Date | Subject | Reading Assignment | ||
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Sept. | 6 | What's Happening? Course introduction and principles | CP-2 Rowe papers (pp. 1-11)
FE-Cha. 1 & 2 |
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F | 8 | Ecological frameworks; concepts of ecosystem, site, and community; understory tolerance | FE-Cha. 5 (pp. 94-98 REQ)
FE-Cha. 15 REQ |
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M | 11 | Physiography and geomorphic process I |
FE-Cha. 10-Physiography |
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W | 13 | Physiography and geomorphic processes II | Lab 1 review questions |
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F | 15 | Dry-mesic and mesic forest ecosystems | CP-Vegetation sampling (pp. 12-14)
FE-Cha. 8-Light (OPT) |
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M | 18 | Soil relationships; nutrients | FE Cha. 11-Soil (REQ) |
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W | 20 | Radrick Forest analysis & synthesis | Radrick review questions
FE pp 454-457 (REQ) |
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F | 22 | Radrick Forest revisited; forest history, fire, and succession | FE-Cha. 9-Temperature (OPT) |
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M | 25 | Soil relations cont., acid effects; humus | Catch-up on required readings |
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W | 27 | Haven Hill forest ecosystems -- analysis & synthesis | Haven Hill review questions |
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F | 29 | Northern Forest Trip. Leave 6 a.m., return Sunday ca. 8 p.m. | Catch-up on required readings |
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Oct. | 2 | Soil moisture and moisture stress | FE-Cha. 6-Water relations (pp.144-148 REQ) |
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W | 4 | Northern Forest ecosystems -- analysis & synthesis | FE-Cha. 5-Reproduction (pp.98-121 OPT) |
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F | 6 | Northern Forest ecosystems -- analysis & synthesis (cont.) | Review assigned readings |
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M | 9 | River floodplain ecosystems -- physiography & fluvial processes | Review for Performance I |
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W | 11 | PERFORMANCE I | |
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F | 13 | River floodplain ecology (continued) | |
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M | 16 | Southern Appalachian forest ecosystems | |
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W | 18 | Huron River floodplain ecosystems -- analysis & synthesis | |
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Th-S | 19-
22 |
Smoky Mountains Trip. Pack vans Wednesday night, October 15. Leave 6 a.m. Thursday; return Sunday evening 7-8 p.m. | |
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M | 23 | Variation: genetic & environmental | FE-Cha. 4-Variation (pp.63-68 REQ) |
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W | 25 | Smoky Mountains ecosystems -- analysis & synthesis | |
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F | 27 | Smoky Mountains ecosystems -- analysis & synthesis continued; richness and diversity | |
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M | 30 | Niche; succession as an ecosystem process | FE-Cha. 17-Succession (pp. 443-450 REQ)
FE-Cha. 15 (pp.380-383 REQ) FE-Cha. 4-Niche (p. 87 REQ) |
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Nov. | 1 | Deciduous swamp ecosystems -- analysis & synthesis | FE-Cha. 17-Succession (pp.450-484 REQ) |
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F | 3 | Succession in deciduous swamp ecosystems; American elm decline | |
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M | 6 | Animal-plant relationships | FE-Cha. 14-Animals (OPT) |
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W | 8 | Ecosystems of Mystery -- analysis & synthesis | FE-Cha.12-Fire (pp.279-290 REQ) |
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F | 10 | Fire ecology | FE-Cha. 16-Fire (pp.409-428 REQ) |
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M | 13 | Site Quality Evaluation: Site Index | FE Introduction to Site (pp.149-152 REQ)
FE-Cha. 13-Site quality (pp.298-306 REQ) |
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W | 15 | Ecosystems of Mystery II -- analysis & synthesis | Fe-Cha. 13-Site quality (pp.306-314 REQ) |
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F | 17 | Ecosystem evaluation by soil-site studies; Vegetation; habitat types | Review for Performance II |
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M | 20 | PERFORMANCE II | |
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W | 22 | Lake plain ecosystems -- analysis & synthesis | |
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-----THANKSGIVING----- | |||
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M | 27 | Standortskunde (Site Science) in Baden-Wurtemberg Germany | CP pp. 15-16 (Geo- and bio-ecosystems REQ) |
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W | 29 | Landscape Ecology I. Concepts and examples of regional and local landscape ecosystems | CP pp. 17-28 (Regional LDSP of MI REQ)
FE-Cha. 2 (Spatial Scale, Review) FE-Cha. 21 (pp. 613-614, 628-639 REQ) |
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Dec. | 1 | Landscape Ecology II. Local landscape ecosystems and ecosystem diversity | |
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M | 4 | Landscape Ecology III. To be announced | |
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W | 6 | Genecology I: Population differentiation -- concepts & photoperiodic races | FE-Cha. 4 (pp.63-83 REQ) |
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F | 8 | Genecology II: Examples of regional and local race formation | FE-Cha. 4 (pp.83-92 REQ) |
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M | 11 | Overview of landscape ecology and genecology; ecosystem management | |
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W | 13 | Resume |
FINAL: Monday, December 18, -- 4-6 p.m.
GRADING: Field performance
23%; 67% for the three lecture-lab performances (25% on best, 22% on next
best, 20% on poorest); Regeneration Paper 10%.. Written evaluations
by Lidia and Alan and evaluation by BVB on field and class performance
and participation will be used to assign final grades for people on borderlines
(A or A-; B- or B, etc.).