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Course: BIS 358, Fall 2009
School: Washington
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State Washington Ecoregions: West-side Marine Shoreline / West-side fir s- r Montane l a fi To ug nd o a Alpine D Gr Ecosystems of the Western Hemlock Ecoregion Forest Ecosystems Hemlock Cedar Douglas-fir Forests Forested Wetlands Douglas-fir / Grand fir Non-Forested Ecosystems Prairies Non-Forested Wetlands Streams Lakes Sitka Spruce Pond. Pine Shrub Steppe Palouse Prairie Alder Forests Oak Woodlands...

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State Washington Ecoregions: West-side Marine Shoreline / West-side fir s- r Montane l a fi To ug nd o a Alpine D Gr Ecosystems of the Western Hemlock Ecoregion Forest Ecosystems Hemlock Cedar Douglas-fir Forests Forested Wetlands Douglas-fir / Grand fir Non-Forested Ecosystems Prairies Non-Forested Wetlands Streams Lakes Sitka Spruce Pond. Pine Shrub Steppe Palouse Prairie Alder Forests Oak Woodlands Western Hemlock West-side Montane Alpine: Silver fir; Mountain hemlock; Subalpine fir; Alpine Environment of the Western Hemlock Ecoregion Coastal environment: wet & fairly mild temperatures Ecoregion (Seattle) for reference Sitka Spruce Western Hemlock Silver Fir Mountain Hemlock Subalpine Fir Alpine Elevation Range (ft.) 0 0 500 0 2500 1900 4200 4200 5900 4200 - 5800 >5000 - >7000 Avg. Annual Temp (F) 53 52 47 42 39 39 37.5* Avg annual precip (cm) 86 200 300 150 300 220 280 160 - 280 100 - 150 46* Mature Forests of the Western Hemlock Ecroregion Low elevation forests Forests originally dominated by large, old evergreen trees Why evergreen? Mature WH Forest Ecosystem Productivity WA WH Forests are HIGHLY productive: Annual Net Primary Productivity of Ecosystems Ecosystem Type Mean NPP g C / m2 / yr Range of NPP g C / m2 / yr Characteristic large, old evergreens of lowland forests Douglas-fir Height (ft) Life span (yrs) Shade tolerance Growth in open Succession 280 800 - 1200 Western hemlock 200 500 Western red cedar 200 800 1000 Terrestrial Uplands Tropical rain forest Temperate evergreen forest Temperate deciduous forest Boreal forest Woodland & shrubland Temperate grassland Tundra and alpine 2,200 1,320 1,200 800 700 600 140 90 2,000 250 2,500 1,800 125 1,000 - 3,500 600 - 2,500 600 - 2,500 400 - 2,000 250 - 1,200 200 - 1,500 10 - 400 10 - 250 800 - 6,000 100 - 1,500 500 - 4,000 500 - 4,000 2 - 400 gC/ m2 /yr Desert & semidesert scrub Lassoie et al. 1985 Freshwater Wetlands Swamp & marsh Lake and stream WHY? Marine Algal beds and reefs Estuaries Open Ocean Pseudotsuga mensezeii Tsuga heterophylla Thuja plicata 1 Succession in Lowland Forests Pioneer & early seral stages Western red cedar Western red cedar Succession in Lowland Forests Mid to late seral stages Douglas-fir Douglas-fir Western hemlock Western hemlock Succession in Lowland Forests Late seral to climax stages Western red cedar Succession in Lowland Forests Fire & the Forest Mosaic Fire Gap Douglas-fir What else maintains the MOSAIC? Western hemlock Mature Forests of the Western Hemlock Ecoregion Complex vertical structure promotes habitat diversity in mature forests Mature Forests of the Western Hemlock Ecoregion Within overall forest structure there are four key structural elements 1. 2. 3. 