Sunset

Graduate Take-Home Exam

This exam is open-book, open-notes. Please do not collaborate on your responses, but let us know if clarification is required.

Submit your responses by 9 April 1999 at 1:00 p.m. Please type your answers (double-spaced). Adhere strictly to the indicated length limits.

  1. Design a realistic role-playing exercise that can be used to illustrate concepts associated with ecosystem management (e.g., cooperation, ethics, adaptive management). The exercise should be based on an actual event, and you should indicate key decisions that were made. The event need not be based on recent events. [50 points]

In-Class Exam

For multiple-choice questions, circle the letter associated with the single best answer.

  1. Determine site index of two sites, each of which has height of ponderosa pine (feet) shown at age 20 years, 40 years, 60 years, 80 years, 100 years, 120 years, and 140 years, respectively. [6 points]
    1. Site 1: 16, 26, 36, 48, 60, 66, 72
    2. Site 2: 16, 25, 34, 45, 56, 61, 66

  2. Select one animal species with which you are familiar. Can you determine which of the above two sites (1, 2) is capable of producing more of the species? Why or why not? [5 points]

  3. List the habitat type of the two sites described on the attached sheets. [14 points]

  4. Use the same animal species you selected above (question 1b). Can you determine which of the two sites (A, B) is capable of producing a higher density of the species? Why or why not? If so, identify the site which is capable of producing the highest density of your selected animal. [7 points]

  5. List the general classes of plant control we discussed in class. List one advantage and one disadvantage of one of the general classes, relative to the other classes. [6 points]

  6. A wildland fire requires an ignition source; historically, lightning served as a primary source of ignition. What two other constraints must be alleviated for wildland fires to occur? List threshold values for alleviation of these constraints. [6 points]

  7. What factor constrained fire occurrence in the Sonoran desert before Anglo settlement? Briefly describe how this factor has changed since Anglo settlement. [6 points]

  8. List 4 reasons that prescribed fires are employed relatively infrequently in vegetation management. [4 points]

  9. Which of the following is not an appropriate ignition source for prescribed fires? Circle the letter associated with the single best answer. [2 points]

    1. matches
    2. aerial ignition device
    3. drip torches
    4. lasers
    5. all of the above are appropriate

  10. In humid woodlands (e.g., southeastern pine savannas), fire suppression causes a reduction in the probability of fire. In semi-arid woodlands (e.g., ponderosa pine savannas), fire suppression contributes to increased flammability of the vegetation. Why do these two systems--which appear to be structurally similar--respond differently to fire exclusion? [5 points]

  11. In shrublands characterized by a grassy understory (e.g., Arizona mesquite shrublands), fire suppression causes a reduction in the probability of fire. In other shrublands (e.g., chaparral, heath, fynbos, scrub, fire suppression contributes to increased flammability of the vegetation. Why do these two systems respond differently to fire exclusion? [5 points]

  12. List two objectives of ecosystem management that differ from objectives of traditional (pre-1990) management. [4 points]

  13. List two of the organizations represented in the role-playing exercise used in class (Dome fire), and list an objective of each of the two organizations. [5 points]

  14. Forest stands on Mt. Lemmon are in terrible condition from the standpoint of timber production: trees have poor form and spacing. The only viable option for genetic improvement of these stands is clearcutting. Why isn't the Forest Service administering extensive clearcuts on the mountain? [5 points]

  15. Which of the following harvest-regeneration systems employs a series of tree removals near the end of the rotation? [2 points]

    1. coppice (without standards)
    2. clearcut
    3. seed-tree
    4. shelterwood
    5. single-tree selection

  16. Which of the following harvest-regeneration systems has the least potential for genetic improvement of trees? [2 points]

    1. coppice (without standards)
    2. clearcut
    3. seed-tree
    4. shelterwood
    5. single-tree selection

  17. Which of the following harvest-regeneration systems has the most potential for genetic improvement of trees? [2 points]

    1. coppice (without standards)
    2. clearcut
    3. seed-tree
    4. shelterwood
    5. single-tree selection

  18. Which of the following harvest-regeneration systems can be used to produce even-aged stands of shade-tolerant species? [2 points]

    1. coppice (without standards)
    2. clearcut
    3. seed-tree
    4. shelterwood
    5. single-tree selection

  19. Which of the following harvest-regeneration systems produces uneven-aged stands? [2 points]

    1. coppice (without standards)
    2. clearcut
    3. seed-tree
    4. shelterwood
    5. single-tree selection

  20. Which harvest-regeneration system is rarely used on conifers, but commonly used with angiosperms? [2 points]

    1. coppice (without standards)
    2. clearcut
    3. seed-tree
    4. shelterwood
    5. single-tree selection

  21. What do you believe is the most important attribute a natural resource manager can possess? Briefly defend your choice. [8 points]