

  • Course logistics – review expectations of students and the rubrics for their independent project and field notebook
  • The scientific method
  • Sampling objectives
  • Basic probability

Afternoon

  • Introduction to field research – demonstrate basic field equipment; designing data forms and keeping field notebooks
  • Field safety
  • Sampling, counting and spatial-temporal scales (field demonstration at AKDFG fish count site at Squaw Creek)
  • Quality assurance, quality control, and quality assessment measures

Homework

  1. Read in Measuring and Monitoring, Chapter 1 Introduction and Chapter 2, Monitoring Overview.
  2. Read in Field and Laboratory Methods, Chapters 3a. Plot Sampling, 3b. Transect Sampling, and 3c. Point-quarter Sampling in ‘Field and Laboratory Methods for General Ecology’
  3. Review in Measuring and Monitoring Appendix 12, Field Equipment and Field Hints and Appendix 15, Data Forms in ‘Measuring and Monitoring Plant Populations’
  4. Critique one of the data forms in Appendix 15 based upon discussions in class.

Day 2: Methods in Plant Community Analysis (2 hours lecture, 6 hours lab)

The objective of this exercise is to compare different methods of analyzing plant communities in the field for the study of plant/plant or plant/animal associations in ecological situations. The students will also perform various vegetation sampling techniques in the field as a class. The instructor will discuss recommended uses for each sampling technique: the advantages and disadvantages and how to properly record the data gathered.

Morning

  • Identifying key plants and lichens using herbarium in lab and in field
  • Discussion – sampling techniques and what is being measured
  • What is the population of interest?
  • What is the appropriate sampling unit?
  • How many units should be sampled?
  • Introduction to random sampling: restricted random sampling and cluster sampling
  • Introduction to animal counts: fish weirs

Afternoon

  • Vegetation sampling demonstrations:

1. Plot based sampling methods

Size, plot number, plot arrangement, plot shape

2. Transect methods

Transect length, sample spacing, using with plot method

3. Quarter point methods

Random placement, what to measure

Homework

  1. Read in Field and Laboratory Methods, Chapters 1a. Ecological Sampling
  2. Read in Measuring and Monitoring Chapter 9 Data Collection and Data Management
  3. Read through the Alaska marine invertebrate field guide.

Day 3: Invertebrate Species Assemblages in Nushagak Bay (2 hours lecture, 6 hours lab)

The objective this exercise is to review the various methods commonly used to investigate species assemblages in the lab and field. The students will also perform various invertebrate sampling techniques in the field as a class. The instructor will discuss recommended uses for each sampling technique: the advantages and disadvantages and how to properly record the data gathered.

Morning

  • Species assemblages and community structure in the Nushagak Bay estuary system
  • Species diversity – examples in laboratory of common species found in Nushagak Bay
  • Introduction of indices of community similarity

Afternoon

  • Field demonstration and data collection by seine netting, bottom sampling, and water collections at different intertidal zones to examine and collect dominate species in each zone and the physiographic features. Trace the development of species assemblages through older age classes and include diversity indices.

Homework

  1. Read in Field and Laboratory Methods Chapter 5
  2. Describe why it might be important to use diversity measurements when studying species assemblages where you live.

Day 4: Project Planning and Design (2 hours lecture, 6 hours lab)

The goal of this exercise is to allow the students time to design and discuss their independent research project with the instructor. Before going into the field, the students must have a hypothesis, know what they will need for data collection purposes, collect all the sampling equipment they will need for their sampling and being a literature review.

Morning

  • Students will spend this time working with the instructor and discussing ideas with other students to plan and design their research project. Students will need to record their project designs at the beginning of their field notebooks and include a clearly stated problem question, and a detailed description of the methods including a detailed equipment list, data to be collected and/or other observations to be made.

Afternoon

  • Planning a literature search
  • Finding the literature
  • Selecting and evaluating appropriate literature
  • Computer lab – students will perform individual literature searches relevant to their individual research projects.

