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In this project you address 5 related to the environment. Choose which issue you will work to solve with the project. Write a guiding question.

Student Work: Global Issue

Student Work: Essential Question

Student Work: Misconception and Counterclaim

Self-Assessment: Asking Questions

Level

Rationale - Write a short paragraph justifying the numerical level score you chose using key terms from the rubric and examples from your work.

Checkpoint Directions

Choose a global issue to research for this project:

Check for Resources and Activities under this checkpoint that will help you complete this checkpoint.

Go to the GIN 20 Global Issues page and choose one of the issues from the first column, “Sharing our planet: Issues involving the global commons”.  There are six to choose from. You can click on the issues to read more about them.

Describe the issue you chose (your own words in complete sentences) in the box above, Student Work: Global Issue.

In your description connect your issue to human population growth.

Write an essential question. Use the rubric as a guide. Write your question in the box above, Student Work: Essential Question. Your question should be related to a solution for your issue.

Identify a misconception about your issue and critique it.        

Use the attached Resource: Common Environmental Misconceptions if you need help identifying a misconception.

Research the science concepts related to the misconception.

Write your critique. Part of your critique must address science concepts and/or data. Check with your teacher if you think yours is an exception.

Your critique should conclude with an explanation for why it is a misconception and what the correct concept it.

Checkpoint Checklist

Done

These things must be done or included for this CP to be completed.

Use the rubric for additional guidance.

Issue from GIN Global Issues: Sharing our planet: Issues involving the global commons chosen and described.

Essential question written to guide your research. The question should focus on a solution.

One misconception identified and a critique is written about it.

The critique of the misconception leads to an explanation of the correct concept based on science facts and/or data.

"Asymptotic freedom," the last big breakthrough, was discovered by Gross, Wilcheck and Pulitzer just before I started my graduate school. It took me a year to understand what was happening in the world of physics. The standard model involved new mathematics unfamiliar to both physicists and mathematicians at the time, and whose exploration proved to be very rich.

The standard model is based on a nonlinear version of Maxwell's equations, where two waves interact and scatter each other but cannot be treated classically the way light waves can be treated, so it has to be treated quantum mechanically. In 1976, right after I finished my graduate school, there was a breakthrough in the math of nonbillion gauge theory applied to these strong interactions.

In 1982 and 1983, John Schwartz, Michael Green and Lars Brink made enough progress in string theory that I started to take their work seriously, though I knew it was a long-term proposition. In 1984, a colleague who had just returned from Aspen mentioned the development that had been achieved, and at that instant, I knew I would be working on string theories because it was like magic.

The breakthrough of Green and Schwartz in August 1984 made the difficulties in elementary particle physics go away. It had a huge impact on me, and I was sure that my interest would never be the same again. By the mid-1980s, I had caught up to where others were. As a graduate student, I was obsessed with the fact that the equations of the Standard Model are challenging to solve because the quantum effects are significant.

In 1994, Cyborg and I collaborated on an interesting instance of what people in the physics and mathematics fields call "Cyborg written theory." The equations of the Standard Model are tough to solve because quantum effects are large, and it proved to be particularly captivating.

The story that I presented in a lecture at USC (University of Southern California) in 1995, where I sort of unified the string theories, really resulted from an attempt to disprove some of them. In 1995, I was successful in doing something similar for string theory. I tried to reduce the number of string theories by showing that some were inconsistent.

Background: One of your final products will be participation in a Socratic seminar, a type of discussion that is common in college courses. In these types of discussions, you and your peers will use knowledge and skills to tackle a complex, open ended topic. In your discussion, the topic will be sustainability.  

How should we work towards environmental sustainability while meeting the needs of a growing human population?

Environmental science takes place in a social and cultural context. Understanding and solving environmental science problems requires knowing both the scientific background and how the solution would impact those involved. In addition, scientific solutions are described precisely and grounded in scientific evidence. Preparing notes, questions, and ideas will help you make strong contributions to this discussion!

Instructions: As you explore the Focus Areas, case studies, and topics related to this project, organize your notes, ideas, and questions below. You will be able to draw on these notes during your Socratic discussion.

After Completing This Checkpoint

Contributing to Evidence-based Discussions

Score from rubric:

Rationale:

Selection of Evidence

Score from rubric:

Rationale: