Instructors:

Dr. Long's Home Page

Assisting:
Cierra Schobert, Erin Maehr, several other students

Office Hours:

You may drop by the offices anytime. However, we are responsible for other programs at the University, and we cannot guarantee office hours. In the past, due to the intensive nature of the course, individual questions were generally resolved during breaks and lunch.

Course Schedules:

Common Lecture: Monday, Wednesday, Friday: 8:00 am - 12:15 pm (Per. 1-3)
Section 1 Lab: Monday: 2:00-4:45 pm; Tuesday: 8:00 am-4:45 pm
Section 2 Lab: Wednesday: 2:00-4:45 pm; Thursday: 8:00 am-4:45 pm

Course Description:

The course includes identification, classification, nomenclature, uses and characteristic habitats of the major tree species of the United States as well as common understory and wetland species in the southern United States.

Course Objectives:

Upon completing the course, students will be able to:

Teaching Methods:

Lecture, discussion, student presentations, group activities, demonstrations, assigned readings and hands-on laboratory sessions and field study.

Class Texts:

• Harrar, E.S. and J.G. Harrar. 1962. Guide to southern trees, second edition. Dover Publications, Inc. New York. 709 p.
• Miller, J.H. and K.V. Miller. 1999. Forest plants of the Southeast and their wildlife uses. Southern Weed Science Soc., Auburn, AL. 454 p.

Equipment and Clothing:

You are required to have a hand lens (of at least 10 power), a sharp pocket knife and clothing which will withstand direct sun, rainy days and rough vegetation and terrain. Most laboratory sessions are in the field. You also need a canteen or similar vessel for water. Should you desire, snake-leggings will be provided on request. If you are prone to irritations or allergies by mosquitoes, fire ants, chiggers, ticks and poisonous plants, it is strongly recommended that you always use repellents and take precautions during and after each lab session.

If you are allergic to insect bites, or if you have other medical conditions for which emergency treatment may be required, it is your responsibility to inform the instructors before the course starts, about: (1) your specific condition, (2) where you keep your medicine, and (3) how to administer emergency treatment should the situation arise. Field labs are long and tedious (oops, we mean energizing); therefore, if you are diabetic it is your responsibility to maintain your personal supply of required food or liquids, should you need them, in order to continue the laboratory.

Lyme disease, which may be contracted through tick bites, is a disease that all people working in natural resources should respect. While not fatal, it can be very painful and even debilitating. It is a risk of the profession; therefore, it is your professional responsibility to wear clothing and repellents that will minimize your chances of getting this disease. Even with these precautions, you should conduct a "tick search" each day after field sessions. (Additional information: www.lymediseaseinformation.com or search on ‘lyme disease’)

Class Readings and References:

Burns, R.M. and B.H. Honkala. 1990. Silvics of North America, Volumes 1 (conifers) and 2 (hardwoods). U.S.D.A. For. Ser. Agr. Handbook No. 654. Washington, D.C. 675 & 877 p.
www.na.fs.fed.us/spfo/pubs/silvics_manual/volume_1/vol1_Table_of_contents.htm (substitute 2 for the hardwoods)

Dressler, R.L., D.W. Hall, K.D. Perkins & N.H. Williams. 1987. Identification manual for wetland plant species of Florida. IFAS, UF SP-35. 297 p.

Duncan, W.H. and M.B. Duncan. 1988. Trees of the southeastern United States. The University of Georgia Press, Athens. 322 p.

Elias, T.S. 1980. The complete trees of North America, field guide and natural history. Gramercy Publishing Company, New York. 948 p.

Foote, L.E. & S.B. Jones, Jr. 1989. Native shrubs and woody vines of the Southeast. Timber Press, Portland, Oregon. 199 p.

Godfrey, R.K. 1988. Trees, shrubs, and woody vines of northern Florida and adjacent Georgia and Alabama. Univ. of Georgia Press. Athens. 734 p.

Harlow, W.M., Harrar, E.S., Hardin, J.W. and F.M. White. 1996. Textbook of dendrology (eighth ed.). McGraw-Hill, Inc. New York. 534 p.

