CO2 Carbon Footprint

TIPC Ratings

IDEAL/TARGET – Students used a variety of research skills to answer the driving question, “What Car Should I Buy if I want to Go Green?” including: interviewing family members and peers, collecting data on car exhausts during real world investigations using Vernier CO2 probes and Logger Pro data software, and utilizing Internet resources. Additionally, students outside the class who viewed their products in the library, took a Quia survey, showing if they learned anything from the products. Students analyzed the survey data and incorporated it into their final reflections. .

APPROACHING – Students used a wide variety of communication and collaboration techniques to answer the driving question, including face-to-face interviews outside of school, electronic communication with online surveys and simulations, and they even shared their work with students campuswide in order to better educate our young people on their important, real-world findings. In order to answer the driving question, students collaborated to plan and implement a scientific experiment, using the scientific method, each assuming different responsibilities within the group. After completing their scientific experiment and research, students collaborated to come up with a product that communicated the answer to the driving question to other students on campus. Student groups organized an event in the library before school and during our study block to engage other student, and expose them to the answers that the different projects represented. After students experienced the products, they took a survey. Based on that survey data and the overall experience, student teams reflected on their process and achievement.

APPROACHING – Students complied all information, including online research and hands-on, real-world data, to answer the question, “Which car should I buy if I want to go green?” This is a real-world problem with multiple solutions. Students shared their findings with the larger student population outside the classroom, and even used student feedback to reflect on their solutions.
Students demonstrated their ability to use their reasoning and critical thinking skills in the following situations: analyzing the given problem, identifying the variables of their investigation, collecting data, analyzing data, and discussing the validity of their hypothesis. Students also demonstrated their ability to synthesize the information acquired from different sources in order to find an effective way to reach the school community and raise the awareness toward atmospheric pollution produced by cars.

APPROACHING – These self-contained exceptional education students used multiple research methods to create a product that had real value for our students, many of whom are thinking about driving soon or buying a car and also wish to lower their carbon footprint. The product, chosen by students based on their own kinesthetic learning styles, was event in the library for all J.R. Tucker students, including a large visual display of data analysis charts (using Logger Pro software), online surveys, and online resources where students could look up their own cars and calculate the CO2 emissions. The event was original and had a real and measurable (through Quia survey data) effect on our student population’s understanding of which cars they should buy to go green.