NS1, Fall 2006: Participatory Research in the Environmental Sciences |
| Western Program | Miami University
Welcome! It is 2:23:46 AM on Wednesday, March 17, 2010. Over 7809 folks. Last Update: Wednesday, December 10, 2008.
NS1, Fall 2006: Participatory Research in the Environmental Sciences |
| Western Program | Miami University
Welcome! It is 2:23:46 AM on Wednesday, March 17, 2010. Over 7809 folks. Last Update: Wednesday, December 10, 2008.
This course is an integrated introduction to concepts and methods of the natural sciences through lectures, laboratories, field work and seminars. Fundamental methods, conceptual and quantitative skills needed for understanding the organization and operation of various ecosystems are explored. Emphasizing patterns and processes in natural systems, the course explores basic tenets of such fields as physics, chemistry, geology and biology to underscore common systems of logic that are shared. Student skills in quantitative reasoning are a feature of this course; these may include descriptive and univariate statistics, experimental design, development and analysis of a database, scales of measurement, unit conversions, significant figures, scientific notation, and construction of basic mathematical models. Discovery-oriented learning featuring a hands-on approach to laboratories and fieldwork characterize the course. Student involvement in experimental design is maximized, utilizing the Cincinnati Zoo as a backdrop for research. Critical thought is engaged by addressing alternative hypotheses and learning to use differing methodologies and data collection strategies. Written reports and oral presentations aid in developing perspectives on the environment and society. This course introduces both biological and physical sciences.
Faculty
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| Section | Time | Professor |
| A | 8-9:50 | Thompson |
| B | 9-10:50 | McCollum |
| C | 10-11:50 | Myers |
| D | 1-2:50 | McCollum |
| E | 2-3:50 | Myers |
| F | 3-4:50 | McCollum |
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Scientific discovery is a dramatic agent of social change. We have a greater capacity to transform our relationship with other nations, with our environments, and even the structure of our own genetic code. Our increasing power to alter the future of the planet and our species should be balanced by greater understanding, but evidence suggests that, on the whole, we have a fairly shallow understanding of science, especially the process of scientific discovery and its application to human affairs. Environmental science adopts a research-based approach to reveal the complex interactions between humans and their environments, and to improve those interactions in ways that maintain the health and diversity of life
After introducing central ideas about the process of science, Earth’s origin and the evolution of life, we will explore examples of environmental research in temperate forests, deserts, oceans, and other biomes. This comparative approach should lead to critical questions. What characterizes research on local, regional, and global scales? How do we determine when envorinmental claims are true? How do cultural norms, politics, and education influence knowledge? How do ecological and social forces influence environmental policy and conservation?
At the heart of this course is the idea that science is best learned by doing science, as well as by critical reflection on the work of others. Most scholars agree that intellectual excitement and stimulation come not from the passive acceptance of information transmitted from the teacher to the student in the classroom, but rather through the active involvement of the individual in the learning process. Quite simply, we learn by doing. Many of the course activities will encourage discovery-oriented participation in the learning process--this includes interpretating of data obtained in the field, writing reports, and presenting in class.
The labs in this course will be exceptionally participatory. In addition to experiences generated by the instructors during the first half of the course, you will work together to create and conduct your own research. This year we will have the unique opportunity to conduct research at the Cincinnati Zoo, as part of a National Science Foundation research grant entitled "Wild Research"! Wild Research is an effort, by both Miami University and Cincinnati Zoo personnel, to make participatory research a part of the experience for visitors at the zoo. You will be involved at the very beginning of this exciting research - perhaps studying visitors' opinions about what animals they would be most interested in researching, or calculating how much time people generally spend at an activity, or determining how traffic flow could affect the willingness of guests to participate in research projects, or even coming up with a great research project on zoo animals for guests to do while at the zoo. The possibilities for important, unique research by your groups seems endless!! Along the way, no matter what your question, you will be "doing science", as you focus your question to make it answerable by data you collect,collect and analyze that data, and present your results in a variety of ways.
We hope that when the course is completed you will have a firm understanding of scientific method regardless of your academic focus. This course meets the Miami Plan Foundation IV-Biology and lab science requirement.