Homework

  1. Read in Field and Laboratory Methods, Chapters 1b. and Data Description and Analysis
  2. Read in Measuring and Monitoring, Chapter 11, Statistical Analysis
  3. Review in Measuring and Monitoring, Appendix 8. Terms and Formulas Commonly Used in Statistics

Day 5: Student Project Data Collection and Processing (8 hours lab)

The next two days will focus on the students’ individual research projects. Students will spend this time collecting their field data and processing their collected samples in the lab, if needed. There will be two instructors present, so students will be supervised in and transported to both the field and the lab, if needed. Gathering, maintaining, and cleaning lab and field equipment will be part of the field data collection process.

All day

  • Before heading to the field, students will need to gather all needed equipment. This will have been determined on Day 4.
  • Students will spend the day sampling and collecting their field data for their research project with instructor supervision. If needed, students will be spending some of this time in the lab. If a student is finished with their collection and lab work, they may work in the computer lab on their literature review.

Homework

  1. Read in Field and Laboratory, Chapter 6a Biomass Measurements

Day 6: Student Project Data Collection and Processing (continued) (8 hours lab)

All day

  • Students will spend the day sampling and collecting their field data for their research project with instructor supervision. If needed, students will be spending some of this time in the lab. If a student is finished with their collection and lab work, they may work in the computer lab on their literature review.

Day 7: Project Data Collection Completion (4 hours lecture, 4 hours lab)

The goal of this exercise is for students to wrap-up their data collection and to begin the process of preparing their project for the second phase, which will be analysis and write-up in ENVI 265.

Morning

  • Computer lab – the instructor will provide an introduction to using and creating spreadsheets for data analysis. Students will use Excel to create spreadsheets for their data and then enter the data into the computer. Students will have their spreadsheets and analyze the data in ENVI 265. The students will give an electronic copy of their spreadsheets to the instructor.
  • Complete field notebooks – students will work individually to work on completing their field notebooks. The notebooks are due at the end of the class.

Afternoon

  • Discussion of use of data in ENVI 265
  • Course wrap-up – lab and equipment clean up and storage
  • Course evaluations

Expectations of Course Participants

During this seven-day course, students will be required to design and conduct a research field project in vegetation sampling (or other instructor approved project) with instructor guidance. Students will be responsible for learning the proper field sampling techniques, reading background material, organizing data collection materials maintaining a field notebook, and the collection and processing of data for their individual project. Students will use the data collected during this course in ENV 265 for basic statistical analysis and to write up into a scientific paper.

Participants will read assigned materials, contribute to the class discussions, and complete field and laboratory assignments. The list of reference and reading materials will be reviewed before the class so participants can share their learning and insights during the course.

Labs

Due to the nature of this course, a very large component of the class will focus on field data collection and laboratory analysis. Hands-on exercises and projects reinforce learning and provide additional information not available in lectures. Thus, the field data collections and lab components are essential to a complete understanding of field sciences. Field data collections and laboratory analysis also provide an opportunity for you to make your own interpretations of environmental parameters using practiced techniques.

Course Evaluation:

Grades in this course will be determined as follows:

ActivityPoints

Project design and data collection:= 80 (rubric to be distributed during class)

Field notebook:= 58 (sample rubric at the end of the syllabus)

Homework= 20 pts

Participation= 21 (3 pts/day)

Attendance:= 21 (3 pts/day)

Total=200

Overall Course Grade:

Grade / Points / Definition
A / 200-175 / An honor grade. Demonstrates originality, independence, a thorough mastery of the field work; completing more work than is regularly required and conducted experiments on own without being asked. Demonstrates a deep understanding of scientific principles, presented with exceptional clarity & poise.
B / 174-150 / Better than the average. Above the average expectation. Work is accomplished on time and field notebook presented neatly and thoroughly but do not have the depth and originality for an “A”.
C / 149-125 / Average. The student grasps the essential information; field work is complete and presented on time. Field note book kept up to date with acceptable entries.
D / 124-100 / Below average. Student misses significant aspects of the techniques and does not maintain field notes. Material is not turned in on time; student is unprepared to conduct research. Field notebook not satisfactorily maintained.
F / 99 - below / Student was unable to complete the research on time with at least a 60% understanding and presentation.

Support and Disability Services:

Tutoring is available to eligible students through UAF Student Support Services or Bristol Bay Campus. Contact UAF via the Internet at or BBC by calling the toll free number at 1.800.478.5109.

Library services are available at or call the toll free library information number at 1.800.478.5348 and ask for the off-campus librarian.

