·Becomefamiliar with the organisms that inhabit the Alaskan taiga and tundra and theiradaptations
·Beable to identify the mammals, birds, trees, and many of the common floweringherbs that we are likely to see
·Beable to use field guides and dichotomous keys to identify less common species
·Studybiotic and abiotic mechanisms influencing species distributions and communityorganization in taiga and tundra
·Becomefamiliar with environmental issues relating to habitats we will visit
·Developa question into a scientific investigation that can be carried out while we areon the trip
·Conducta group project at two sites
· Plan itinerary, meals, and living arrangementsfor our two week trip
Wewill meet for two intensive days to prepare for the course trip. There will be lectures on arctic andboreal ecology including composition of communities, species interactions, andsuccession. Readings from handoutsof Barbour and Billings, Van Cleve et al, and other sources will be assignedfor discussion – available in a coursepak, which should be picked up beforeclasses end in May, and readings should be completed before meeting. Each student will prepare a presentationon an important organism or geological feature of the Alaskan taiga or tundraon campus. This presentation of 15to 25 minutes should include visual aids, and should describe the organism(s)and its habitat, its adaptations and ecological interactions, how to identifyit (them) in the field, how likely we are to see them, and where. It will be necessary to find literatureabout current research being done on the organisms, and to make copies of atleast one paper of interest for classmates so that there will be somediscussion. Presenters shouldprepare at least 3 questions that could be investigated that are related to theorganism or geological feature (not necessarily that you would be able to do whilethere, but questions that intrigue you). Each student will then havea particular area of expertise as we serendipitously encounter organisms in thefield.