Studying Transects

A transect is a basic ecological tool.  Researchers actively search for gradients, for example, so that they can observe and measure changes.  For example, a rainfall gradient will help a researcher understand the importance of rainfall to plant communities.  Species are expected to change, either in their presence or absence or in their growth, as the rainfall increases from site to site.

Novice

• Has no particular understanding of the importance of transects.
• Can carry out simple measurements if provided with clear instructions.
• Has no knowledge of the way data should be analyzed or presented.
• Can not interpret data from transects beyond the most basic and obvious features.
• Is not familiar with basic geographic coordinate systems.
• Has little, if any, experience using Google Earth.

Advanced Beginner

• Understands the importance of transects and the need for comparable data from all sites.
• Is able to collect data with some supervision.
• Can carry out the procedures for data analysis if given detailed instructions.
• Does not readily interpret transect data beyond the generally obvious patterns.
• Can navigate in a virtual 3D landscape using Google Earth.
• Understands the basic concept of GPS systems and can obtain geographic coordinates in the field.
• Is able to place a location marker on Google Earth in reference to a specific problem.

Competent

• Knows how to set up transects, collect data and do a variety of analyses.
• Understands the fundamental structure of community data and recognizes the proper analysis tools.
• Has experience evaluating appropriate sample sizes.
• Actively uses Google Earth to locate and understand sites.
• Is able to create data overlays (points and maps) and to place them on Google Earth.

Proficient

• Has an intuitive appreciation for community data.
• Uses a variety of tools to analyze and display the results of community analyses.
• Creates high-quality maps which appropriately display classifications.

Expert

• Creates new tools and mash-ups for use in community analysis.

Please Note: The skills and behaviors for this topic are under development.

Safety

Safety is a top concern. Everyone must be trained in the necessary skills. Everyone who does field work should, at all times, display the behavior that is appropriate for staying safe and keeping others safe.

Novice

• Expects other people to take care of safety concerns.
• Allows self confidence to be the guide.
• Ignores safety advice.
• Fails to gather the large-scale context of the location (is not "site aware").
• Shows no concern for the safety or well-being of other people.
• Communicates poorly, especially regarding group activities.
• Believes that accidents happen to "other people."
• Defers to other people to solve emergency problems.

Advanced Beginner

• Understands that there are dangers, even in places that might be considered safe elsewhere.
• Prepares for some emergencies.
• Is generally prepared to handle simple health problems.
• Has some knowledge of the places and procedures for taking people to emergency treatment.

Competent

• Anticipates problems and knows the locations of nearby emergency resources.
• Assumes a leadership position and confidently delegates responsibilities to other people.
• Has a good knowledge of how to solve most common health-related problems.
• Encourages other people to behave in a risk-aversive fashion.
• Confirms that appropriate first-aid resources are always available.

Proficient

• Plans activities that prepare people to be emergency responders.
• Prepares supplies and equipment so that emergency needs are covered.
• Confirms locations and availability of emergency services.
• Devises emergency procedures
• Requires that other people meet training standards.

Expert

• Anticipates the situations that might arise and skillfully guides everyone to a safer situation.
• Uses opportunities to coach safety in ways that are subtle and unobtrusive.
• Develops safety procedures, sets standards, and enforces attitudes relevant to safety.
• Finds acceptable alternative procedures for tasks that are safer.
• Handles safety responses with maturity and in-depth knowledge of the situation and environment.
• Delegates responsibilities so that other people develop higher-level safety skills.

Photography

Photography is a skill that all field botanists must master. Good images are used in many ways.

Novice

• Uses a simple "point and shoot" digital camera (perhaps even a cell-phone camera).
• Takes few photographs, with most photographs involving events (rather than subjects).
• Keeps photos that are poor quality.
• Shows no regard for camera care.
• Tends to keep photos on camera media and has only a rudimentary knowledge of photo downloading.
• Fails to set the local date and time on the camera.
• Has no organized way to share photos.
• Utilizes no particular workflow and is often unprepared to take a photo (e.g., dead battery, full memory).

Advanced Beginner

• Uses a good "point and shoot" or simple SLR camera (but uses auto mode or few of the features).
• Takes many photographs using a variety of subjects.
• Deletes most photos that have flaws (e.g., out of focus, poor lighting).
• Performs basic camera maintenance on an ad hoc basis.
• Set the local date and time on the camera.
• Shares some photos on an on-line site (e.g., Picasa, Flickr).
• Organizes some photos on a local computer, likely using a combination of folders.
• Keeps information about images by renaming most photo files.
• Has a general workflow but is inconsistent in its use.

