Government Resources for Inquiry- Based Learning in AP Environmental Science APAC / July 20 th, 2012...

Government Resources for Inquiry-Based Learning in

AP Environmental Science

APAC / July 20th, 2012

Dr. Mark Ewoldsen, College Board Advisor on the AP Env. Science Test Development Committee

Karen Lionberger, Director of Curriculum & Content Dev. College Board – AP Program

Goals of the AP® Science RevisionTo produce a more inclusive and more engaging program of study for each AP science discipline by identifying:

The concepts to be studied in depth and measured on the exams

The need for a reduction in breadth of course content and an increase in depth of understanding

The essential reasoning and inquiry skills that are to be supported with instruction and measured on the exams – science practices

Emerging areas of research that capture essential concepts within the discipline and engage diverse student populations

How do Students Feel About Labs Now?

““Why do we have to learn this material?”Why do we have to learn this material?”

““This is depressing...”This is depressing...”

““What is the purpose of this lab?”What is the purpose of this lab?”

““How do I write the procedure?”How do I write the procedure?”

““Are my results correct?”Are my results correct?”

““Do I need to...”Do I need to...”

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Paradigm Shift for Students (and Teachers)

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How “Scientific” How “Scientific” are AP Sciences?are AP Sciences?

The Science Educational Reform Efforts & the “Science Practices”

NRC’s (Common Core) Scientific and Engineering Practices1. Asking questions (for science) and defining problems (for engineering)2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational thinking6. Constructing explanations (for science) and designing solutions (for engineering)7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating information

We are all speaking the same language!

Compare the Science Practices for AP Science to the following:

“Cookbook” Labs Inquiry-Based Investigations Almost any “traditional” lab can be modified to focus on

student-centered inquiry A spectrum of guidance can be given to students depending

on the lab structure

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The Investigation is Over…NOW WHAT? The post-lab discourse is one of THE most important

aspects of the investigation….and often the most disregarded component

Students should engage in rich, didactic critique of their experimental design and analysis

WHY is this important?

Gov't Resources Used in Inquiry-Based Investigations

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EPA – Greenhouse Gas Emission Inventory

Gas / Source 1990 2005 2006 2007 2008 2009 2010

CH4 Total* 668.3 625.8 664.6 656.2 667.9 672.2 666.5

Natural Gas Systems 189.6 190.5 217.7 205.3 212.7 220.9 215.4

Enteric Fermentation

133.8 139.0 141.4 143.8 143.4 142.6 141.3

Landfills 147.7 112.7 111.7 111.7 113.1 111.2 107.8Coal Mining 84.1 56.8 58.1 57.8 66.9 70.1 72.6Manure Mgt 31.7 47.9 48.4 52.7 51.8 50.7 52.0Rice Cultivation 7.1 6.8 5.9 6.2 7.2 7.3 8.6

Gas / Source 1990 2005 2006 2007 2008 2009 2010CO2 Total* 5,100.5 6,107.6 6,010.0 6,118.6 5,924.3 5,500.5 5,706.4

Fossil Fuel Combustion

4,738.3 5,746.5 5,653.0 5,757.8 5,571.5 5.206,2 5,387.8

Electricity 1,820.8 2,402.1 2,346.4 2,412.8 2,360.9 2,146.4 2,258.4Transportation 1,485.9 1,896.6 1,878.1 1,893.9 1,789.8 1,727.9 1,745.5Industrial 846.4 816.4 848.1 844.4 806.5 726.6 777.8

Natural Gas Systems

37.6 29.9 30.8 31.0 32.8 32.2 32.3

Waste Incineration

8.0 12.5 12.5 12.7 11.9 11.7 12.1

Tables: EPA Inventory of US Greenhouse Gas Emissions and Sinks: 1990 – 2010(Tg or million metric tons CO2 Eq)

Incorporating the Science Practices

Create representations & models | SP 1.1

Evaluate sources of data | SP 4.4

Analyzing data to identify relationships & trends | 5.1

Evaluate evidence in data sets in relation to scientific questions | 5.3 2005 2006 2007 2008 2009 2010

NASA & NOAA Data Sets: Climate Change

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Resources for Student-Centered, Inquiry-Based Learning

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Image-J Montage - Insolation

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Image-J Animation - El Niño

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ArcMap - Zebra Mussels

ArcMap Data Analysis Yellowstone Fires

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AEJEE Earthquakes

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Google Earth - Turtle Travel

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NASA Instructional Modules Providing case-studies and

project-based earning opportunities for students

Instructional modules are grounded in real-world data that teachers can use to support inquiry-based investigations

Allows students to engage in authentic problem-solving activities that incorporate both math and science principles/concepts

Some modules are Pre-AP level and lay the foundation for future work at the AP level by engaging students in critical thinking activities and the “science practices”

Project-Based Learning: Wheeling Creek

Using Data Sets: Physical & Chemical

Using Data Sets: Biological Sampling

Other Data Provided:

Sampling info for Crustacean, Mollusks, Annelids

Includes EPT index Gives Shannon

Index of diversity

““Imagination is more important than Imagination is more important than knowledge. knowledge.

For knowledge is limited to all we For knowledge is limited to all we now know and understand, now know and understand,

while imagination embraces the while imagination embraces the entire world, entire world,

and all there ever will be to know and all there ever will be to know and understand.” and understand.”

49– Albert Einstein

Open Discussion…

Questions or Comments, Contact AP:Karen LionbergerDirector, AP Environmental Science, klionberger@collegeboard.org

Questions or Comments, Contact AP:Dr. Mark EwoldsenCollege Board Advisor: AP Environmental Science mewoldsen@lcusd.net

Link to materials today… Google Dr. E’s Science Page

Thank You

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