Global Warming

Proposal Summary

Project Directors: Sumana Islam and Hina Siddiqui

Project Title: Global Warming

Budget: $ 2389.30

Research shows that as a nation, the United States scores significantly lower than the International Average in most subjects, and domestically, Texas ranked 39^th in public education and 36^th in high school graduation rates. Statewide, only 68% of students passed the exit-level 11^th grade TAKS, performing lowest on the science and mathematics sections. These figures prove how disadvantaged Texas students have become, locally and globally. Students are being hindered from high performance, making it more difficult to compete for placements in good colleges and universities.  While lobbyists and state agencies are working to reform education through the state budget, it is up to teachers to proactively facilitate students’ progress by enhancing their own classroom teaching methods. 

            We propose an interdisciplinary unit, integrating both mathematics and environmental sciences, taught through project-based instruction. This approach will motivate students to learn in a context that is interesting, challenging and relevant to their lives. As learning styles vary from student to student, project-based instruction also provides a way to introduce a wider range of learning opportunities into the classroom. The traditional approach to teaching will be replaced by a student-centered environment which promotes inquiry, discovery, and creativity.

            As the topic of our unit, we chose to focus on the causes, effects, and prevention of Global Warming, the realities of which are a pertinent concern for all students. Among other things, students in the science class will observe how the earth behaves like a greenhouse, talk about the composition of atmospheric gases, and research animal migration patterns. Concurrently, in the mathematics class, students will be discussing ratios and proportions of CO2 in the Earth’s atmosphere, as well as inferring trends and correlations among temperature and climate data. In both classes, the students will research, analyze, and interpret various forms of information, including tables, graphs, and simulations. At the end of the unit, students will have mastered a range of concepts, acquired problem solving skills, and integrated science and math. Thus, after having been engaged and challenged, students will inevitably score higher on state and national exams, as well as become more confident, autonomous individuals ready to excel in all classes.  

Description

Algebra I:

            During the first week of the project, students will be introduced to the concept of global warming from a statistical perspective. They will watch a simulation on the future affects of global warming and discuss scientific notation. Students will also learn to effectively use the Internet as a research tool. The class will collect temperature and climate data over a span of 128 years to answer the question, “Is Global Warming happening in Austin, TX?” They will plot these figures and look at central tendencies, correlations, and slope, as well as linear and exponential growth.

            The next week will begin with an introduction to functions and variables, including the concepts of domain, range, dependence and independence. Students will also solve linear equations, learn the slope-intercept form of a line, and graph the equations. During a lesson on Krakatoa, students will consider the impact of another such eruption.  They will use a graphs and algebraic expressions of CO2 emissions to support whether or not such an eruption can enhance or deter global warming.

            Students will now submit a project proposal as well as a concept map which shows what factors can be influenced through human intervention. The third week will focus on how to use Microsoft Excel to enter and organize data, as well as to manipulate it using built in formulas and tools for graphing.  At the end of the week, there will be an activity involving ratios and proportions using M&Ms.

            During the fourth week, students will learn how to extrapolate data. Students will fit a pattern to the diameter of the Ozone hole as it has changed over the years to estimate how big it will be 100 years later. These concepts and the M&M activity will help to approximate the amount of CO2 that is in our atmosphere now, how much is being released by the focus of their project, how much there will be 100 years from now, and  how much can be reduced by their prevention plan. 

            By the fifth and final week of the unit, students will have collected all of their data and prepared their Excel spreadsheets, including graphs and tables.  They will prepare posters which will include why global warming is happening, what they decided can be done to reduce its effects, and how well this model actually reduces the amount of CO2 in our atmosphere.  The project will culminate with a round robin presentation, where half the class will present one day and the other half the next day.

Environmental Science:

The project is on global warming and its implications. It is intended for high school students. It will engage students for five weeks and each week will address particular subtopics of global warming. Every week will build on learning of previous week and at the end of the project the students will have extensive ideas of the topic.