Competent

• Uses a camera with advanced (manual) settings (e.g., zoom or multiple lenses, focus, ISO, f-stop, shutter speed) and regularly uses these.
• Carries an advanced "point and shoot" camera that is rugged (e.g., waterproof) for extreme environmental conditions (or weight/bulk restrictions).
• Uses a daily workflow that insures that all elements of the photo system are organized and available.
• Takes many photographs and selects those worth keeping.
• Processes all kept photos with general software(e.g., Photoshop) to improve the design and quality.
• Adds key metadata to photo collections, including georeferencing information.
• Regularly maintains photo collections on public sites (e.g., Picasa, Flickr)
• Maintains cameras carefully, including frequently cleaning the lens, and the use of filters to protect the lens.
• Keeps photos fairly well organized and generally makes backups.
• Understands and abides by ethical standards in taking and sharing photos.
• Involves other people in taking photos.

Proficient

• Adds quality DSLR lenses and other accessories that allow high-quality capture in difficult situations (e.g., low light, distance).
• Carries a tripod and cable release when the situation requires a stable camera.
• Uses controlled lighting (e.g., reflectors, flash) in some situations.
• Carefully reviews images frequently and makes sure to add photos so that collections are complete.
• Processes all photos with both general software and, when needed, specialized software.
• Maintains a complete collection of photographs in a highly organized way with automatic backup protection.
• Involves other people in capturing needed images, including instructing them in best-practices photography.

Expert

• Uses high-end camera gear very naturally.
• Finds unique opportunities to capture high quality photographs.
• Creates photo collections that are outstanding for their creativity and technical quality.
• Controls lighting in unique ways for optimal results.

Please Note: The skills and behaviors for this topic are under development.

Maps and Overlays

There are essential skills involving the collection of spatial data and its visualization in the context of maps. In addition, it is important to be able to use on-line mapping services.

Novice

• Draws simple sketch maps without much regard for scale or orientation.
• Uses information-based maps superficially and only when asked.
• Knows how to do basic map navigation.
• Obtains geographic coordinates from a GPS receiver in a default format.
• Understands the basic concept of latitude and longitude.
• Finds the geographic coordinates of a given location.
• Demonstrates a fundamental knowledge of operating an on-line map service such as Google Earth.

Advanced Beginner

• Creates simple maps that are accurate and informative.
• Seeks information-based maps to understand spatial relationships.
• Navigates with maps.
• Uses on-line map services, such as Google Earth, as an exploratory tool.
• Adds information, such as points or lines, to on-line map services.
• Builds publication-quality maps by tracing, using a computer-based drawing program.

Competent

• Creates map overlays for on-line map services.
• Uses a GPS receiver with confidence to record tracks and waypoints.
• Converts GPS data to different formats.
• Displays geographic data in meaningful ways.

Proficient

Expert

Please Note: The skills and behaviors for this topic are under development.

Weather and Climate

The concepts of climate and weather relate to the same information, but at different scales.  Moreover, there is the implication that there is a difference in spatial scale between these two concepts. The intent of this set of skills and behaviors is to put the short term weather events into their historical and spatial context of the climate. The characteristics of the recent weather are critical in understanding observations made on the vegetation, as well as farming and other human activities.

Novice

• Has little awareness of the weather beyond the current conditions.
• Is not interested in weather predictions, either short- or long-term.
• Has no knowledge of past weather conditions, except perhaps extraordinary events.
• Makes no particular effort to anticipate needs for future weather events (e.g., upcoming rain).
• Has little knowledge of the local factors that influence the weather and climate.
• Knows about seasonal patterns, but only for the local region.

Advanced Beginner

• Pays some attention to the current weather patterns.
• Periodically checks near-term weather predictions.
• Has some knowledge of the past weather patterns beyond the occurrence of extraordinary events.
• Understands and can explain the majority of the broad regional factors that include the weather and climate.
• Knows about the regional differences in patterns, including seasonal differences.

Competent

• Is knowledgeable about the weather over the entire continent.
• Frequently checks on weather predictions over continent-wide areas.
• Uses satellite, radar and other images to help understand the local, regional and continent-wide patterns.
• Understands the broad (global) factors that influence the weather and climate patterns.
• Handles data which are related weather and climate and portrays these in ways in which patterns can be discerned.
• Discusses the importance of climate change and relates this to local weather observations.
• Observes phenological patterns and notes changes in the timing of events when these occur.
• Is comfortable using a variety of graphical tools to portray and explain climate patterns.
• Has the ability to construct and maintain a standard weather station from commercially-available sensors and recorders.
• Monitors extreme weather events.
• Understands the systems used to place sites in bioclimatic zones.

Proficient

• Creates maps which involve climate-related phenomena.
• Constructs and maintains a network of weather stations.

Expert

• Experiments with new visualization techniques.
• Uses real-time links to weather information and monitors these sources for interesting events.

Please Note: This set of skills and behaviors is under development.