4. Nurse Log 2 Mature Forests of the Western Hemlock Ecoregion Conditions on the forest floor Chronic shade Cool Moist / humid Little wind Mature Forests of the Western Hemlock Ecoregion Animal Species Nearly as diverse as coastal Sitka Spruce forests ~ 210 native vertebrates Animals strongly tied to mature forest conditions overall structure & habitat elements 56 vertebrate species use cavities of large trees Northern spotted owl 42 vertebrate species use woody debris Douglas squirrel (Tamiasciurus douglasii) Other species similar to Sitka Spruce forests Marbeled Murrelet Understory plants adapted to stressful conditions Data: NAS (2000); Bunnell & Chan-McLeod (1997); Johnson & ONeil (2001) Photos from Mathews (1988) Mature Forests of the Western Hemlock Ecoregion Animal Species Forests support very high animal diversity for nation Disturbance in Mature Western Hemlock Forest Ecosystems Fires return interval of ~ Spruce forests (1,146 years) Fire consequences severe High fuel loads stand destroying crown fires usual with fire Many species fire avoiders Wind disturbance significant but not nearly as often or intense as Sitka Spruce forests years is much more frequent than Sitka Data possibly inflated by Native American burning WA + OR % US Conifer Forest Lands: 6.8 % US Breeding Birds: 37 % US Cavity Nesters: 58 % US Mammals: 42 % US Mammals (> 1 kg): 56 Data: NAS (2000); Bunnell & Chan-McLeod (1997); Johnson & ONeil (2001) Western Hemlock Forests: Human Impacts & Management Most of our lowland forests are heavily managed for production Western Hemlock Forests: Human Impacts & Management Less than 10% of original forests remain at low elevations in western WA Forest harvest Wishkah Valley WA DNR 1998 3 Western Hemlock Forests: Human Impacts & Management The landscape patterns of harvest are critical for understanding ecological impacts Western Hemlock Forests: Human Impacts & Management Plantation forests are not the same ecologically Old growth forest Plantation forest Oak Woodlands & Prairies in the Western Hemlock Ecoregion Oak Woodland & Prairie Ecosystems Oak Woodland & Prairie Ecosystems in Grey San Juan Island Prairies Olympic Peninsula Prairies South Puget Prairies WA GAP Analysis project 1996 Oak Woodland & Prairie Ecosystems Evergreen forests dont cover everything why? Prairies & oak woodlands of South Puget Sound Oak Woodland & Prairie Ecosystems Development of Puget Prairies 18,000 YBP 15,000 YBP Glacier recedes Mima Mounds Prairie Natural Area Preserve 12-15,000 YBP Coarse, droughty substrate Garry Oak Glacial woodland Heritage Park 4 Oak Woodland & Prairie Ecosystems Oak Woodland & Prairie Ecosystems Development of Puget Prairies 10 - 12,000 YBP Grasses & forbs establish Development of Puget Prairies 10,000 YBP Soil holds more water & nutrients Trees & shrubs begin to establish 7 - 10,000 YBP 9 - 10,000 YBP Organic matter added; Soil building Climate shift: HYPSITHERMAL Too warm & dry for trees; prairies remain Oak Woodland & Prairie Ecosystems Oak Woodland & Prairie Ecosystems Development of Puget Prairies 5 - 7,000 YBP Climate cools & becomes more wet Trees & shrubs begin to establish again Humans arrive 200 - 7,000 YBP Soil OM builds rapidly Forest establishes Development of Puget Prairies 5 - 7,000 YBP Climate cools & becomes more wet Trees & shrubs begin to establish again Humans arrive 200 - 7,000 YBP FIRE Native Americans use fire to keep trees & shrubs out maintaining prairie EDAPHIC Prairies originally there due to soil conditions Maintained by humans Oak Woodland & Prairie Ecosystems Oak Woodland & Prairie Ecosystems Prairies in San Juan Islands, NE Olympic Peninsula & Coastal Bluffs Development of Puget Prairies Post European settlement Just a little different 5 Oak Woodland & Prairie Ecosystems As unique ecosystems they provide habitat for unique plants Oak Woodland & Prairie Ecosystems As unique ecosystems they provide habitat for unique critters Camas (Camassia quamash) Mazama Pocket Gopher Golden paintbrush (Castilleja levisecta) Many unique species of butterflies (this is an Anise Swallowtail) Photos from Dunn & Ewing (1997) Oak Woodland & Prairie Ecosystems: Human Impacts Prairie covers about 8% of historical extent in South Puget Sound Oak Woodland & Prairie Ecosystems: Human Impacts Invasive Species are another threat Causes of Prairie Loss Hall (1995) Tacoma Urban development Forest invasion Agriculture Olympia Scotch Broom (Cytisus scoparius) Fort Lewis Crawford & Hall 1997 Wetlands & Streams in the Western Hemlock Ecoregion Freshwater Wetland Ecosystems Diversity of wetland types Forested Shrub 6 Freshwater Wetland Ecosystems Diversity of wetland types Emergent Aquatic Bed Freshwater Wetland Ecosystems Unique Wetland Types: Bogs Freshwater Wetland Ecosystems Unique, OBLIGATE wetland species Freshwater Wetland Productivity Freshwater wetlands are among the most productive ecosystems Even higher than old growth forests per unit area Annual Net Primary Productivity of Ecosystems Ecosystem Type Mean NPP g C / m2 / yr Range of NPP g C / m2 / yr Terrestrial Uplands Tropical rain forest Temperate evergreen forest Temperate deciduous forest Boreal forest Woodland & shrubland Temperate grassland Tundra and alpine Desert & semidesert scrub 2,200 1,320 1,200 800 700 600 140 90 2,000 250 2,500 1,800 125 1,000 - 3,500 600 - 2,500 600 - 2,500 400 - 2,000 250 - 1,200 200 - 1,500 10 - 400 10 - 250 800 - 6,000 100 - 1,500 500 - 4,000 500 - 4,000 2 - 400 Freshwater Wetlands Swamp & marsh Lake and stream Marine Algal beds and reefs Estuaries Open Ocean Freshwater Wetland Ecosystems Why are freshwater wetlands so highly productive ? A. B. C. D. E. F. Freshwater...

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Washington - BIS - 358
Washington State Ecoregions: West-sideMarine Shoreline/ West-side fir s- r Montane l a fi ug nd To o D Gra AlpineWest-side Montane to Alpine EcoregionsWestern WA Alpine Mountain hemlock Silver fir Subalpine fir Eastern WADouglas-fir / Grand fi
Washington - BIS - 358
Washington State Ecoregions: East-SideMarine Shoreline/ West-side fir s- r Montane l a fi To ug nd o a Alpine D GrDouglas-fir / Grand fir EcoregionDouglas-fir / Grand firSitka Spruce Pond. PineShrub Steppe Western HemlockPalouse Prairie
Washington - BIS - 358
Name_ In this assignment we will try to estimate how much you contribute to the emission of carbon dioxide, CO2. CO2 is emitted every time you use electric energy, drive your car, use hot water, etc. Fill out the worksheet. Once you filled out the wo
Washington - BIS - 358
Outline Global Climate and Climate Change: Drivers and VariabilitySarah Strode UW Program on Climate Change Feb. 11, 2008 What controls the Earths climate? - the greenhouse effect - forcings and feedbacks How does climate change on different times
Washington - BIS - 358
Climate Impacts in the Pacific NorthwestJustin Minder Sandra Pennyhttp:/users.owt.com/chubbard/gcdam/What is Climate?www.alaskakenairiverfishing.comClimate is what you expect Weather is what you get Weather: Characteristics of the atmosphere