READINGS:
During the semester, you will conduct 2 Instructor-Generated Discovery Labs and take a "nature walk" in Peffer Park. Each student will write an individual lab report for each of these assignments. Each lab will require a concise, type written, double-spaced report due on the appropriate dates listed on the syllabus. No assignments will be accepted by the instructors past any deadline.
Assistance on the format can be obtained from the Peer Science Center, the Writing Center, or your instructors. Although you will get more information on the naturalist essay and sun lab from your instructor, the report format listed below is recommended for the discovery labs, as well as your group project proposals and final report.
Final Report Format
Each "Final Report" should be 5-7 pages long, space and a half, 12-point Arial, Times or New York Font plus references, tables/figures and data spreadsheets.
Title
(all authors names)
Abstract - necessary only for the final group project report
About a paragraph or two in length--a brief synopsis of your study. Include your research question(s), relevance, and a short statement of your findings.
1. Introduction – several big tasks!
• Set the stage – what is known about your topic already? What is left to know? How do your question and the data you collect to answer it contribute to the body of knowledge about this topic?
• Engage the reader. The introduction is often where the reader either decides to read on or stop reading – make them want to read on!
• State your purpose/problem. What do you plan to accomplish?
• What is/are your specific hypothesis/(es)?
• What is the relevance of your research question to a larger question. How does your research connect with other aspects of our course? How does your research relate to the “real world” or real world issues?
• PS – “PAY SPECIAL ATTENTION to the use of literature in your introduction (and discussion).o A careful BACKGROUND SYNTHESIS will support your research effort.
o Include a minimum of 8 primary literature references that are pertinent to your study. (primary literature = peer-reviewed journals)
o Include website references only if they meet all the following criteria, and remember that websites are rarely considered primary literature sources:1) pertinent to your study,
2) published by a reputable source (i.e. from NASA rather than Joe Schmoe from down below),
3) biases are acknowledged in your paper (i.e. the National Dairy Council may have a bit different viewpoint about the benefit of dairy products to your health than the Vegan Society; beware of bias on either side of the issue)• It may be helpful to think of the introduction as a triangle standing on its point, with broad topics at the beginning and then the topics narrowing until you talk about your specific study.
2. Methods (and Materials?)
• As you develop your methods section, remember your question. Design data collection to maximize your ability to answer the question you have posed. Be sure to consider what is out there in the literature; i.e. how have other people answered similar questions, or collected data as you might want to collect them? What have they learned about things to do or not to do?
• All research projects must include the generation, analysis and interpretation of data. You must use data (numbers) you collect and, in addition, you may use data generated by others for comparison with your results. If you use others’ data, credit the original source/(s) of the data and make comparisons to your own data. Analyze whatever data you find or collect to address your own research question/(s).
• What is your research design? Explain your design fully. Be sure to include pertinent information about the number of replicates, types sampling done, sampling locations and dates, and variables that needed to be taken into consideration.
• Describe important materials and how they will be used. For surveys, include a copy of the survey as an appendix. For other materials, be sure you include all pertinent information; that is, all things about maps, situations at the zoo or particular stations or exhibits, number of visitors the days you sample, weather conditions, etc. that you think could affect your results.
• Exactly what was recorded? Include units, if applicable, and be specific about what was written down.
• Don’t forget to describe what statistical tests you used. Be specific; “T-tests and ANOVAs were used to test the results” is not adequate. Instead, tell the reader exactly what you did with what data and why you did it; “T-tests were used to determine whether the mean time visitors spent in the discovery station were significantly different from the time spent at the computer stations.”
3. Results – should always include 2 parts:
• Visual display of results, preferably inserted into your text where you talk about them
o These may be Tables or Figures – “Tables” refers to anything with columns (usually numbers, but may be descriptions or categories), and “Figures” are anything else.
o All tables or figures should be labeled, titled and described, as in the following example, either directly above (tables) or below (figures) the graphic:• Label = Fig. 1,2,3 … or Table 1,2,3 …
• Title = Visitor time spent in discovery station versus computer station at Cincinnati Zoo, Cincinnati, OH.
• Description = Red = discovery station, blue = computer station; n = 6 samples.
• In other words, think of the table or figure “standing alone” – so that someone could look at only the T or F and basically know what it represents.
