Cunningham - Environmental Science - 12e, solutions manual and test bank 0073383252

Cunningham - Environmental Science - 12e, solutions manual and test bank 0073383252

Cunningham 12e Data Analysis Answers

Chapter 1

Answers to Data Analysis Questions 1-6 appear in the text on page 36.

7. No answer provided.

8. What is the range of values on the X axis? What are the values and units rightvertical axis? [1994 to 2004; GDP, or gross domestic product, with units of billions of yuan]

9. What is GDP, in general terms? [gross domestic product, or the cumulative economic value of products produced and sold in the country]

10. The right axis shows values for only one of the plotted lines. Which line is this? [the GDP line]

11. The complex left axis shows number of cars and how many millions of tons of pollutants are produced. The pollutants shown are SO₂ and dust (sulfur dioxide and airborne dust are important air pollutants) and COD, or chemical oxygen demand (a measure of water contamination). As GDP has risen, have all three pollutants has risen? [no, COD and smoke and dust have declined, and SO₂has remained approximately similar]

12. Based on this graph, would you say that rising GDP necessarily causes greater pollution? [no, not necessarily]

13. No answer provided.

Chapter 2

1. No answer provided.

2. No answer provided.

3. No answer provided.

4. Each blue dot represents a group of plots with 5 or fewer species; yellow dots represent plots with more than 5 species. Look at the left-most dot, plots with only 1 species. Was biomass less or more after the drought? By how much? [decreased to about 60% of pre-drought biomass] Did plots with 10 species decrease? [increased] If you ignore the error bars and look at only the dots, does the trend mainly increase, decrease, or remain level from left to right? [increased] Based on this trend, is high diversity generally associated better recovery after a drought? [yes]

The error bars show standard error, which you can think of as the range in which the average (the dot) might fall, if you had a slightly different set of plots. (Standard error is just the standard deviation divided by the square root of the number of observations.) For 1-species plots, there's a small chance that the average could have fallen at the low end of the error bar, or almost as low as about 0.5, or half the pre-drought biomass.

5. How many of the blue error bars overlap the dotted line (no change in biomass)? How many of the yellow error bars overlap the dotted line? [no blue lines overlap the 0 line, all of the yellow lines do] Are there any yellow bars entirely above the 0 line? [yes, three of them]

INSTRUCTOR'S MANUAL



CLASS ACTIVITIES
TO ACCOMPANY
ENVIRONMENTAL SCIENCE A GLOBAL CONCERN Twelfth Edition


Amanda Woods McConney, Ph.D. Revised by Terese Dudek, Kishwaukee College

Activities

Activity #1 Developing a Scoring Guide Activity #2 Evaluating Internet Information Activity #3 Constructing Concept Maps Activity #4 Group Presentation Scoring Guide Activity #5 Take a Stand Activity #6 Position Paper Activity #7 Hypothesis Generation and Testing Activity #8 Energy Pyramids and Biomagnification Activity #9 Exploring Risk Activity #10 STDs and Pregnancy Activity #11 Gathering and Interpreting Internet Information Activity #12 Ecosystem Values Activity #13 Wildlife Species Poster Session Activity #14 Peer Teaching: Air Pollution Activity #15 Environmental Organization Poster Session















ACTIVITY #1 DEVELOPING A SCORING GUIDE

Purpose

This activity assists students in preparing to be successful in completing course assignments. Connected Chapters

This activity is not connected to any specific text content. It can be completed after the students have read "Learning to Learn". The instructor can share scoring guides with the students prior to the summative assessment of course content in order to help students prepare for successful completion of course assessment items.

Learning Outcomes

<!--[if !supportLists]--> <!--[endif]-->• Form a plan to organize your efforts and become a more effective and efficient student (L.1). <!--[if !supportLists]--> <!--[endif]-->• Assess student understanding of any of the specific course outcomes.

Class Size and Required Time

This activity is not dependent on class size or delivery mode (face to face [F2F] or on line). Class time can be used to prepare or share a particular scoring guide with students prior to assessing the course item(s) with the guide.

Materials Needed

No special materials are needed.

Description

The process of developing a scoring guide helps identify the important components of a topic that the instructor wants to teach and to assess that students have learned. Well-written and concise scoring guides can clearly communicate instructor expectations to students for individual course assessment items. The initial development of a scoring guide or rubric can take a considerable amount of time but will become easier as the instructor continues developing scoring guides for a variety of course assessment components. Scoring guides will need updates and revisions as class outcomes and expectations are regularly updated.