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BES 316Spring 2009INTRODUCTION TO THE COURSE & THE CAMPUS WETLANDS: CONNECTING CONCEPTS TO FIELD OBSERVATIONS Goals for Today1. To become familiar with the course. 2. To learn about the campus wetland restoration project. 3. To practice connecti
Washington - BES - 316
BES 316MEASURING ORGANISM ABUNDANCE & DESCRIBING BIOLOGICAL COMMUNITIES Goals for Today20091. To learn about selected approaches to assessing the abundance of organisms within a plant community 2. To contrast these different approaches to plant
Washington - BES - 316
BES 316VEGETATION DATA ANALYSIS Goals for Today20091. To learn about and practice data analysis approaches for the vegetation data collected last week 2. To learn and practice appropriate design of visual materials for representing data in an o
Washington - BES - 316
BES 316MICROENVIRONMENTAL ANALYSIS Goals for Today1. To learn about approaches to field microclimate analysis 2. To understand equipment applications & limitations 3. To practice collecting microclimate dataSpring 2009SCHEDULE for MAY 4, 2009
Washington - BES - 316
BES 316MICROENVIRONMENTAL ANALYSIS Goals for Today1. To learn about approaches to field microclimate analysis 2. To understand equipment applications & limitations 3. To practice collecting microclimate dataSpring 2009SCHEDULE for MAY 6, 2009
Washington - BES - 316
BES 316SOIL FIELD ANALYSIS AND COLLECTION PART I Goals for Today1. To learn about selected approaches in the analysis of soils from field sites 2. To understand equipment applications & limitations 3. To explore properties of soils from contrasti
Washington - BES - 316
SoilsMicroenvironmentsAboveground environmentMicroclimateBelowground environmentEdaphic factors soil environmentDefinitions of SOILGeologic definition: Loose surface of the earth as distinguished from solid bedrock (support of plant lif
Washington - BES - 316
BES 316SOIL FIELD ANALYSIS AND COLLECTION PART II Goals for Today1. To learn about selected approaches in the analysis of soils from field sites 2. To understand equipment applications & limitations 3. To explore properties of soils from contrast
Washington - BES - 316
BES 316SOIL LABORATORY ANALYSIS Goals for Today1. To learn about selected approaches in the lab analysis of soils 2. To understand equipment applications & limitations 3. To explore properties of soils from contrasting field sites 4. To understand
Washington - BES - 489
Ecoregions of Washington StateBES 489 Winter 2009Washington State EcoregionsMarine Nearshore West-side Montane To Alpine Douglas-fir / Grand firSitka Spruce Western Hemlock Ponderosa PinePalouse PrairieShrub SteppeWest-side Montane Alpin
Washington - BES - 489
Marine Shoreline EcosystemsMarine EcosystemsI. Habitats1. Habitat Zones 2. Locations 3. Perspectives in Geological TimeII. Ecosystems1. Oceanic & Neritic Ecosystems 2. Littoral EcosystemsIII. Human Interactions1. Introduced Species 2. Harve
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Rocky Intertidal1. Rocky Intertidal OrganismsA) Primary Producers: examplesMacroalgae & Crustose algaeBrown Algae dominate mid to id lower intertidalRed Algaemost prominent upper to mid intertidalGreen Algae most prominent upper to mid int
Washington - BES - 489
BES 489Winter 2009Freshwater EcosystemsI. Freshwater Ecosystem Types 1. Definition & classificationFreshwater Wetlands in the NorthwestII. Freshwater Wetland Ecology 1. Wetland productivity 2. Wetland environments 3. Ecological functions III
Washington - BES - 489
BES 489Winter 2009Western Lowland ForestsI. Western Washington Forest Zones II. Forest Community Diversity in the Western Hemlock ZoneWestern Lowland Forest EcosystemsIII. Lowland Old Growth Forest Communities IV. IV Biotic Interactions in L
Washington - BES - 489
BES489Winter2009WestSideLowlandForestEcologySupplementaryIllustrationsFigures used in lectures that are enlarged here for easier reading
Washington - BES - 301
BES301ScienceMethods&Practice9/24/08o CourseIntroduction:goals&structure o TheScientificMethod o ScienceasaWayofKnowing o NaturalSciencesatUWB I.CourseIntroduction:goals&structure 1.GeneralCourseGoals(1)afoundationalcourseforBachelorofScience(
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Science Methods & Practice Sept. 29, 2008BES 301Scientific InquiryHow do we "do science" ?ObservationsScientific InquiryReflectionQuestion "Inquiry Cycle" Actions Conclusions Applications Further questions Hypotheses Study design
Washington - BES - 301
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Science Methods & Practice November 5, 2008BES 30132.6 cm 23.2 14.1 35.2 36.8 45.1 33.5 33.9 16.6 38.2Describing Scientific Data23.2 31.6 35.6 26.2 36.7 32.4 42.6 27.8 42.8 47.6 These data need to be included in a report to Pacific Salmon Commi
Washington - BES - 301
Science Methods & PracticeBES 301November 12, 2008Interpreting Scientific DataReed Canary Grass (Phalaris arundinacae) - RCGInterpreting Data & Statistical Test ResultsInvasive non-native species of grass that takes over freshwater wetland
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Proper Developmental Toys for Infants:Baby Steps presents, "Grow and Go"Bonnie Elder and Megan Salley introduce toy small description Make it sound fun Perfect for parents and your infants Portable Car High chair Lap At such a critical
S.F. State - ONLINE - 856
A Linear Programming Optimization of Chateau DeCline's Bottling PlanPresenter 1: Ann Presenter 2: Binh Presenter 3: Carl Presenter 4: DanSystem Constr aints Chaut ea Decline has t he following supplies and cost s for t heir pr oduct s, as well a
S.F. State - ONLINE - 856
Student and Outsider Evaluation of 856 Project Presentations- SPRING 09 Presenting Team _Members_ Evaluator_ Evaluator's Team _ Content and Structure: Was the project scope clear and understandable? Do the project goals seem specific and attainable,
S.F. State - ONLINE - 856
Intra-Team Self-Evaluation 856 Project Presentation Intra-Team assessment (the only place where difference in individual effort is noted on the project) Everyone on the team starts off with a 90%. If you have 3 people on your team, the team has 270%
S.F. State - ONLINE - 856
#># #]#)#7# # # ## #! #"#$# %#&#'#(# #:#! #'"#("#)"#*"#+"#,"#-"#."#/"#0"#1"#2"#3"#4"#5"#6"#7"#8"#9"#:"#; "#<"#="# F#3#%atE#0`3fHEExif#II*## #(## 1# #2#i#2#T#OLYMPUS DIGITAL CAMERA #OLYMPUS IMAGING CORP. #u730/S730 #H#H#Version 1.0 #2008:01:12 12:
S.F. State - ONLINE - 856
III. Bechtel Project Management Work ProcessesPresented by: Jim McLain, Project Management ConsultantPresented to: San Francisco State University Graduate Students, Course DS 856, San Francisco, April 29-30, 2009HOW PROJECTS ARE ORGANIZEDProje
S.F. State - ONLINE - 856
Person 1 Person 2 Person 3 WBS ID Description short med long short med long short med long avg short avg.med 102 Engineering 95 100 105 97 100 103 93 96 100 95.0 98.7 103 PM 14 15 17 14 16 18 13 14 15 13.7 15.0 104 R/W Property Acc. 44 48 52 45 50 52
S.F. State - ONLINE - 856
