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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)
48
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, [email protected]
Questions or Comments, Contact AP:Dr. Mark EwoldsenCollege Board Advisor: AP Environmental Science [email protected]
Link to materials today… Google Dr. E’s Science Page
Thank You
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