Catalog Description

Advisory: Completion of AGRI 0260 with grade of "C" or better
Hours: 108 (54 lecture, 54 laboratory)
Description: Surveying including angle and distance measurement, leveling and traverse. Public land survey. Topographic map reading and construction. Tree and forest measurements under field conditions. Forest sampling theory. Introductory statistical analysis of forest measurements. (CSU)

Course Student Learning Outcomes

  • CSLO #1: Analyze field measurement data to identify patterns, trends, and anomalies in tree and forest attributes.
  • CSLO #2: Evaluate different forest sampling designs and surveying techniques to determine the most efficient and accurate approach for specific forest conditions.
  • CSLO #3: Construct topographic maps and traverse plots from raw field measurements to represent forest landscapes accurately.
  • CSLO #4: Integrate tree, stand, and topographic measurement data to develop estimates of forest parameters such as basal area, volume, and biomass.
  • CSLO #5: Critique the accuracy and reliability of field data, identifying sources of error and recommending improvements in measurement procedures.
  • CSLO #6: Communicate complex forest measurement results effectively to diverse audiences, using appropriate visualizations, technical terminology, and reasoning.

Effective Term

Fall 2026

Course Type

Credit - Degree-applicable

Contact Hours

108

Outside of Class Hours

108

Total Student Learning Hours

216

Course Objectives

Lecture Objectives
  1. Analyze the purposes and applications of forest measurements in various management and research contexts.
  2. Evaluate and select appropriate instruments and units for forest measurement tasks, considering accuracy, precision, and potential sources of error.
  3. Apply principles of precision, accuracy, and error correction to improve the reliability of field measurements.
  4. Perform and interpret horizontal and vertical distance measurements, angle measurements, and differential leveling, and design procedures to minimize errors.
  5. Plan, conduct, and adjust traverse surveys, including coordinate calculations and closure error corrections, to ensure accurate spatial data.
  6. Interpret PLSS structures and topographic maps, assess slope, aspect, and terrain features, and apply this information to design inventory plots and plan field navigation.
  7. Construct contour plots and small-scale topographic maps from field measurements, relating map features to real-world forest structures and stand conditions.
  8. Measure tree diameter, height, volume, and biomass, critically assessing sources of error and applying calculations to evaluate stand-level characteristics.
  9. Measure basal area and stand density, and integrate individual tree data into accurate stand-level estimates for management and research purposes.
  10. Define populations, samples, and sampling units; compare sampling strategies; and determine appropriate sample sizes to design efficient and unbiased surveys.
  11. Apply statistical analysis (mean, variance, confidence intervals) to forest measurement data, evaluate precision, and interpret patterns for informed decision-making.
  12. Integrate measurements from multiple sources, identify relationships among forest variables, and synthesize findings to support forest management or research conclusions.
  13. Present forest measurement data effectively through tables, graphs, and maps, using visualizations to communicate analyses and support interpretations.

Laboratory Objectives:

  1. Record, organize, and verify field data accurately and consistently.
  2. Analyze the influence of precision, consistency, and ethical considerations on measurement reliability.
  3. Measure horizontal distances and determine magnetic bearings, evaluating instrument performance and field conditions.
  4. Calibrate and validate measurement instruments to ensure accuracy.
  5. Conduct leveling surveys and calculate elevations, identifying and correcting potential sources of error.
  6. Complete traverse surveys, calculate closure errors, and synthesize data to produce accurate topographic representations.
  7. Interpret topographic maps and field elevation data to assess terrain characteristics and potential forest stand attributes.
  8. Apply PLSS concepts to locate land parcels, relate plots to legal descriptions, and integrate mapping with field measurements.
  9. Measure tree diameters and heights accurately, handling special cases and comparing methods to evaluate precision.
  10. Calculate basal area, tree density, and stand-level structure metrics, interpreting results in relation to forest composition and management objectives.
  11. Design and implement appropriate sampling layouts, evaluate sampling precision, and identify potential biases.
  12. Calculate tree and stand volume, biomass, and carbon content, comparing estimation methods and assessing accuracy.
  13. Map and represent stand data spatially using tables, graphs, and maps, evaluating the utility of spatial analysis in forest management.
  14. Integrate all learned measurement techniques in realistic field settings, collaborating to collect and verify comprehensive stand data.
  15. Assess sources of field error and propose process improvements to enhance measurement reliability and efficiency.