Extra Practice (and answers) for Chapter 6 (1) First attempt Problem 11 without looking at the solution below:(2) This next one is modified from Prob 12: Given the following list of activities, durations and predecessors: activity Duration (wks) Pr
S.F. State - ONLINE - 856
More Practice for Chapter 8 (Resources) The two examples below highlight the difference between a time-constrained verses a resource constrained approach. While in reality some hybrid approach may be possible (both relax the schedule slightly and hir
S.F. State - ONLINE - 856
Prior to project start, we have MS A_id aid_1 aid_2 aid_3 aid_4 aid_5 aid_6 book A_id A B C D E F Dur 2 2 4 3 3 2 tot SL 0 2 0 1 0 0Note: the brown stuff is given to us- in advance, as here's an example where *costs* ar task PV 20 15 100 35 120 30
S.F. State - ONLINE - 856
This is the supporting Excel document for the Group Exercise Example in the Ch13 PPTstask a1 a2 a3 a4 a5 a6 a7predeces duration task cost sors (periods) cost breakdown none 2 20 linear a1 2 24 initial high intensity: 2/3s of cost accrued in 1st p
S.F. State - ONLINE - 856
Another example to show how NPV rate may effect project selection yearly rate of return year Project C outflows inflows undiscounted net return discounted net returns Project D outflows inflows undiscounted net return discounted net returns -400 -400
S.F. State - ONLINE - 856
activity A B C D E F Gpredecessor none A B A A D,E C,Fa 5 11 5 9 4 6 3days m 5 11 6 9 5 6 3b 5 14 7 15 12 12 6(a+4b+b)/6 [(b-a)/6]^2 te var 5 0 11.5 0.250 6 0.111 10 1.000 6 1.778 7 1.000 3.5 0.250Assume we want to be done by28 daysfi
S.F. State - ONLINE - 856
Activity a1 a2 a3 a4 a5 a6durationpredecessors 30 -13 a1 20 a1 16 a2 6 a3 5 a5,a6Activity a1 a2 a3 a4 a5 a6 CPM pathsa 17 6 16 13 2 2m 29 12 19 16 5 5b 47 24 28 19 14 8te=(a+b+4m)/6 var=(b-a)/6)^2 stdev 30 25 13 9 20 4 16 1 6 4 5 15 3
S.F. State - ONLINE - 856
Activity A B C D E Fpredecessor a none A B A A C,E,Fm 8 5 10 10 18 20 10 7 15 15 18 22b 12 9 20 50 18 42te= (4m+a+b)/6 10 7 15 20 18 25var = ( b-a)/6 )^2 0.44 0.44 2.78 44.44 0 13.44Look at each Path Path1 A->B->C->F Path2 A->D->F path3 A
S.F. State - ONLINE - 856
task a1 a2 a3 a4 a5 a6 a7 a8dur (wks) resources task predecessor(s) 2 3 none 3 2 a1 2 3 a2 1 2 a1 2 2 a1 7 2 a4,a5 2 3 a3 2 2 a6,a7a-Gantt chart task dur (wks) resources wk1 wk2 a1 2 3 3 a2 3 2 a3 2 3 a4 1 2 a5 2 2 a6 7 2 a7 2 3 a8 2 2 total res
S.F. State - ONLINE - 856
Activity A B C D E F GPRECEDENT -A A A B C,D E,FNormal time ormal cost rashedtime N C Crashedcost max days avail (cost/day) slope duration 3 50 2 70 1 20 25 6 80 4 160 2 40 24 10 60 9 90 1 30 23 11 50 7 150 4 25 22 8 100 6 160 2 30 21 5 40 4 70 1
S.F. State - ONLINE - 856
pt2You need to reduce the project to be 1 day shorterWe don't have any benefit info for shortening. We look at the cp and see what is the cheapest activity to shorten. (a1) So s predecessor days activities duration -a1 a1 a2 a3 a1 a4,a5,a6 reduce
S.F. State - ONLINE - 856
15% discount rate PrID pr1 pr2 pr3 pr4 pr5 pr6 pr7 pr8 pr9 pr10want to max:$1,705.7$1,641.6$1,705.7y0:initial net y1 net y2 net Decision coders y0 no extra with extra project description type coders returns return return NPV Variables used
S.F. State - ONLINE - 856
CH5 Exercises 1. Mrs. Tolstoy and her husband, Serge, are planning their dream house. The lot for the house sits high on a hill with a beautiful view of the Appalachian Mountains. The plans for the house show the size of the house to be 2,900 square