• So the full text of what might go with the above example could be: Fig. 1. Visitor time spent in discovery station versus computer station at two indoor exhibits at the Cincinnati Zoo, Cincinnati, OH. (Red = discovery station, blue = computer station; n = 6 samples.)o Only tables or figures that you refer to in the text part of the results should be included. (Don’t include a zillion ANOVA graphs that were insignificant and you don’t talk about!)
• Text about visual displays
o This is the tricky part. You want to point out the obvious to the reader, preferably in order of an item’s importance to their understanding. There is never a guarantee that two people looking at the same data see the same things. So YOU must look hard at your tables and figures and determine what are the most important points the reader should see.
o You DO NOT need to restate all the values that are included in the table or figure.
o For instance, for the hypothetical figure discussed above, you might tell the reader: Time spent at the discovery station was greater that spent at the computer station in both exhibits sampled (Fig. 1). The difference in time spent was significant in the reptile house (p<0.05) but not in Manatee Springs. However, the trend toward longer participation at the discovery stations is clear, even at Manatee Springs guests spent an average of 3.5 minutes longer than at the computers.• Results may also include observations that were not measured, but that might help to explain what your data tell you.
4. Discussion (and?) Conclusions
• This is where it gets fun! You get to think hard about what your results mean! So, as Hays says, strut your stuff, relax and have fun! In so doing, some things that might help include:
• Interpret your results, explaining why you got the results you did.
• What errors were made, and how could they be corrected? Or can they? How do you think they affected your data and interpretation?
• State whether your hypothesis was/hypotheses were supported or not.
• Think beyond the project. What additional questions did your research raise? If you were going to do additional research on this topic, what might you do? How do your data match other researchers’ data? Or don’t they match? If not, why not? How do your results apply to issues in the real world?
• Revisit your introduction and be sure you have drawn the connections you hoped to draw when you began this research.
5. Literature cited
• Alphabetical list of all sources cited anywhere in your paper, by first author’s last name. Do NOT include sources that you looked at but didn’t use in your final report.
• In your proposal only, be sure to include a brief explanation (annotation) about why you selected each source.
• For web sources, you MUST find an author (if at all possible; and if we find the author and you didn’t, woe to you!) and list the date you consulted or downloaded the source.
• A WORD ABOUT PLAGIARISM – a general rule of thumb is that if you use 3 consecutive words from a source, you should put that in quotes and cite the source (in parentheses after the quote). However, another rule of thumb in science writing is that you use quotes only when you are trying to preserve the literary or historical value of the author’s words. That means that you do two things: 1) understand the author’s words well enough that you can say it in your own words, and 2) still cite the source. Sometimes, since science jargon is sometimes difficult to understand, that means you have to work hard to understand what the author is really saying in terms that make sense to you. But there’s no way around it – just do it!
In the spirit of discovery-oriented science, a segment of the NS I labs will be devoted to allowing students to ask their own questions, design methods, write their own text, collect their own data, analyze that data, and present the results.
As an example of some of the cool projects that have been done, we thought you might like to see some of the Fishbusters at Work. They had some great days in the field at Collins Run in Oxford, Ohio. You can view their Study Effects of Human Land Use on Fish Populations (THE FISHBUSTERS) on the Natural Systems 1 research WWW pages. There are many other fine, interesting NS1 student research projects--why don't you take a look?
Photographs:
Quicktime Movies:
click here for a free copy! Windows users can download Quicktime from http://www.apple.com/quicktime/download/
Our group research projects this year will be different than ever before, since we are using the Cincinnati Zoo as our setting and questions assoicated with the "Wild Research" project as our research questions. To start your groups off, we will have a full day at the zoo on September 30th. During that time we will discuss the whole idea of discovery science, or participatory research - what it means, who's doing it, why anyone would want to do it, what benefits and problems are associated with it, etc. We'll also take some time for you to wander around the zoo to generate possible questions that you might research, and then meet in small groups to discuss your questions and determine whether they could be answered or need to be changed somewhat so they might be answered.