Steps in Developing a Scoring Guide

Scoring guides are beneficial to use for instructional goals that are difficult to assess using more traditional methods such as select response test questions (multiple choice, matching, or true/false). It is essential to make sure that the scoring guide is aligned with specific course instructional goals. <!--[if !supportLists]--> <!--[endif]-->1. Identify Important Criteria. What criteria are to be assessed? List all of the potentially important behaviors or skills that are to be assessed. Keep in mind the essential and relevant parts of the learning activity. <!--[if !supportLists]--> <!--[endif]-->2. Choose the Most Important and Relevant Criteria. If there are too many important criteria that make meaningful assessment difficult, eliminate redundant or less important ones, and combine any that are related. The final number of criteria should be manageable. <!--[if !supportLists]--> <!--[endif]-->3. Develop a Scale. Determine how many points the activity is worth and develop a scale. The scale can range from a few points to over one hundred points. The important thing to keep in mind is to develop a balanced scale in relation to the overall worth of the assignment, as well as the total points for the course. <!--[if !supportLists]--> <!--[endif]-->4. Describe Indicators for the Scale. Using the final pared-down list of criteria, describe high-performing, mid-performing, and low-level student work, and any other intermediate levels of work along the scale. Make sure the descriptions are specific and measurable. <!--[if !supportLists]--> <!--[endif]-->5. Share the scoring guide as a grading rubric with students prior to their completion of the assignment to be assessed. Clearly state expectations for them, allowing them to ask questions for clarification. Any questions that the students may ask might reveal that the scoring guide is not clearly or completely written. <!--[if !supportLists]--> <!--[endif]-->6. Revise. After using the scoring guide in class, revise it as needed to make sure it is practical and complete. Keep in mind that some descriptions may be too similar or vague, or the scale may need revision. The example below is used to assess oral presentations that students make as an evaluation of a current news article germane to the course content. The instructor fills them out during the presentations, and reviews them for consistency in assessment after all presentations have been made. Check marks are placed above components assessed as "WD" (well done) and circles are placed around components that are considered "OI" (opportunities for improvement). After the instructor records the grades, the graded rubrics are then returned to the students, who can then use this graded scoring guide to prepare for successful completion of subsequent presentations in class.

ARTICLE REVIEW	SCORE
SOURCE and current DATE clearly stated	/10
CONTENT-main points clearly and accurately stated in your own words as an explanation of the article content; evidence of preparedness in the organization of material; use of appropriate course level vocabulary; 5-6 minutes in length	/20
RELEVANCE of topic discussed in the article to course content clearly stated	/10
DELIVERY with minimal use of note cards; eye contact made with classmates; appropriate volume; obvious conclusion	/20
OPINION of issue discussed in the article clearly stated in the conclusion	/10

Start Developing Scoring Guides

The best way to become proficient in developing and using scoring guides is to begin developing them. An initial rubric may be sparse but after initial use in class revision may be made for more detail. There are many examples of scoring guides in the Assessment Guide and Test Item File. Among these are the short answer/essay questions for each chapter. Also, many activities in this Instructor's Manual have scoring guides/rubrics included (Activities #2, #3, #4, #6, #11, #13, #15.

Amanda Woods McConney Bonita Springs, FL (239) 949-8689 e-mail: mcconney@att.net
Terese Dudek Biology Department Kishwaukee College Malta, IL 60115 tdudek@kishwaukeecollege.edu
ACTIVITY #2 EVALUATING INTERNET INFORMATION

Purpose

This activity prepares students to locate and evaluate relevant current information on the Internet. Connected Chapters This activity is not connected to any specific text content. It can be completed after the students have read "Learning to Learn" and is relevant to the research of any current environmental topic.

Learning Outcomes

<!--[if !supportLists]--> <!--[endif]-->• Be prepared to apply critical and reflective thinking in environmental science (L.6). <!--[if !supportLists]--> <!--[endif]-->• Evaluate current Internet information. <!--[if !supportLists]--> <!--[endif]-->• Contribute to building a class Internet resource. <!--[if !supportLists]--> <!--[endif]-->• Evaluate materials that classmates find on the Internet.

Class Size and Required Time

This activity is not dependent on class size or delivery mode. The time required to complete this activity can vary depending upon how much experience students have with using the Internet appropriately; lack of experience may require more class time to identify and discuss relevant criteria useful for the evaluation of Internet sites and information.