Hepting, G.H. 1971. Diseases of forest and shade trees of the United States. U.S.D.A. For. Ser. Agr. Handbook No. 386. Washington, D.C. 658 p.

Little, E.L. Jr. 1979. Checklist of United States trees (native and naturalized). U.S.D.A. For. Ser. Agr. Handbook No. 541. Washington, D.C. 375 p.

Peattie, D.C. 1991. A natural history of trees of eastern and central North America. Houghton Mifflin Company, Boston. 606 p.

Perkins, K.D. and W.W. Payne. 1984. Guide to the poisonous and irritant plants of Florida. Cir. 441, IFAS, Univ. of Florida. Gainesville. 91 p.

Schopmeyer, C.S. 1974. Seeds of woody plants in the United States. U.S.D.A. For. Ser. Agr. Handbook No. 450. Washington, D.C. 883 p.

Taylor, W.K. 1992. The guide to Florida wildflowers. Taylor Publishing Co., Dallas, Texas, 320 p.

West, Erdman.1984. Poisonous plants around the home. Bulletin 175 D. IFAS, Univ. of Florida. Gainesville. 38 p.

Wunderlin, R.P. & B. Hansen. 2003. Guide to the vascular plants of Florida, 2nd Ed.. University Press of Florida. Gainesville. 796 p.

Web sites:

Virginia Tech Dendrology Page
Trees of the Pacific Northwest
Aquatic Plants
Trees of Florida
Florida Forest Plants

Class and Laboratory Attendance:

Due to the size of each class and lab section, roll call will usually not be taken. As a new natural resources professional you are expected to assume the responsibility of choosing when absence from class or lab is to your personal or professional advantage. For whatever reason may justify your absence, you are entirely responsible for obtaining the information missed from someone other than the instructors. A student missing a lab cannot make up the missed session by attending a lab of the other section. No make-up tests will be given for absence from the exams or quizzes.

Examinations/Graded Exercises:

Lectures will be directed discussions, explanations and question/answers from the material that you have been assigned to read. They will also contain additional information that is not in the text or this manual. Outlines for most lectures are included in the manual to assist your note taking.

Lecture Exams will be comprehensive, covering all material presented in lecture, laboratory and reading assignments from the beginning of the course. The format of each exam will vary, and may include definitions, compare/contrast, short answer, fill in the blanks, multiple choice, true/false, list/explain, crossword puzzle completions, construction of plant identification keys and maybe short essay questions. Once in a while, a real plant specimen might even show up during the exam, crying out for you to identify it.

Laboratory:

A plant identification-information quiz will be given at the beginning of each Tuesday and Thursday lab session. The format of each quiz will remain constant but the length and value of the quizzes will vary. For each plant on each quiz, you will be expected to print, correctly and legibly in scientific nomenclature, the family to which the plant belongs, the binomial name of the plant, the accepted common name of the plant, and answer any question regarding the plant that has been discussed in lecture, lab or the text and readings.

There will be a time limit on each identification specimen on each quiz. In order to allow you to adjust to the testing type and procedures, initially you will be given 2 minutes for each plant. The time limit will be reduced gradually to 30 seconds per plant before the final field exam.

Correct spelling and presentation of scientific nomenclature (family and binomial) is essential! Regardless of the weights of laboratory or lecture quizzes, ½ credit will be deducted from each word of scientific nomenclature that is not spelled or presented correctly!

Paper/Presentation:

Each student will prepare a 2 to 3 page paper on a selected species, using class references and whatever additional library resources you prefer. Your primary objective is to briefly describe the species, its silvics, phenology and range, then focus the major portion of the paper on history and use of the species. Your secondary objective is to make the paper fascinating to read. That is, find all the interesting descriptions you can of how it has been used, where it has been grown, and natural history of the species. Papers should be typed or word processed and double spaced (with normal 1" margins). They should contain at least 5 different references, with at least 3 references from textbooks or journals. References must be properly cited in the text and at the end of the paper (the list at the end of the paper does not need to be included as part of the 3-page limit), and citations should follow the pattern on the second page of this manual. Papers are due June 1! The 50 possible points will be determined on the basis of neatness, breadth of information, presentation style, and your participation on the group presentation (see below). Two copies of the paper should be turned in on June 1.

