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Inquiry in the classroom Erik Froburg, Education Coordinator. Carbon Cycle: Global to local Ruth Varner, PhD. Agenda Introduction to Inquiry Carbon Cycle Content Case study: Carbon Cycle game Lunch Carbon Cycle Content cont’d Case Study: Photosynthesis - PowerPoint PPT Presentation
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Inquiry in the classroomErik Froburg, Education Coordinator
Carbon Cycle: Global to local
Ruth Varner, PhD
Agenda• Introduction to Inquiry• Carbon Cycle Content• Case study: Carbon Cycle game • Lunch• Carbon Cycle Content cont’d• Case Study: Photosynthesis• Using Cores to Observe the Earth
System
Inquiry-based instruction derives from scientific
inquiryScientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work.
National Science Education Standards
Students are asked to:
•Observe and describe objects and events
•Create explanations for their observations
•Manipulate objects and events to test various explanations
•Communicate ideas and findings to others
National Research Council, (2000). Inquiry and the National Science Education Standards: A guide for teaching and learning. Washington, D.C.: National Academy Press.
Student Knowledge and Skills
School Context
Teacher Knowledge and Skills
State/National AssessmentsGoals of the Lesson
Your choice of inquiry must balance the needs of:
A curriculum should employ methods from all parts of the inquiry spectrum. The appropriate level of inquiry is dependent upon many things, such as:
•Subject matter
•Time available
•Teaching objectives
However, highly student-directed inquiry is most often neglected, so we tend to focus on it.
There is no “right” level of inquiry
Inquiry needs to be scaffoldedscaffolded to meet the needs of both students
and and teachers
Students Teachers
May not have sufficient content background.
May be uncomfortable not knowing results in advance.
May not be comfortable with open-ended questions.
May not feel that they have control over the content being learned.
May not have the autonomy for self-directed work yet.
May feel pressured by time constraints.
May not know what is expected of them.
May not like the unpredictability of inquiry.
It is good practice to occasionally analyze our own
use of inquiry
•Where does this lesson fit into the inquiry continuum?
•Can I modify this lesson to make it more inquiry-based?
•Does my curriculum adequately represent all aspects of inquiry?
•Using a common yardstick (i.e. the Essential Features table) allows you to discuss and promote the use of inquiry amongst colleagues.
Summary
•Inquiry-based instruction follows the model of scientific inquiry employed by scientists.
•Inquiry in the classroom falls on a continuum from student-driven (more inquiry) to teacher-directed (less inquiry).
•Challenges to inquiry prevent (full) student-driven inquiry all of the time.
•Optimal rather than maximal solutions should be sought for introducing inquiry.
•Understanding and conducting inquiry is a part of the NC Science Competencies.
Atmospheric CO2 at Mauna Loa
Keeling, C.D. and T.P. Whorf. 2004. Atmospheric CO2 records from sites in the SIO air sampling network. In Trends: A Compendium of Data on Global Change. Carbon Dioxide Information Analysis Center, Oak Ridge National Laboratory, U.S. Department of Energy, Oak Ridge, Tenn., U.S.A.
An Impeccable Record of our AtmosphereAn Impeccable Record of our Atmosphere
The Earth System
• The Earth is a system made up of components.
• There are feedbacks between these components.
• These relationships can be used to predict past and future changes in the environment.
• The Carbon cycle is an important Earth System.
Formation of Fossil Carbon
• Coal: from the remains of plants (mainly from Carboniferous period)
• Oil: from marine organisms that were buried under ocean or river sediments
• Natural Gas: was originally oil; higher temperature and pressure converted it to primarily methane
Combustion
Burning hydrocarbons produces CO2 and CO:
CxHx + O2 CO2 + H2O(if enough O2) Complete combustion
Hydrocarbon + oxygen = carbon dioxide and water
CxHx + O2 CO2 + CO + H2O(if not enough O2) incomplete combustion
Hydrocarbon + oxygen = carbon dioxide and carbon monoxide and water
Photosynthesis – carbon fixed from inorganic CO2 to organic molecules (sugars)
6 CO2 + 6 H2O C6H12O6 + 6 O2
chlorophyll, sunlight
Respiration – sugar is “burned” as part of a metabolic process that consumes oxygen and produces energy (ATP) – decomposition results in respiration
C6H12O6 + 6 O2 6 CO2 + 6 H2O + energy
Biological uptake/release of CO2
From the Atmosphere: Inorganic C in the Ocean
CO2 (atm) ↔ CO2 (aq) ↔ HCO3- + H+ ↔ CO32- + H+ ↔ CaCO3 ↔ seds
Terrestrial Carbon
• Soil carbon is released through respiration : root and microbial (decomposition)
• Plants respire CO2
• Plants also fix carbon through photosynthesis
Terrestrial Carbon
Biological uptake/release of CO2
Photosynthesis – carbon fixed from inorganic CO2 to organic molecules (sugars)
6 CO2 + 6 H2O C6H12O6 + 6 O2
chlorophyll, sunlight
Respiration – sugar is “burned” as part of a metabolic process that consumes oxygen and produces energy– decomposition
results in respiration
C6H12O6 + 6 O2 6 CO2 + 6 H2O + energy
•Global network of flux towers used to measure COGlobal network of flux towers used to measure CO22 exchange between exchange between ecosystems and the atmosphereecosystems and the atmosphere•Sites also include measurements on vegetation, soils, hydrology and Sites also include measurements on vegetation, soils, hydrology and meteorology. meteorology. •Information available to researchers, students and educators.Information available to researchers, students and educators.
FLUXNET
Wind direction
Turbulent eddiesWind direction
Turbulent eddies
To determine the ecosystem history of the area and the impacts of changes in riverine flow. An understanding of natural cycles of change prior to significant human disturbance allows land managers to set realistic performance measures and targets for salinity and other water quality and quantity measures.
Sediment Cores from the Southwest Coastal Area, Everglades National Park, Florida
http://oceanworld.tamu.edu/resources/oceanography-book/evidenceforwarming.htm
The oxygen isotope ratio and the hydrogen isotope ratios give the temperature at which H2O condensed as water or snow on the surface of the ice sheet. Air bubbles trapped in the ice gives atmospheric gas content, especially the concentration of carbon dioxide (CO2)Dust content in the ice indicates windiness over land upwind of the ice sheet.Salt content in the ice indicates windiness over the ocean upwind of the ice sheet. Sulphuric acid (H2SO4) content of the ice depends on volcanic activity. Learn more about evidence collected from ice cores by reading Deciphering Mysteries of Past Climate From Antarctic Ice Cores. (http://www.globalchange.umich.edu/globalchange1/current/labs/Lab9/Vostok.htm)
Ice Cores
Radial/cross section from a giant sequoia log (Sequoiadendron giganteum)
http://www.koshland-science-museum.org/exhibitgcc/historical08.jsp
Long-term, quantitative temperature and precipitation records can be determined from tree rings.