UAF has a Disability Services office that operates in conjunction with the College of Rural and Community Development (CRCD) campuses and UAF’s Center for Distance Education (CDE). Disability Services, a part of UAF’s Center for Health and Counseling, provides academic accommodations to enrolled students who are identified as being eligible for these services.

If you believe you are eligible, please visit on the web or contact a student affairs staff person at the Bristol Bay Campus.You can also contact Disability Services on the Fairbanks Campus at (907) 474-7043,

“The Office of Disability Services implements the Americans with Disabilities Act (ADA), and insures that UAF students have equal access to the campus and course materials. I will work with the Office of Disabilities Services (203 WHIT, 474.7043) to provide reasonable accommodation to students with disabilities.”

Sample Field Notebook Grading Rubric

Essential element / 0 pts / 1-5 pts / 6-10 pts / 11-15 pts / 16-19 pts
Name and title of project
Score: _/1 pt / Not present / Title accurately reflect sthe theme of the project (1 pt max)
Preparation
Score:_/19 pts / None stated / Incorrect list or only partial list of activities or misunderstands purpose / List of activities with no detail / Complete list of activities but missing some details / Complete list of activities with detailed descriptions, complete calculations; original and clear language
Results
Score:_/19 pts / Not present / Neither clear data labels nor organized. 50% or more of data missing. / Organized but data labels unclear or source of data clear but unorganized, 25% or more of data missing. / Organized but data labels unclear or source of data clear but disorganized. / Organized and complete with clearly labeled data showing an accurate product in an logical order
Post-lab Reflection
Score:_/19 pts / None stated / 25% of complete summary or does not summarize or omits initial conclusions. / 50% of complete summary / 75% of complete summary / Summarizes initial findings and draws conclusions and/or notes changes in procedures, answers leading questions
Total Score:
______/58 pts

Supplemental Reading List

Field techniques references manuals

  • Elzinga, C.L., Salzar, D.W. and J.W. Willoughby. 1998. Measuring and

Monitoring Plant Populations. U.S. Department of the Interior. Bureau of Land Management Technical Reference 1730-1.

  • Enger, E. D., B. F. Smith, H. Marcum, D. A. Aborn, and W. M. Alexander. 1999. Field and Laboratory Exercises in Environmental Science. McGraw-Hill.
  • National Range and Pasture Handbook. 1997. Natural Resources Conservation Service, United States Department of Agriculture Grazing Lands Technology Institute (GLTI), Fort Worth, Texas.

Reference Reading List

  • Alaska Geographic. 1990. The Nushagak River. Alaska Geographic Volume 17.
  • Chapin, F. S., III, R. L. Jefferies, J. F. Reynolds, G. R. Shaver, and J. Svoboda, editors. 1992. Arctic ecosystems in a changing climate: an eco-physiological perspective. Academic Press, San Diego.
  • Chapin, F. S. III, and G. R. Shaver. 1985. Arctic. Chapter 2: Arctic in Physiological Ecology of North American Plant Communities. Pp 16-39.
  • Griggs, R. F. 1936. The Vegetation of the Katmai District. Ecology. 17:380-417
  • Gotelli, N. J. 1998. A Primer of Ecology. Sinauer Associates, Inc. Sunderland, Massachusetts.
  • Kawagley, A. O. 1995. A Yupiaq Worldview: A Pathway to Ecology and Spirit. Waveland Press, Illinois.
  • Pielou, E. C. 1994. A Naturalist's Guide to the Arctic. University of Chicago Press, Chicago.
  • Tande, G. and R. Lipkin. 2003. Wetlands and Sedges of Alaska. Alaska Natural Heritage Program, Environment and Natural Resources Institute, University of Alaska Anchorage.
  • US Fish and Wildlife Service. 1986. Togiak National Wildlife Refuge Comprehensive Conservation Plan, Environmental Impact Statement. Wilderness Review. Region 7, Anchorage, AK.
  • USGS. 1995. Eco-regions of Alaska. US Geological Survey Professional Paper 1567.
  • Viereck, L. A. and e. l. Little, Jr. 2007. Alaska Trees and Shrubs. 2nd edition, Snowy Owl Books, University of Alaska Press, Fairbanks.
  • Young, S. B. 1989. To the Arctic: An Introduction to the Far Northern World. John Wiley & Sons, Inc, New York.