In the fourth and fifth week of classes, groups of four or five students will give a group presentation on their particular species. In 20 minutes or less, their goal will be to share with the class the key identifying characteristics and importance of their individual species as well as the major ways to differentiate each of their species from the others in their group (e.g., morphology, uses, elevation and habitat, successional stage). Slides, power point presentations or overheads will be welcome; remember that only two or three visual aids can be effectively used during a 5-minute period. Remember to acknowledge the source of any slides or pictures you might obtain from internet sites. You should also prepare a 1-page (maximum) summary of key points about each species to distribute to the class before the group presentation. This will save furious note taking, and help everyone concentrate on your nuggets of information and marvelous delivery style. Some of this information may show up on exams!

Click here to view species list for the papers and presentations. A signup sheet will be circulated during the first lecture class, and you may randomly or deliberately, select a "favorite" species to write/talk about. Days of presentation for each group will be assigned on May 11. Remember, your group presentations are to be superlative models of collaborative effort and entertainment.

Herbarium Collection:

You may find yourselves in future professional positions in which collection and identification of new/unknown plants will be important for your own reference or for presentation to others. Many of you may want to collect plants for this course in make-shift presses (such as your notebook, yesterday's Alligator, or the bottom of your backpack), for studying and review. Or you may want to more deliberately collect, dry and press specimens for the sheer joy of doing so. Proper press and mounting procedures will be demonstrated in lab. Collected specimens should be of good quality, pressed flat and dried. Once specimens are pressed and dried they should be mounted on good quality paper for inclusion in a loose-leaf binder or similar collection system. Mounted specimens should be arranged to show the distinguishing characteristics of the leaves, buds and twigs. On the bottom, right, front side of each mounted specimen an herbarium label (including correct scientific name with authors, location of live specimen, associated species, date of collection, your name, and other information) will help you in later review of your collection.

Grading:

Grades for the course will be based on a total of 800 points, allocated as shown below.

Policy on Questioning Test Scores: Questions on quiz or exam scores must be addressed before the end of the next class period after the quizzes or exams are returned.

Grades:

Academic Honesty:

Should a member of the class be suspected of obtaining information from inappropriate sources during a field quiz or written exam, the student will be given a verbal reprimand and a grade of -0- on the particular exercise in question. In addition, a written description of the incident will be placed in the student's permanent file. In the event of a second occurrence, the University of Florida policies regarding these activities will be followed.

As a result of completing the registration form at the University of Florida, every student has signed the following statement: "I understand that the University of Florida expects its students to be honest in all their academic work. I agree to adhere to this commitment to academic honesty and understand that my failure to comply with this commitment may result in disciplinary action up to and including expulsion from the University."

Keep in mind that no grade ever justifies sacrificing your potential professional career.

Software Use:

All faculty, staff and students of the University are required and expected to obey the laws and legal agreements governing software use. Failure to do so can lead to monetary damages and/or criminal penalties for the individual violator. Because such violations are also against University policies and rules, disciplinary action will be taken as appropriate.

Incompletes will be dealt with according to University of Florida undergraduate catalog policy. No special projects will be given for raising low scores, so begin by taking your first assignments and tests seriously.

UF Counseling Services:

Resources are available on campus for students having personal problems or lacking clear career and academic goals that interfere with their academic performance. These resources include: University Counseling Center (301 Peabody Hall 392 1575) for personal and career counseling; Student Mental Health (Student Health Care Center 392 1171) for personal counseling; Sexual Assault Recovery Services (Student Health Care Center 392 1161 x 6) for sexual counseling; and Career Resource Center (Reitz Union 392 1601) for career development assistance and counseling.

Species for Paper/Presentation:

Lecture Outline:

Updated 10/3/05