Government Resources for InquiryBased 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 Revision
To 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?”
“This is depressing...”
“What is the purpose of this lab?”
“How do I write the procedure?”
“Are my results correct?”
“Do I need to...”
2
Paradigm Shift for Students (and Teachers)
8
How “Scientific”
are AP Sciences?
48
The Science Educational Reform Efforts &
the “Science Practices”
Compare the Science Practices for AP Science to the following:
NRC’s (Common Core) Scientific and Engineering Practices
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
We are all speaking the same language!
“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?
• This allows students to engage in the practice of scientific
argumentation/critique
• Through this discourse, student beliefs become transparent
and create authentic formative assessment opportunities
for teachers
Gov't Resources Used in
Inquiry-Based Investigations
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EPA – Greenhouse Gas Emission Inventory
Tables: EPA Inventory of US Greenhouse Gas Emissions and Sinks: 1990 – 2010
(Tg or million metric tons CO2 Eq)
Gas / Source
CO2 Total*
Fossil Fuel
Combustion
Electricity
Transportation
Industrial
Natural Gas
Systems
Waste
Incineration
1990
5,100.5
2005
6,107.6
2006
2007
2008
2009
2010
6,010.0 6,118.6 5,924.3 5,500.5 5,706.4
4,738.3
5,746.5
5,653.0 5,757.8 5,571.5 5.206,2 5,387.8
1,820.8
1,485.9
846.4
2,402.1
1,896.6
816.4
2,346.4 2,412.8 2,360.9 2,146.4 2,258.4
1,878.1 1,893.9 1,789.8 1,727.9 1,745.5
848.1
844.4
806.5
726.6
777.8
37.6
29.9
30.8
31.0
32.8
32.2
32.3
8.0
12.5
12.5
12.7
11.9
11.7
12.1
1990
668.3
2005
625.8
2006
664.6
2007
656.2
2008
667.9
2009
672.2
2010
666.5
189.6
190.5
217.7
205.3
212.7
220.9
215.4
133.8
139.0
141.4
143.8
143.4
142.6
141.3
147.7
84.1
31.7
7.1
112.7
56.8
47.9
6.8
111.7
58.1
48.4
5.9
111.7
57.8
52.7
6.2
113.1
66.9
51.8
7.2
111.2
70.1
50.7
7.3
107.8
72.6
52.0
8.6
Gas / Source
CH4 Total*
Natural Gas Systems
Enteric
Fermentation
Landfills
Coal Mining
Manure Mgt
Rice Cultivation
Incorporating the Science Practices
Carbon Dioxide
 Create representations
Methane
6200
680
6100
670
5900
660
5800
650
5700
640
5600
5500
630
5400
620
5300
610
5200
5100
600
1
2005
2
2006
3
2007
Years
4
2008
5
2009
6
2010
Methane Conc. (Tg / CO2 Eq)
Carbon Dioxide Conc. (Tg)
6000
& 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
NASA & NOAA Data Sets: Climate Change
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Resources for Student-Centered,
Inquiry-Based Learning
Image-J Montage - Insolation
41
Image-J Animation - El Niño
42
ArcMap - Zebra Mussels
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ArcMap Data Analysis Yellowstone Fires
45
AEJEE Earthquakes
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Google Earth - Turtle Travel
46
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
knowledge.
For knowledge is limited to all we
now know and understand,
while imagination embraces the
entire world,
and all there ever will be to know
and understand.”
49
– Albert Einstein
Link to materials today… Google Dr. E’s Science Page
Open Discussion…
Questions or Comments, Contact AP:
Dr. Mark Ewoldsen
College Board Advisor: AP Environmental Science
mewoldsen@lcusd.net
Questions or Comments, Contact AP:
Karen Lionberger
Director, AP Environmental Science,
klionberger@collegeboard.org
Thank You
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