Oxides; College students lack scientific literacy, study finds. Post #3

According to research published in the January issue of BioSciene, “Most college students in the United States do not grasp the scientific basis of the carbon cycle – an essential skill in understanding the causes and consequences of climate change.”

More than 500 students at 13 U.S. colleges were assessed to test their fundamental science knowledge. Many students fail to apply scientific principles to their daily activities. Without the knowledge about the conservation of matter, students are not aware of the impact they make on the world.

Students typically explain their weight loss as the fat “melting away” or was “burned off”.  According to Energy Weekly News, “In reality, the atoms in fat molecules leave the body (mostly through breathing) and enter the atmosphere as carbon dioxide and water.

Researchers also said the textbooks read by high-school and college students need to do a better job teaching the scientific fundamentals. Charles Anderson, MSU professor of teacher education and co-investigator on the project, said “Instructors should help students understand that the use of such “everyday, informal reasoning” runs counter to true scientific literacy.”

The most important environmental problem is global climate change. Anderson is interested in students’ understanding of environmental problems.

This article is another source that shows students are not aware of global climate change and how the issue is continuously rising. During our campaign, my group will inform students on the impact they make and how they can make an effective change one by one.

Citation:

Oxides; College students lack scientific literacy, study finds. (2011, January). Energy Weekly News,407.  Retrieved November 10, 2011, from ABI/INFORM Trade & Industry. (Document ID: 2242986601).

Climate change education and the ecological footprint- Post #2

            After reading Climate change education and the ecological footprint, I became more aware of the way university students perceive the science of climate change and the connection it makes with their personal lifestyle choices.

            Fall of 2005, at San Jose State University, over 400 college student participants were included in a study that focused on the science of climate change. Two classes were studied to calculate the results; Meteorology 10, a lower-division class, and Meteorology 112, an upper-division class.

            Researchers creatively designed a questionnaire to engage their participants, while at the same time, creating a fun, learning experience about climate change and their personal lifestyles. Three major areas of climate change were focused in this questionnaire: 1) causes of global warming and ozone depletion, 2) the relationship between global warming and ozone depletion, and 3) energy use and greenhouse gas emissions. Results have shown that students understand that global warming is a pressing issue, but typically are unaware of the causes or impact they actually attribute. The article states, “Students tended to confuse ozone depletion and global warming”. Once there is confusion, the complete understandings of environmental issues are off.

            Students also engaged in an activity to calculate their ecological footprint; an analysis that estimates the resources to sustain a human population and compares this to the Earth’s regenerative capacity. Researchers believe the ecological footprint activity helped students to make a connection between the products they used and the personal actions with energy that affect global warming.

            I would like to incorporate an activity, whether a questionnaire or focus group, into my group’s campaign because this will allow us to have more knowledge of how students understand global warming and climate change, and how they have an impact on it. Creating a friendly environment for our activity will allow students to be comfortable when answering questions about the environment and their lifestyle that they may find tricky. The article states, “Research shows that guilt is generally not a good motivator for personal change, and this may also be true in learning”.

            I would advise other students to read this article because I found it to be a good read. It was easy to understand, informative and helpful.

Citation:

Cordero, E., Todd, A., & Abellera, D.. (2008). Climate change education and the ecological footprint. Bulletin of the American Meteorological Society, 89(6), 865-872.  Retrieved October 18, 2011, from Research Library. (Document ID: 1528216421).

Can GLOBAL WARMING Heat Up Environmental Education? Post #1

Claudio Mazzatenta, a biology teacher in Bronx, New York, launched a poster contest on Climate Change and Global Warming to bring awareness to this rapid environmental issue. Many students are interested in their environment but are still confused to how it is affected. According to the text, Bronx has among the highest rates in asthma due to emissions from fossil fuel burning, heavy traffic, etc. Students suggested "Going Green" and ways to reuse and reduce in their everyday behaviors. The poster competition was successful as the exhibition was publicized on television and in a newspaper, and brought awareness to global warming and climate change.

             I learned that engaging and teaching students about global warming and climate change will increase the chances of them voting for the Green Campus Fund in February 2012. I would advise other students to read this article because it shows people in this country have an interest in their environment and know it is being affected. However, many are still confused to how and why they are the cause. With the support of a team, educating one student will lead to them sharing the information with their friends and creating a chain reaction of environmental friendly people.

Citation:

Mazzatenta, C.. (2008). Can GLOBAL WARMING Heat Up Environmental Education? The American Biology Teacher, 70(6), 342-344. Retrieved September 29, 2011, from Research Library. (Document ID: 1536191551).

Assignment #3

3a: Complimentary Colors

3b: Analogous Colors

3d: Warm Colors

3e: Cool Colors

Assignment #2

2D: WORM'S EYE VIEW

2E: BIRD'S EYE VIEW

2F: HORIZONTAL VIEW

2G: VERTICAL VIEW

Assignment #1

a: front light

b: side light

c: back light

2a: single point perspective

2b: symmetrical balance

2c: asymmetrical balance