Materials Needed

Students are required to have access to the Internet.

Description

This activity is useful because students have difficulty distinguishing accurate and course-relevant current information from all that is available on the Internet today. Many students assume that any information found on the Internet is appropriate for use in a college level course. Prior to students completing this activity, they can be engaged in a guided discussion about what constitutes "appropriate" course information on the Internet (relate this process to the content of "How you can detect bias in a blog or news report" in Learning To Learn). With the class, the instructor could lead a discussion of the criteria for how the information on the Internet can be evaluated for appropriate use in class. The students can be involved in the process by suggesting criteria that they might use to evaluate information that they would use in a particular academic situation. This list can be placed on the board or posted online. Key criteria such as the following can be emphasized by the instructor after the student contributions are discussed: <!--[if !supportLists]-->ü <!--[endif]-->Is the information accurate? <!--[if !supportLists]-->ü <!--[endif]-->Is the information appropriate for a college-level course? (At this time it would be appropriate to discuss why Wikipedia, as well as general encyclopedias and dictionaries would not be acceptable sites for use in researching information in a college-level course.) <!--[if !supportLists]-->ü <!--[endif]-->Is the information current? (Define what this means as it relates to your class expectations.) <!--[if !supportLists]-->ü <!--[endif]-->Is the information authentic? (Who is the author? What is his/her area of expertise? Is the author associated with any professional organization?) <!--[if !supportLists]-->ü <!--[endif]-->What is the purpose of the site? (to inform or persuade?)








Variation 1: Sustainability Conduct an Internet search of the term "sustainability." <!--[if !supportLists]--> <!--[endif]-->1. List (instructor clarify a number) the web addresses you found. <!--[if !supportLists]--> <!--[endif]-->2. Briefly describe the types of sites you found. <!--[if !supportLists]--> <!--[endif]-->3. Post any sites of interest to the class web page.
Note: Students will most likely come up with a wide range of resources from academic discussions about current resource management techniques to business applications. This would be a good opportunity to explain to students how vocabulary can have a specific meaning germane to the study of biology, that is, we use some words differently in our day to day vocabulary as the meaning in the life sciences. Also, the instructor can explain why Wikipedia would not be an acceptable resource to use for this type of research.
Variation 2: Ecosystem Components: Energy and Matter Select three of the key terms in the Reviewing Learning Outcomes section at the end of Chapter 3 of the text. <!--[if !supportLists]--> <!--[endif]-->1. List each term. <!--[if !supportLists]--> <!--[endif]-->2. Clearly define each term. <!--[if !supportLists]--> <!--[endif]-->3. Conduct an Internet search of each of the terms. <!--[if !supportLists]--> <!--[endif]-->4. List the complete URL and briefly describe the content of four or five sites visited. <!--[if !supportLists]--> <!--[endif]-->5. Post the most relevant site on the class website
Variation 3: Biodiversity: Landscapes Search for "ANWR" on the Internet. Review at least three current sites that result from your search. 1. List the complete URL of the three sites that you reviewed. 2. State for what the acronym ANWR stands. 3. Explain in a few sentences the history of ANWR. 4. Explain, in a well-written paragraph, the current status of ANWR (include a discussion of the current controversy over the management of ANWR). 5. State your opinion of how this area should be managed today.
Note: This activity can be a good introduction to the discussion of the federal wildlife refuges which are managed differently than National Forests or National Parks; as well as the use of acronyms in the field of Environmental Biology.

