RAMAS is a registered trademark of Applied BiomathematicsĀ® RESOURCES For the Instructor Instructor's Resource Library The Environmental Science Instructor's Resource Library includes a variety of resources to help you in the planning of your course, the presentation of your lectures, and the assessment of your students. Web links point to relevant data sets and reference additional material to increase the depth of coverage of specific topics and serve as a starting point for class research papers. Intended for introductory college courses on environmental science and related topics, the book employs a modular design and each chapter is accompanied by a lab that includes up to three interactive computer exercises with discussion questions for students to explore. Students learn to: *appreciate the importance of uncertainty and risk in the practice and interpretation of science *explore the science, economics, and policies of prevailing issues in the environment, and *discover how human activities drive rapid evolutionary changes which require science-based management strategies. This introductory-level online environmental science textbook with labs focuses on specific environmental issues and the scientific approaches used to address them, employing an inquiry-based, hands-on approach. The textbook and lab exercises grew out of an initial collaborative effort by a number of people, both at Applied Biomathematics and Stony Brook University, with subsequent additions and substantial revisions by Karen V.
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Environmental Science offers online, inquiry-based learning using RAMASĀ® software (published by Applied Biomathematics). While MC questions may not be appropriate in all circumstances, the high performance on the MC questions, and similar performance on CR questions indicates that not only do students not guess at the answer, but also are able to show understanding of basic statics problems.Note: Purchase of Environmental Science provides the user with a 180-day online subscription. The average score for the MC version was 80%, while the average score for the CR version was 76%. All the exams were graded by one professor, and the results showed little difference between the scores on the MC versus the CR versions of a question. The students were also polled for feedback regarding their preferences of test question format at the end of the semester. MC version or a CR version of each statics problem, resulting in MC answers and a control group of CR answers to each statics problem. Seventy-five students in an introductory engineering course did either a. This study aims to compare student performance on introductory engineering statics material by comparing the exam scores of students who are given both multiple choice (MC) questions and constructed response (CR) questions to see whether the type of exam question makes a difference in student performance and understanding. This, of course, defeats the purpose of the assessment for this type of problem. With the current technology, it is extremely difficult to develop large, multi-step problems requiring problem analysis and solution synthesis skills without leading the student to the answer. Unfortunately, the increase in construction time can be greater than the reduction in grading time. Faculty find that the time required to construct effective computer-based assessments is much greater than that for paper-based assessments. The major drawbacks for the students are the loss of partial credit and the insecurity associated with working in a virtual environment. From the instructor's perspective, the major strengths are twofold: 1) rapid grading and 2) individualized assessments. From the student's perspective, the major strength of computer-based assessments is the instantaneous feedback that is provided. This experience provides the basis for an evaluation of the technology and human factors involved in the application of these methods. Several computer-based assessment methods have been used in chemical engineering classes at the University of Missouri-Rolla.