General Education Information

  • Approved College Associate Degree GE Applicability
    • AA/AS - Natural Sciences
    • AA/AS - Natural Sciences Laboratory
  • CSU GE Applicability (Recommended-requires CSU approval)
    • Cal-GETC Applicability (Recommended - Requires External Approval)
      • IGETC Applicability (Recommended-requires CSU/UC approval)

        Articulation Information

        • CSU Transferable

        Methods of Evaluation

        • Classroom Discussions
          • Example: In this reading assignment, students will compare two peer-reviewed journal articles focused on forest measurement methodologies. They will critically analyze differences in research design, data collection techniques, and interpretation of results, connecting these to concepts discussed in class. Evaluation will be based on each student’s written comparison summary and participation in class discussion, emphasizing their ability to synthesize findings, identify methodological strengths and limitations, and apply critical thinking to real-world forest measurement studies. Objectives: 2, 3, 8, 10, 11, 12, 13
        • Objective Examinations
          • Example: A forester is planning a forest inventory in a mixed-species stand. She wants to estimate stand basal area and tree height accurately while minimizing field effort. Which combination of measurement and sampling strategies would be most effective? A) Measure all trees in the stand using fixed-area plots with systematic sampling. B) Measure a random sample of trees using variable-radius plots and estimate basal area using a prism. C) Measure only the largest trees using fixed-area plots and extrapolate basal area for the stand. D) Measure every other tree along a transect line without regard for stand structure. Correct Answer: B) Measure a random sample of trees using variable-radius plots and estimate basal area using a prism. Objectives: 2, 3, 8, 10, 12
        • Problem Solving Examinations
          • Example: Students will apply quantitative reasoning and analytical skills to estimate key forest stand parameters—specifically stand basal area and average tree height—using sample plot data from a mixed-species, mixed-age forest. They will perform step-by-step calculations to scale plot measurements to per-hectare values and interpret their results in the context of forest inventory principles. In addition, students will critically evaluate potential sources of error or bias, such as sampling design or measurement inaccuracy, and suggest methods to minimize these issues in future surveys. Evaluation will be based on calculation accuracy, clarity of reasoning, and depth of critical analysis in identifying and addressing potential sources of error. Objectives: 3, 8, 10, 11, 12
        • Projects
          • Example: A forester is planning a forest inventory in a mixed-species stand. She wants to estimate stand basal area and tree height accurately while minimizing field effort. Which combination of measurement and sampling strategies would be most effective? A) Measure all trees in the stand using fixed-area plots with systematic sampling. B) Measure a random sample of trees using variable-radius plots and estimate basal area using a prism. C) Measure only the largest trees using fixed-area plots and extrapolate basal area for the stand. D) Measure every other tree along a transect line without regard for stand structure. Correct Answer: B) Measure a random sample of trees using variable-radius plots and estimate basal area using a prism. Objectives: 2, 3, 8, 10, 12

        Repeatable

        No

        Methods of Instruction

        • Laboratory
        • Lecture/Discussion
        • Distance Learning

        Lab:

        1. Students will determine soil texture by preparing a soil sample, calculating the proportions of sand, silt, and clay, and classifying it using a soil classification triangle. The instructor demonstrates the procedure, explains the calculations, and provides feedback as students work through the process. The students actively engage in sample preparation, measurement, and interpretation, comparing results and discussing sources of error. Both instructor and students conclude with a reflection on how soil texture influences forest management decisions such as tree growth, site productivity, and erosion control.

