1. Why do students have so much trouble tracing matter through ecological processes and systems? Laurel Hartley, Charles (Andy) Anderson, Brook Wilke Acknowledgement: Chris Wilson, Joyce Parker, John Merrill, Merle Heideman, Tammy Long, Gail Richmond, Diane Ebert-May, Janet Batzli, Lindsey Mohan, Jing Chen,from Michigan State University, Charlene D’Avanzo from Hampshire College, Alan Griffith from University of Mary Washington, Nancy Stamp from Binghamton University, Kathy Williams from San Diego State University, Phil Piety from University of Michigan, and Mark Wilson, Karen Draney, Yong-Sang Lee, and Jinnie Choi from University of California-Berkeley Projects: MSU Environmental Literacy Project, Center for Curriculum Materials in Science NSF CCLI - Developing Diagnostic Question Clusters for Tracing Matter, NSF CCLI –Diagnostic Question Clusters to Improve Student Reasoning and Understanding in General Biology Courses MICHIGAN STATE UNIVERSITY

2. Tracing Carbon Through Ecological Systems

3. Evidence for anthropogenic change Atmospheric concentrations of CO 2 (379ppm) and CH 4 (1774 ppb) in 2005 exceed by far the natural range over the last 650,000 years. Global increases in CO 2 concentrations are due primarily to fossil fuel use, with land-use change providing another significant but smaller contribution… There is very high confidence that the net effect of human activities since 1750 has been one of warming. {2.2} (IPCC, 2007, p. 4) Excerpt from IPCC Written for policy makers – mostly college graduates who did not major in science Assumes substantial knowledge of biology, chemistry, physics, and statistics

4. a basic understanding of chemistry and physics to connect processes to one another to reason about the same process at multiple scales To reason about carbon cycling in socio- ecological systems Students Need:

5. Tracing Carbon in Biology Thoughts and data from 3 NSF funded projects Wide grade band – 3 rd grade through college Wide range of scales – atomic/molecular, cellular, organismal, ecosystem All incorporate “principled reasoning”

6. Principled Reasoning There are scientific principles (e.g. conservation of matter) that can be applied across models –Help to connect processes (eg. Respiration and Photosynthesis). –Can also serve as limits or constraints on the scientific models frequently taught in college classes (e.g. chemical equation must be balanced) We propose that principled reasoning is a necessary skill for achieving ability to reason about socio-ecological systems.

7. Informal Reasoning Students accumulate experiences try to find patterns in those experiences Problems arise when students apply patterns to new experiences where they aren’t applicable learn vocabulary and processes in school without connecting them to their informal experiences or to other process that have shared principles misconceptions procedural display

8. By practicing principled reasoning students will: be less likely to develop misconceptions more easily dispel misconceptions be better able to connect the same processes across different scales be better able to reason about processes when presented in novel contexts

9. For Example Jared, the Subway man lost a lot of weight eating a low calorie diet. Where did all the fat/mass go? A small acorn grows into a large tree. Where do you think the plant’s increase in weight comes from? The fat was converted into useable energy and burned up. Absorption of mineral soil via the roots Matter (in this case fat) can be turned into energy Plants gain their biomass from substances absorbed through their roots Question Generic Student Reponse Misconception Two misconceptions that would be dispelled if the student practiced “Conservation of Matter” Adapted from Wilson et al. in prep

10. The Content Framework Generation of organic carbon Transformation of organic carbon Oxidation of organic carbon

11. The Content Framework Generation of organic carbon (photosynthesis, primary production) Transformation of organic carbon (consumption, sequestration, biomass allocation) Oxidation of organic carbon (cellular respiration, fossil fuel oxidation)

12. Development of Assessments Related to Socio-ecological Systems Identify Patterns in Student Thinking Clusters of Assessment Questions * Taken together, instructors can identify robust patterns in individual students or across an entire class Open-ended Questions Written Explanations Statistical Analyses Interviews

13. Examples of Assessments, Student Responses, Patterns in Student Responses Generation, Transformation, Oxidation of Organic Carbon, Connecting Processes

14. Generation A small acorn grows into a large oak tree? Where do you think the plant’s increase in weight comes from? “I think its leaves. Leaves come from trees; the weight comes from when a plant grows the weight also grows bigger.” “I think their weight comes from the soil and fertilizer because as it grows it increases in weight and fertilizer and soil are things that make a plant grow.” “The plant’s increase in weight comes from CO 2 in the air. The carbon in that molecule is used to create glucose, and several polysacharides which are used for support.”

15. Generation A small acorn grows into a large oak tree? Where do you think the plant’s increase in weight comes from? “I think its leaves. Leaves come from trees; the weight comes from when a plant grows the weight also grows bigger.” “I think their weight comes from the soil and fertilizer because as it grows it increases in weight and fertilizer and soil are things that make a plant grow.” “The plant’s increase in weight comes from CO 2 in the air. The carbon in that molecule is used to create glucose, and several polysacharides which are used for support.” focuses on macroscopic scale, doesn’t yet see the chemical basis of life, growth is treated as a natural tendency of a plant Sees that materials are mixtures of other materials that come from somewhere, but doesn’t exhibit an atomic-molecular understanding of materials Has an atomic-molecular understanding of materials, correctly traces origin of a key material and provides some explanation of the fate of the material

16. Transformation Explain what happens to an apple after we eat it. Explain as much as you can about what happens to it in your body. “The apple is made into little pieces. It goes into the stomach and then into the toilet.” “It gets digested and it stores energy.” “It is turned into glucose and used as energy. The apple substances that are separated from the glucose are then wasted through the waste process.”