Assessment

This assignment can be assessed both formatively (e.g. Variation 1) or summative (e.g. Variations 2 and 3). For example, you might assess Variation 1 of this exercise based on whether a student posts the site successfully (clearly explain what this means to the students). The evaluation of the sites can be done as a class with discussion about the relevance of the different sites. Posting on the class web site has the benefit of showing how students can contribute to build a web resource, and seeing what the other students found. Alternatively, the students could write a short paragraph evaluating the sites including the web addresses. Two criteria could be used for the summative assessment of this activity. 1. Did the students post the site successfully? 2. Did the students evaluate the site appropriately? In other words, did they use the criteria you provided (see scoring guide below) or developed as a class?
This is a good opportunity to help your students to prepare for future success in completing course requirements. Besides assessing the Learning Outcomes listed with this activity, you can clearly explain what it is that you expect of the students from written assignment submission. For example, you can clarify for students what it is that you expect from them as it relates to completeness of sentences when a verb such as "explain" is used in the prompt.
You also may think about your assessment criteria before you facilitate the development of a scoring guide. After you have developed a guide with the class, you can compare and contrast it with the one provided on the next page. It might be more meaningful to use the criteria that were developed in your class for assessment of this activity.
A possible scoring rubric for Variation 1 is indicated below. For a total of 20 points (the numbers can be changed to fit your assessment needs):
20 points = Posted the site successfully. Described the accuracy of the site information. Discussed the reliability and trustworthiness of the site. Identified the motivations and interests of the producer of the site. Discussed how the accuracy, reliability, and motivations affect the information posted on the site.
15 points = Posted the site successfully. Described the accuracy of the site information. Discussed the reliability and trustworthiness of the site. Identified the motivations and interests of the producer of the site. Did not discuss how the accuracy, reliability, and motivations affect the information posted on the site.
10 points = Posted the site successfully. Described the accuracy of the site's information. Discussed the reliability and trustworthiness of the site. Did not identify the motivations and interests of the source of the site. Did not discuss how the accuracy, reliability, and motivations affect the information posted on the site.
5 points = Posted the site successfully. Did not describe the accuracy of the site's information. Did not discuss the reliability and trustworthiness of the site. Did not identify the motivations and interests of the source of the site. Did not discuss how the accuracy, reliability, and motivations affect the information posted on the site.
0 points = Did not post the site successfully. Did not describe the accuracy of the site's information. Did not discuss the reliability and trustworthiness of the site. Did not identify the motivations and interests of the source of the site. Did not discuss how the accuracy, reliability, and motivations affect the information posted on the site.


Karen Arabas Department of Earth and Environmental Sciences Willamette University 900 State Street Salem, Oregon 97301 (503) 370-6666 e-mail: karabas@willamette.edu Terese Dudek Biology Department Kishwaukee College Malta, IL 60115 tdudek@kishwaukeecollege.edu ACTIVITY #3 CONSTRUCTING CONCEPT MAPS

Purpose

This activity introduces students to the use of concept maps in order to recognize and organize relationships between course elements.

Connected Chapters

This activity is not connected to any specific text content. It can be completed after the students have read "Learning to Learn" as the development of concept maps can be adapted to any relevant course concepts.

Learning Outcomes

The development of concept maps can be adapted to many different topics. The specific content objective varies with the topic you use for the concept map.

<!--[if !supportLists]--> <!--[endif]-->• Understand the advantages of concept mapping and use it in your studying (L.7). <!--[if !supportLists]--> <!--[endif]-->• Organize and synthesize information. <!--[if !supportLists]--> <!--[endif]-->• Develop specific outcome(s) within text chapters (Variation 3).

• Construct connections among the concepts for Chapter 3 (Variation 3).

Class Size and Required Time

This activity is not dependent on class size or delivery mode. Variation 3 works best with smaller classes. Developing a concept map requires one to two class periods. Depending on the variation, about five minutes of the previous class is used to prepare for the mapping activity.

Materials Needed

Large whiteboard, overhead transparencies or large sheets of paper (to ultimately be taped on the wall) and markers may be distributed for the students to prepare maps. In on line classes, the Discussion Board can be used to complete this activity.

Description

Concept maps can be used to visually display basic course elements (terms, concepts) and to arrange them in a pattern that reflects the connections between these elements. The production of concept maps has many benefits. One is that students should be able to find or identify important unifying themes to prepare for successful learning in the course. The instructor functions as a facilitator of student learning as students are responsible for foundation knowledge of terms and concepts and the instructor can take class time to assist student understanding of challenging concepts. Also, the instructor can evaluate the success of a mapping activity and use that information to reassess the course and how the course elements are delivered.

The modeling of the production of concept maps is very effective at getting students to be actively involved in their learning. It also will help them in learning course content as they develop a concept map of their own as a study tool. The following variations of mapping activities require group work in class, after a review of the relevant concepts. In general, three to five students in a group works best. As the students are creating their maps, circulate in the classroom, guiding students, reminding them that their learning comes from the process of constructing and producing the map rather than the finished map.

Because concept mapping is a tool that needs to be practiced, it is a good idea to ease students into the process, ultimately providing less and less support as they master the skills used in producing a map. When students are first introduced to the process, provide a short list of terms or concepts, boxes, arrows, and linking terms (see below).