        Lecture:

        1. Students explore how different management practices affect soil conservation through a combination of lecture and case study analysis. The instructor presents key soil conservation concepts and guides students in applying them to real-world forestry or agricultural scenarios, facilitating discussion and providing feedback throughout. The students work collaboratively in small groups to analyze case studies, identify challenges, and develop practical recommendations for improving soil sustainability. The activity concludes with group presentations, allowing students to share insights and demonstrate their ability to connect theory to management practice.

        Distance Learning

        1. Students learn about the diversity and functions of soil organisms through a multimedia lecture and an interactive concept-mapping exercise. The instructor delivers content via the LMS with accessible materials—video, audio, and transcripts—and provides a structured concept map or table template for students to complete. The students engage independently by watching the lecture, organizing information about different soil organisms and their ecological roles, and visually mapping how these contribute to soil fertility and forest productivity. The instructor then reviews submissions, offering feedback to reinforce conceptual understanding and connections to forest management applications.

        Typical Out of Class Assignments

        Reading Assignments

        Students will read two peer-reviewed articles (≤10 years old) from referred journals (e.g., Forest Ecology and Management, Canadian Journal of Forest Research, Journal of Forestry) that focus on forest measurement, inventory, or sampling methods. They will read both papers thoroughly and produce detailed annotations covering the study objectives, forest type and stand characteristics, measurement or sampling methods, statistical/error analyses, and the key findings and conclusions. The annotated notes should make it easy to compare methodologies and evaluate how each study’s design and analyses support its conclusions. Objectives: 2, 3, 8, 10, 11, 12

        Writing, Problem Solving or Performance

        Students will each select two recent (≤10 years) peer-reviewed articles on forest measurement or sampling from reputable journals, read and annotate them (objectives, stand type, methods, stats/errors, findings), and produce a comparison table that contrasts measurement techniques, sampling design, accuracy/precision, applicability, and noted limitations. They will then write a 2–3 page critical reflection synthesizing which methods are most effective, contexts where one approach outperforms another, biases/limitations, implications for their own fieldwork, and open questions for future research. Grading will consider quality of article selection and annotations, clarity and completeness of the comparison table, depth and critical insight in the reflection, and the substance and engagement of discussion participation. Objectives: 2, 3, 8, 10, 11, 12, 13

        Other (Term projects, research papers, portfolios, etc.)

        Students will compile and curate all key coursework—including field measurements, surveying exercises, sampling assignments, statistical analyses, literature reflections, and the final capstone project—into a cohesive record of their learning and skill development in forest measurements. The portfolio serves as both a professional artifact and a reflective learning tool, demonstrating proficiency in data collection, analysis, and interpretation. Assessment will be based on the completeness and organization of portfolio materials, accuracy and of data and analyses, depth of reflection, integration of theory and practice, and demonstrated progression of skills throughout the course. Objectives: 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13

        Required Materials

        • Forest Measurements
          • Author: H.E. Burkhart, T.E. Avery, B.P. Bullock
          • Publisher: Waveland Press
          • Publication Date: 2019
          • Text Edition: 6
          • Classic Textbook?: Yes
          • OER Link:
          • OER: https://academic.oup.com/jof/article-abstract/117/5/528/5519093?redirectedFrom=fulltext
        • Silviculture and Ecology of Western U.S. Forests
          • Author: Timothy B. Harrington, John D. Bailey, John C. Tappeiner II, and Douglas A. Maguire
          • Publisher: Oregon State University Press
          • Publication Date: 2015
          • Text Edition: 2
          • Classic Textbook?: Yes
          • OER Link:
          • OER:
        • Forest Bioeconomy, Climate Change and Managing the Change
          • Author: Lauri Hetemäki, Jyrki Kangas
          • Publisher: Springer Nature
          • Publication Date: 2022
          • Text Edition: 42
          • Classic Textbook?: Yes
          • OER Link:
          • OER: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.fs.usda.gov/rm/pubs_series/wo/wo_ah445.pdf

        Other materials and-or supplies required of students that contribute to the cost of the course.