17. Transformation Explain what happens to an apple after we eat it. Explain as much as you can about what happens to it in your body. “The apple is made into little pieces. It goes into the stomach and then into the toilet.” “It gets digested and it stores energy.” “It is turned into glucose and used as energy. The apple substances that are separated from the glucose are then wasted through the waste process.” Focuses on physical rather than chemical changes. Explains changes in materials as mysterious process “digestion” to obtain energy. Digestion is linked to the cellular level focusing on materials, but not explained as a cellular process.

18. Oxidation 4. Your friend lost 15 pounds of fat by dieting. Fat molecules are made from glycerol (C 3 H 5 (OH) 3 ) and fatty acids such as stearic acid (C 17 H 35 COOH). What happened to the atoms in the fat molecules when your friend lost weight. Choose True (T) or False (F) for each possibility. T F Some of the atoms in the fat left your friend’s body in carbon dioxide molecules. T F Some of the atoms in the fat were converted into energy for body heat and exercise. T F Some of the atoms in the fat left your friend’s body in water molecules. T F Some of the atoms in the fat were burned up when your friend exercised. True 15/22 True 20/22 True 12/22 True 19/22 Energy is used as a “fudge factor” when students stop tracing matter. Students use phrases like “burned up” that have a cultural meaning but not a valid biological meaning.

19. Do you think the following statement can be correct? Circle Yes or No. One gallon of gasoline, which weighs about 6.3 pounds, could produce 20 pounds of carbon dioxide when burned. Explain your reasoning. How could the carbon dioxide weigh more than the gasoline, or why is this impossible? (Note: Gasoline is a mixture of hydrocarbons such as octane: C 8 H 18.) Oxidation Example Student Answers “Yes, It could weigh more because gas expands, so it will occupy a larger area” “Yes, Due to the chemical reaction that occurs with the carbons and hydrogens in the gasoline with the moisture in the air (water), it makes sense that once the oxygen is added to the carbons it would ultimately add weight” “Yes, other reactants (O 2 ) combine with the gas when burned” “I don't know enough about chemistry to answer this question” “No, A pound of feathers and a pound of bricks is still a pound”

20. Connecting Multiple-Processes and Scales The figure below shows changes in concentration of carbon dioxide over a 47- year span at Mauna Loa observatory in Hawaii. Why do you think this graph shows atmospheric carbon dioxide levels decreasing in the summer and fall?

21. Connecting Multiple-Processes and Scales Less people are driving in the summer and fall Because of the annual cycle on the graph it shows during mayish area it droppy [drops] and raising [rises] again in winter People not heating houses: People are not producing carbon dioxide because they stop heating their houses after winter I have no clue, but maybe the warmer temperatures somehow allow for more CO 2 to escape the atmosphere. Because trees intake CO 2 and there are more trees in the summer and fall. Why do you think this graph shows atmospheric carbon dioxide levels decreasing in the summer and fall? In this and other questions, students have difficulty connecting scales and processes.

22. Trends across responses The chemical basis of life macroscopic objects/events atoms and molecules Characterizing materials, or chemical substances involved in systems and processes Materials as enablers materials as players, more details Reasoning about systems and processes at multiple scales Macroscopicsmaller and larger scales Connecting carbon transforming processes using scientific models and principles informal reasoningprincipled reasoning

23. Implications An understanding of atoms and molecules is important to answering larger scale questions We should provide students with opportunities to look at the same process in multiple contexts and at multiple scales We should explicitly talk about principles when explaining single processes and connecting multiple processes There is a “hidden curriculum” in Biology –So familiar to biologists that they are hardly aware that they use it –Assumed by biologists to be also understood by students –Not understood by students

24. A Next Step: Teaching Experiments Developing active learning teaching activities for K-12 ESA workshop yesterday to connect questions with active learning strategies to promote principled reasoning in college classes

25. Next Step: Learning Progression Learning progressions are descriptions of increasingly sophisticated ways of thinking about a subject. Anchored at the lower end by what we know about how younger students reason Anchored at upper end by what experts in the field believe students should understand when they graduate

26. Thank You Acknowledgement: Chris Wilson, Joyce Parker, John Merrill, Merle Heideman, Tammy Long, Gail Richmond, Diane Ebert-May, Janet Batzli, Lindsey Mohan, Jing Chen,from Michigan State University, Charlene D’Avanzo from Hampshire College, Alan Griffith from University of Mary Washington, Nancy Stamp from Binghamton University, Kathy Williams from San Diego State University, Phil Piety from University of Michigan, and Mark Wilson, Karen Draney, Yong-Sang Lee, and Jinnie Choi from University of California-Berkeley Projects: MSU Environmental Literacy Project, Center for Curriculum Materials in Science NSF CCLI - Developing Diagnostic Question Clusters for Tracing Matter, NSF CCLI –Diagnostic Question Clusters to Improve Student Reasoning and Understanding in General Biology Courses MICHIGAN STATE UNIVERSITY

27. Individual Students Exhibit the Same Problems Across Questions N = 339 Intro Cellular Biology course at MSU Adapted from Wilson et al. in prep

28. Interviews Support Written Responses Caitlin selected the distractor in which glucose is turned into ATP. Caitlin: “The glucose is converted into ATP, which is what helps you move your little finger.” The interviewer asked Caitlin to draw a glucose molecule and an ATP molecule. She identified that glucose was made of carbon, hydrogen, and oxygen and that ATP contained phosphate. Interviewer: “Do you see the carbon or the hydrogen or the oxygen in glucose being able to become that phosphate in ATP?” Caitlin: “Yeah, I think that could happen, but I don’t know how.” Wilson et al. in prep