We hope to come back from that day with groups organized, questions determined, and a general idea of methodology to be used, so that you can get right to work on your project proposal, due the following week. These proposals will be collected and distributed for a peer review and discussion to take place the following week. And using the peer and instructor reviews, you will rewrite your draft into a final proposal, due the following week. Although this may sound very simple now, remember that a proposal includes all the basics of your final report, with the exception of results and conclusion. So, your question must be honed to its most interesting and applicable pinnacle. A literature search, accompanied by an annotated bibliography, is essential. Detailed thought and planning must go into the determination of the best methodology. And of course, you'll be doing all of this focusing and research adn planning in a group setting .... need I say more?
The remainder of the time you spend on your group project will be up to you. Your research will be conducted at the Cincinnati Zoo, but before you jump out of your skins, your time spent in traveling there both for our introductory day and to do research will be compensated by some Tuesday seminar days that will be cancelled entirely or used to meet individually with your instructor. Nonetheless, you should expect to conduct at least 3 or more sampling sessions, almost certainly NOT on the same day. Student groups interested in related questions are encouraged to share their findings to add new dimensions to their research. For example, several groups may choose to investigate what zoo visitors are interested in; is it an animal's appearance, behavior, strange adaptations, place in its natural ecosystem, conservation status, or evolutionary relationships? Someone studying this broad question might benefit from groups individually considering who comes to the zoo when, what characteristics zoo visitors share, etc.
As the middle of the semester rolls around, we will take time in seminar for you to report on how your research is going. Toward the end, you will analyze your data and produce 2 types of presentations. One will be a poster or power point presentation that will be presented to and evaluated by your peers. The second will be a final written report, in the format detailed above, that will be turned in to your instructor.
.The Julia Rothermel
Center for Science Inquiry
Western Program has a Center for Science Discovery staffed by upperclass students with strong commitments to science. The overall goal of the center is to: 1) serve as an important resource for students thinking through research or pursuing independent investigations, 2) provide a living link between the Natural Science Database and ongoing student investigations, and 3) serve as a central hub for scientific equipment and supplies. Each student group will work closely with an upperclass science tutor, who will provide advice and help coordinate data.
Search The Science Center Equipment Database!!
Points to Consider:
Natural Systems 1, Fall '06, Entry Forms....... |
Natural Systems, Discovery Project Submissions... |
Natural Systems Progress Reports |
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View Progress Reports & new progress postings..... |
Search
The Science Center Equipment Database!!
The "Acid Lab" concentrated on the dissolution of limestone due to acid rain.
The world's largest bookstore!
Miami Link
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Lightning One August Evening in Oxford, Ohio
| The science article library contains thousands of PDF articles. It is an amazing resource. The database is password protected. Search This Website--Open Resource There are over 15,000 web pages on this website, so many pages that it can be difficult to even know what is here. Many of these web pages are student research articles, complete with literature sources. Use the Within-Site Search Engine to look for past student research work that may aid you in your research! It is not password protected. |
A picture of one NS class at the base of the "Bluffs" in Collins Run
Academic Honesty
Please read part V, Sections 501-507 of The Miami Student Handbook on Academic Dishonesty since the policy articulated pertains to all work done in this course.
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| Instructor-Generated Labs (2 papers@100 pts each) 200 pts |
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DDiscovery-Oriented Projects
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| Peer Review (100 pts) |
| Class Participation (100 pts) |
| Exam I (short answer and essay) (100 pts) |
| Final Exam (short answer and essay) (200 pts) |
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Participation: This course will be interactive; 3% will be subtracted from the final course grade for each absence without excuse. This includes absence from scheduled group meetings with science tutors. To receive a grade in this course, you must complete an end-of-course evaluation.
