Investigating Environmental Science through Inquiry

This new lab book contains 35 inquiry-based, environmental science investigations. Each experiment includes a preliminary activity, teacher information, sample researchable questions, and sample data. Labs are correlated to AP and IB standards. Topics covered include:

• Earth Systems and Resources/Air and Water
• Earth Systems and Resources/Soil
• The Living World
• Global Change and Population
• Energy Resources and Consumption
• Pollution

These experiments are based on recommendations from the National Research Council report, "Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools" (2002) and leading inquiry-based learning experts.

Investigating Environmental Science through Inquiry | Order Code ESI | $45
Available October 2007

Did You Know?

All IB group 4 experimental science courses will require students to use sensors for data logging in an experiment and software for graph plotting starting with examinations in 2009.

Collecting temperature, dissolved oxygen, and flow rate data

Scientific Inquiry

by Donald L. Volz, recently retired teacher and author of Investigating Environmental Science through Inquiry

The National Science Teachers Association (NSTA) Position Statement on Scientific Inquiry, adopted by the NSTA Board of Directors in October 2004, is a concise and informative document concerning scientific inquiry. The position statement can be seen at NSTA's web site. Parts of the document are included below.

The National Science Teachers Association (NSTA) recommends that all K-16 teachers embrace scientific inquiry and is committed to helping educators make it the centerpiece of the science classroom. The use of scientific inquiry will help ensure that students develop a deep understanding of science and scientific inquiry.

Regarding students' abilities to do scientific inquiry, NSTA recommends that teachers help students:

• Learn how to identify and ask appropriate questions that can be answered through scientific investigations.
• Design and conduct investigations to collect the evidence needed to answer a variety of questions.
• Use appropriate equipment and tools to interpret and analyze data.
• Learn how to draw conclusions and think critically and logically to create explanations based on their evidence.
• Communicate and defend their results to their peers and others.

Measuring light level in the forest canopy

Data-collection technology is a powerful tool that enhances the success of inquiry based laboratory activities. When used in preliminary activities, it helps students to identify questions that can be answered through scientific investigation.

Concerning the second point in the list above, data-collection technology enables students to better conduct investigations and collect data. It also enables them to conduct many new investigations with measurements not previously obtainable in the classroom.

The software component of data-collection technology is the most powerful tool available for the analysis and interpretation of data. With its analysis capabilities, this software enables students to draw better conclusions. The software can also serve as a powerful presentation tool as students communicate and defend their results to their peers and others.

The new Vernier lab book, Investigating Environmental Science through Inquiry, includes strategies for accomplishing the tasks cited in the NSTA position statement.