During the first week students will be introduced with the main idea of global warming. Anchor video will direct to the driving question, ‘earth is getting warmer; can we prevent the effect of global warming?’ Students will simulate greenhouse effect in a glass jar. They will learn that earth’s surface warms up in a similar fashion while earth acting as a giant greenhouse. Students will gain overall proficiency in navigating internet resources on air pollution and other global warming related topics (e.g. what are the greenhouse gases). They will also have an idea on global carbon cycle through computer simulation model.

The second week will start with the global warming process through computer simulation. Through proper data sheet they will be given the idea that there is a relationship between increased temperatures with increased CO2 level in the atmosphere. They will also gain an understanding of the processes involved in the production of CO2. At the end of research through internet students will be able to find websites showing relationship of CO2 level and temperature rise during the last 100 years. They will also brainstorm with some possible effects of global warming which they will continue next week.

During third week students will learn how ozone layer and animal migration pattern are changing as possible outcomes of effect of global warming. They will also learn human contribution (as well as other contributing factors) to greenhouse gas production. In addition, they will have an idea about how much each state is contributing to greenhouse gas formation through a pie chart.

Fourth week is based on brainstorming ideas and internet search in groups to find out strategies to prevent further buildup of greenhouse gases in the atmosphere. Two separate concept maps are due at the end of the week, one on effects of global warming and the other on contributing factors.

The last week (5^th) is basically a combination of labs followed by student group presentation and poster shows with discussion.

Unit Calendar

Rationale

As the world continues to change, the notion that there are a limited number of things you have to know to be successful is no longer valid. Students need a variety of learning opportunities in order to perform well in science and mathematics in America and be competitive worldwide.  This can be achieved through project based instruction centered on a significant issue, such as global warming. Global warming has been a widely debated topic for the past two decades.  Though the effects are global, they can be seen right here in Central Texas in recent climate and temperature changes.  Scientists are now estimating serious implications for future generations if current trends persist.  As more natural disasters occur and sea levels continue to rise, we can expect parts of North America, as well as other continents, to sink completely beneath water. The hole in the Ozone Layer will grow bigger, leaving us unprotected from the sun’s dangerous ultraviolet rays. Animals and plants are also being severely affected; in fact the number of polar bears has already begun to decline, while the rainforests are being depleted at an unnatural rate. All of this devastation is being caused by the increased levels of greenhouse gases in the Earth’s atmosphere, and humans are its greatest contributors.

Understanding the global warming problem will require students to delve into topics they would normally walk right over and help close the gap in low performance on state and nationwide exams. Currently, Texas ranks 39^th in public education and 36^th in high school graduation rates. In the last year, only 68% of students passed the exit-level 11^th grade TAKS, performing lowest on the science and mathematics sections.  Students in Algebra I and Environmental Science will learn and apply numerous algebraic, statistical, and scientific concepts that will foster autonomous thinking and problem solving skills. The classes will be taught through project-based instruction, which will motivate students to learn in a context that is interesting, challenging and relevant to their lives. We hope that this project will help students acquire a level of confidence and improved performance for our classes, and other future endeavors.

Potential Impact

            The climate, nature, and conditions of the Earth as we know it are rapidly changing, and many people believe this is due to Global Warming. As hot as this topic is, it provides an excellent means to teach students many scientific as well as mathematical processes applied to a real world event. The goals of this unit are to help students master algebraic and scientific objectives (TEKS) through an enjoyable, interactive project spread over the course of five weeks. It has been designed to be taught separately by an environmental science teacher and an algebra teacher; hence approximately 360 students will be involved.