Texts
A photocopied reader to be purchased at Dubois Bookstore on High Street
Discovery Lab Manual (written by you)
EON
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ERA
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PERIOD
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EPOCH
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DATES
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AGE of |
Interesting Biological Events: | |
| Phanerozoic
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Cenozoic
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Quaternary
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Holocene
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0-2
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Mammals
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Humans |
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| Pleistocene |
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| Tertiary
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Neogene
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Pliocene
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2-5 |
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| Miocene
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5-24 |
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| Paleogene
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Oligocene
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24-37 |
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| Eocene
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37-58 |
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| Paleocene
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58-66
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Extinction of dinosaurs | |||||
| Mesozoic
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Cretaceous
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66-144
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Reptiles
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Flowering plants | |||
| Jurassic
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144-208
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1st birds/mammals | |||||
| Triassic
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208-245
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First Dinosaurs | |||||
| Paleozoic
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Permian
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245-286
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Amphibians
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End of trilobites | |||
| Carboniferous
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Pennsylvanian
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286-320
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First reptiles | ||||
| Mississippian
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320-360
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Large primitive trees | |||||
| Devonian
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360-408
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Fishes
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First amphibians | ||||
| Silurian
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408-438
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First land plant fossils | |||||
| Ordovician
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438-505
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Invertebrates
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First Fish | ||||
| Cambrian
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505-570
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1st shells, trilobites dominant | |||||
| Proterozoic
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Also known as Precambrian
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570-2,500
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1st Multicelled organisms | ||||
| Archean
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2,500-3,800
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1st one-celled organisms | |||||
| Hadean
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3,800-4,600
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Approx age of oldest rocks 3,800 | |||||
Taken from: MODERN PHYSICAL GEOLOGY, Graham R. Thompson Ph.D., Jonathan Turk Ph.D., Saunders College Publishing and the University of Alaska, Department of Geology.
Week 1
On Thursday, during your regular lab/discussion time, all of us will take a nature walk through Peffer Park, adjacent to Miami’s campus. [Meet in front of Peabody Hall by or before your normal seminar time.] Our path will take us through the campus, across a flat, well-manicured park and eventually to a creek, where we will actually walk upstream (in the water!) till we reach a place called the "bluffs." Along the way, besides getting your feet wet, we will discuss ecology, geology and human land use. More importantly, we hope you will be keeping your eyes open and think about how you personally connect to the world around you. What memories are triggered by this walk? What do you see? What do you feel?
Your assignment, should you choose to accept it (or even if you don't!), is to write a two- or three-page, typewritten, naturalist essay based either on your field experience in Peffer Park, or another recent experience with nature in the Oxford landscape. As with all short papers, it helps to keep the topic tightly focused. All naturalist essays should take advantage of insights taken from a close observation of nature. We will be looking for a tight focus, detailed observation, good insights, and careful writing. Naturalist essays come in many forms, see page 1 of your reader for an example. We have placed this assignment first in the semester as a reminder that science is rooted in our relationship to the world around us. Make sure you visit the writing center before turning in this assignment. It is due 9/08/06.
Interested in this year's nature hike? Here is a Quicktime Slideshow of the 2002 walk.
You'll
need Apple's Quicktime
to view quicktime movies and slide shows.
Here's some pictures from our yr 2000 walk!
| Date | Topic | Readings |
| Week 1 8/22-24 |
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| Week 2 8/29-8/31 |
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| Week 3 9/5-9/7 |
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| Date | Topic | Readings |
| Week 4 9/12-9/14 |
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| Week 5 9/19-9/21 |
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| Week 6 9/26-9/28 |
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| Week 7 10/3-10/5 |
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| Week 8 10/10-10/12 |
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| Date | Topic | Readings |
| Week 9 10/17-10/19 |
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| Week 10 10/24-10/26 |
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 Hurricanes,
Coral Reefs and Rainforests: Resistance, Ruin and Recovery in the
Caribbean, R p. 106
Shifting
ecological baselines and the demise of Acropora cervicornis
in the North Atlantic and Caribbean Province: a Pleistocene perspective,
R p. 115
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| Week 11 10/31-11/2 |
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| Week 12 11/8-8/9 |
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| Week 13 11/14-11/16 |
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| Week 14 11/21 |
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| Week 15 11/28-11/30 |
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| Week 16 12/5-12/7 |
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| Week 17 Final Exam Time??? |
Comprehensive Final Exam!! Time TBA |
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The Swans show off their feeding strategy in this Quicktime Video Check out the final report of the Swan Study.
WCP 121/123 is part of your education in interdisciplinary studies. It is also part of your liberal education and the course is planned to explicitly address the principles of the Miami Plan for Liberal Education, Foundation IV-biology and lab science requirement. In the section that follows we give you some idea of the ways these principles are expressed in the course curriculum.
Click if you'd like to learn about our instructor and student generated labs, independent research & publications, the natural science database, opportunities for field research, writing in the sciences, the Julia Rothermel Peer Science Center, and tutor responsibilities.
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