Inquiry in the classroom Erik Froburg, Education Coordinator

1. Inquiry in the classroomErik Froburg, Education Coordinator Carbon Cycle: Global to local Ruth Varner, PhD

2. 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

3. Inquiry-based instruction derives from scientific inquiry Scientific 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

4. National Research Council, (2000). Inquiry and the National Science Education Standards: A guide for teaching and learning. Washington, D.C.: National Academy Press.

5. Your choice of inquiry must balance the needs of: State/National Assessments Goals of the Lesson Teacher Knowledge and Skills Student Knowledge and Skills School Context

6. There is no “right” level of inquiry 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.

7. Inquiry needs to bescaffoldedto meet the needs of both studentsand teachers

8. 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.

9. 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.

10. 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.

11. 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.

13. 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

15. 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

17. 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 (ATP) – decomposition results in respiration C6H12O6 + 6 O2 6 CO2 + 6 H2O + energy

18. From the Atmosphere: Inorganic C in the Ocean CO2 (atm) ↔ CO2 (aq) ↔ HCO3- + H+ ↔ CO32- + H+↔ CaCO3 ↔ seds

19. Carbon dioxide in the oceans Calcareous skeleton carbon– can be dissolved or deposited

21. UNH/NOAA-PMEL CO2 Buoy in Gulf of Maine In overlying atmosphere In sea water

25. Case study: Carbon Cycle game

27. Terrestrial Carbon • Soil carbon is released through respiration : root and microbial (decomposition) • Plants respire CO2 • Plants also fix carbon through photosynthesis

28. 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

29. FLUXNET • Global network of flux towers used to measure CO2 exchange between ecosystems and the atmosphere • Sites also include measurements on vegetation, soils, hydrology and meteorology. • Information available to researchers, students and educators.

30. http://www.fluxnet.ornl.gov/fluxnet/index.cfm

31. Total ecosystem respiration =Rsoil + Rleaf + Rstem + Rcwd Rleaf Rstem Rcwd Rsoil

32. Rsoil = Rroot + Rdecomp Soil CO2 efflux is a measurement of the Rsoil that reaches the atmosphere

33. Measuring Soil CO2 Efflux Manual chamber measurements Autochamber measurements

34. Volcanos Subduction of limestone at plate boundaries Carbonotype: watery low temperature lava

35. Oceans +2 Pg yr-1 Atmosphere +2 Pg yr-1

36. Carbon Fertilization ? FACE Duke Forest, Chapel Hill, NC

37. FACE site locations

38. Case Study: Photosynthesis

39. Using cores to analyze the Earth System

40. 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

41. ~1900 years old

42. Ice Cores • 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) http://oceanworld.tamu.edu/resources/oceanography-book/evidenceforwarming.htm

44. Radial/cross section from a giant sequoia log (Sequoiadendron giganteum) Long-term, quantitative temperature and precipitation records can be determined from tree rings. http://www.koshland-science-museum.org/exhibitgcc/historical08.jsp

45. http://www.yale.edu/fes519b/saltonstall/trmmdata.htm

46. http://lh5.ggpht.com/_86eqKXBZMaw/RsPNBLX1BCI/AAAAAAAAADs/enILirRyRT4/APE1_D1.jpghttp://lh5.ggpht.com/_86eqKXBZMaw/RsPNBLX1BCI/AAAAAAAAADs/enILirRyRT4/APE1_D1.jpg

47. European Settlement in Canada LIA Little Ice Age: 1400-1800 A.D.

48. The Great Dismal Swamp: Carbon cycle history