Students will concentrate on the Austin, TX climate data to learn the causes and effects of global warming in order to develop a local prevention plan.  Emphasis will be placed on greenhouse gases and the carbon cycle, as well as the exponential rise in temperatures and increasing ratio of CO2 to other atmospheric gases. To reduce greenhouse gas emissions, students will learn about alternative energy sources, such as solar and wind power, and analyze numerical data using measures of central tendency and correlation to infer how influential these methods can be. Students will also learn to access current research information to help them with their investigations. They will be expected to draw reasonable conclusions from the information discovered about global warming and from there collaborate to manufacture solutions.

After acquiring such awareness, students will be more prepared to teach their communities about the disastrous implications of this global warming. In turn they will be more willing to help local environmental organizations communicate the importance of human intervention in order to bring about a change in the current warming trend.

Budget

Due to the nature of this interactive project, it is essential that both the students and the teachers have access to the resources listed below:

The total material cost for both classes is $ 2389.30. Implementing this unit in other classrooms will be easy to do as the materials are readily accessible and fairly cost-effective.

Project Staff Vitae

Hina Siddiqui

EDUCATION

Bachelor of Science, Architectural Engineering, The University of Texas at Austin, 1999- 2002

Graduate Studies in Civil Engineering, The University of Texas at Arlington, 2003

UTeach Teacher Certification in Mathematics Grades 8-12, The University of Texas at Austin, 2000-2006

APPLICABLE COURSES

Calculus I and II, Matrices and Matrix Calculations, Discrete Mathematics, Structure of Modern Geometry, Mathematics as Problem Solving, Step I, Step II, Functions and Modeling, Probability I, Knowing and Learning (Math/Science), Perspectives on Science and Math, Mathematics as Problem Solving, Classroom Interactions, Research Methods, Project Based Instruction, Apprentice Teaching Seminar

RELAVENT EXPERIENCE

Apprentice Teacher           1/07 – 5/07

McCallum High School, Austin, TX

¨       Instructed two Preps, Algebra I and Math Modeling, to 9^th and 11^th-12^th graders, respectively, under the supervision of Co-operating Teacher

Student Teacher                1/07 – 5/07

Manor High School, Austin, TX

¨       Developed and practiced astronomy lesson with 8^th grade students during Project Based Instruction

AmeriCorps Intern                        8/06 – 12/06

Lucy Read Pre-Kindergarten Demonstration School, Austin, TX

¨       Assisted in classroom and Science Lab as well as prepared and implemented weekly lesson plans for in-class center time activities

UTeach Intern                   8/06 – 12/06

Saturday Morning Math Group (SMMG), Austin, TX

¨       University of Texas at Austin outreach program designed for middle and high school students, parents, and teachers. Aided in organization, presentation, and monitoring of students during Mathematics lectures

Volunteer                           8/02 – 12/02

Student Engineers Educating Kids (SEEK), Austin, TX

¨       Program partnered with Dean of Engineering and Communities in Schools (CIS).  Communicated basic engineering principles through mentoring/tutoring at Kealing Junior High Magnet School 

Teaching Assistant                        8/01 – 12/02

UT Department of Civil Engineering, Austin, TX

¨       Assessed student C++ programs for Computer Methods

Program Assistant             8/01 – 5/02

GirlStart, Austin, TX

¨       Designed tutorials and composed program curricula; supervised participants in RoboBLAST Saturday Camps and competitions; Assisted in weekly math, science, and web design activities at Fulmore Middle School

Student Teacher                1/01 – 5/01

Porter Middle School, Austin, TX

¨       Implemented 3 lessons in a 7^th grade Algebra I class during UTeach Step II

Grader                               8/00 – 8/01

UT Department of Mathematics, Austin, TX

¨       Evaluated papers for Modern Geometry, Matrices and Matrix Calculations, and Advanced Calculus for Applications

Student Teacher                8/00 – 12/00  

Maplewood Elementary, Austin, TX

¨       Co-taught 4 lessons in 3^rd grade class during UTeach Step I

INDUSTRY EXPERIENCE

Junior Structural Engineer, LopezGarcia Group, Dallas, TX, 4/05-6/06

¨       Dallas Area Rapid Transit (DART) Consultant for structural analyses and design of aerial structures

Engineer-In-Training (EIT), 2CMD, Inc., Dallas, TX, 1/05-4/05

¨       Designed structural elements using building codes, design manuals, and analyses software.

