Scientific Method/Critical Thinking/Working with Data Sets
Students do not realize when they enter introductory-level science courses that these courses serve as an excellent foundation for skills they will need in their futures, no matter what their choice of career. In trying to develop these skills in my students, I choose exercises where the students are actively involved in the hypothesis formation, data collection, and/or process and interpretation. Students must then communicate their results in a graphical and written format.
I also strive to make the science as authentic as possible. I do not use “canned” data sets or ones provided by textbook publishers. Students collect or are provided real data from the real world. My hope is that by conducting many science investigations locally, students will be more aware of the environment around them. Indeed, every semester since I have had students complete their rock identification investigation at the King of Prussia Mall, students come back and tell me that they cannot help but look at building stones on buildings and store fronts!
The following is a sample of in-class and out-of-class assignments from my courses where students develop these skills. Please note that I have students work on a variety of hands-on exercises in not only my laboratory classes but my lecture-only courses as well.
GEOSC 020 – Planet Earth
Mauna Loa Solar Irradiation Exercise
I give my students solar irradiance values, provided by a NOAA scientist, measured at the Mauna Loa volcano observatory since the 1950’s. The students work with and graph pieces of the data set, then the groups all merge their data to see a graph of irradiance values over time. The students note there are three distinct drops in irradiance and must pursue outside of class what global events match the timing of those lower values.
Streamflow Discharge Along the Schuylkill River Exercise
Students are provided with streamflow discharge data collected from five stations along the Schuylkill River. The data comes from the US Geological Survey’s website. Students plot the data over several years and then examine what might cause variations in streamflow and why. The students then look back at the historic record and calculate recurrence of flood intervals.
GEOSC 021 – Earth and Life
Dinosaur-Bird Link Project
Students listen to archived NPR audio broadcasts and research the internet to learn the latest controversy over the relationship between dinosaurs and birds. Students must synthesize information from the opposing sides, present the facts, and then present their own interpretations on this dispute.
Campus Biodiversity Project
Students make a prediction as to which areas of campus have the most and least amount of biodiversity and why. Then the students collect data from around campus on the numbers of different types of insects, birds, plants, etc., they find. The data is compiled into one data set, we have a class discussion about the data, then students must write a report about whether this type of campus assessment is valuable, and why/why not.
GEOSC 040 – The Sea Around Us
Grain-Size Analysis Project
Students formulate a hypothesis based on visual observation about difference in beach sand grain-size distribution from two different beaches. The students use a grain-size analysis machine to separate the sands, record the weights, perform basic mathematic functions with the data, then graph the results using MS Excel. Students write up a report of the project.
Cape Henlopen Beach Profiling Project, Cape Henlopen State Park, DE
Students formulate a hypothesis relating to the temporal and spatial distribution of beach profiles. Students visit the beach, take measurements, process the data in MS Excel, graph and write up a report.
I also strive to make the science as authentic as possible. I do not use “canned” data sets or ones provided by textbook publishers. Students collect or are provided real data from the real world. My hope is that by conducting many science investigations locally, students will be more aware of the environment around them. Indeed, every semester since I have had students complete their rock identification investigation at the King of Prussia Mall, students come back and tell me that they cannot help but look at building stones on buildings and store fronts!
The following is a sample of in-class and out-of-class assignments from my courses where students develop these skills. Please note that I have students work on a variety of hands-on exercises in not only my laboratory classes but my lecture-only courses as well.
GEOSC 020 – Planet Earth
Mauna Loa Solar Irradiation Exercise
I give my students solar irradiance values, provided by a NOAA scientist, measured at the Mauna Loa volcano observatory since the 1950’s. The students work with and graph pieces of the data set, then the groups all merge their data to see a graph of irradiance values over time. The students note there are three distinct drops in irradiance and must pursue outside of class what global events match the timing of those lower values.Streamflow Discharge Along the Schuylkill River Exercise
Students are provided with streamflow discharge data collected from five stations along the Schuylkill River. The data comes from the US Geological Survey’s website. Students plot the data over several years and then examine what might cause variations in streamflow and why. The students then look back at the historic record and calculate recurrence of flood intervals.GEOSC 021 – Earth and Life
Dinosaur-Bird Link Project
Students listen to archived NPR audio broadcasts and research the internet to learn the latest controversy over the relationship between dinosaurs and birds. Students must synthesize information from the opposing sides, present the facts, and then present their own interpretations on this dispute.
Campus Biodiversity Project
Students make a prediction as to which areas of campus have the most and least amount of biodiversity and why. Then the students collect data from around campus on the numbers of different types of insects, birds, plants, etc., they find. The data is compiled into one data set, we have a class discussion about the data, then students must write a report about whether this type of campus assessment is valuable, and why/why not.
GEOSC 040 – The Sea Around Us
Grain-Size Analysis Project
Students formulate a hypothesis based on visual observation about difference in beach sand grain-size distribution from two different beaches. The students use a grain-size analysis machine to separate the sands, record the weights, perform basic mathematic functions with the data, then graph the results using MS Excel. Students write up a report of the project.
Cape Henlopen Beach Profiling Project, Cape Henlopen State Park, DE
Students formulate a hypothesis relating to the temporal and spatial distribution of beach profiles. Students visit the beach, take measurements, process the data in MS Excel, graph and write up a report.