Architectural Engineer, The Hudson Group, Grand Prairie, TX, 2/04-1/05

¨        Prepared plans, details, and construction documents under licensed Architect.

HONORS/ORGANIZATIONS

UTeach AISD Scholarships

UT Departmental Civil Engineering Scholarship

UT Departmental Mechanical Engineering Scholarship

Charles E. Sporck Scholarship, National Semiconductor

Member of Phi Alpha Epsilon, Architectural Engineering Honor Society

University of Texas at Austin Honors

COMMUNITY SERVICE

Islamic Society of Arlington, Texas: Held Friday night classes for middle to high school aged girls

Court Appointed Special Advocate (CASA): Advocate for abused children removed from their home

Alliance for Children: Volunteer to help sexually and physically abused children

Arlington Youth Services: Adopted Johns Elementary School for after school mentoring

HOPE Tutoring- Tutored students in academics as well as TAKS prep

SKILLS

Proficient in Microsoft Word, Excel, FrontPage and PowerPoint

Familiar with Texas Essential Knowledge and Skills (TEKS)

Adept in 3D modeling with MicroStation V8 and AutoCAD 2002

Sumana Islam

Education:     

                        M.S. (1997) Department of Horticulture, Purdue University, USA.

                        M.Sc (1988) Biochemistry, University of Dhaka, Bangladesh.

                        B.Sc. (Honors) (1987) Biochemistry, University of Dhaka, Bangladesh.

Starting from summer 2006, I am doing Teacher Certification through UTeach program at UT, as a post-bac student. The professional development courses I have taken are secondary teacher education preparation step I and II combo, knowing and learning in Math and Science, perspectives in Math and Science-UTeach, classroom interaction, research methods-UTeach and project based interaction.

Teaching Experience:

Spring 2007: I taught project based instruction class to junior high students of Del Valley at UT marine Institute, Port Aransas.

Fall 2006: Taught a set of direct teach lessons in October, 2006 and working now on preparing for another set of direct teach

                 lessons in David Crocket High School as part of preparation for Classroom Interaction Class.

Summer 2006: Taught five different lessons in elementary and middle level students on campus during their summer camp.

Spring 2006: I was a volunteer math tutor for the Math Study Group in Bedicheck middle school, as well as in Clint small middle

                 school.

Substitute teacher of AISD during the school year of 2005-2006.

Research Experience:

10/01/03-5/30/04: Part-time research associate, working on light signal transduction in Arabidopsis. Research involves growing 

            Arabidopsis plants, mutant screening, subcloning of genes, PCR analysis, plasmid isolation etc.

1/1/95-9/30/97: During my M.S. thesis from the Dept. of Horticulture, Purdue Univ., U.S.A., I worked on characterization of the

             first step involved in DMSP (3-Dimethylsulfoniopropionate, which has a major role in global sulfur cycle) production in

             a marine algae.

1/1/89-12/31/91: Two years of research experience as M.Sc thesis student in the Univ. of Dhaka, Bangladesh. During my thesis

            work, I have learned some of the basic techniques of biochemistry and molecular biology including isolation of plasmid

            DNA, transformation of plasmid, curing of plasmid, SDS-PAGE, biochemical tests for the identification of bacteria,

            toxicity assay on hairy caterpillar and mosquito larvae etc.

Awards/Distinction:

1. Obtained Government scholarship from 1982-1984 after completing S.S.C. examination and from 1985-1987 following H.S.C. examination.

2. Placed in the first class in the B.Sc (Honors) in 1987 and M.Sc examination in 1988 and obtained scholarship from 1987-1988.