Cynthia Trombino, Northern Illinois University
These are some examples of questions I have used in my 100 level environmental biology class. Most of these questions were given as part of a group exercise, completed during the class period. There was also an assigned reading given prior to the group exercise.
1. Write a plan that you think would be the most effective way of controlling non-point source pollution.
2. Describe a public policy with regard to intensive chemical use in agricultural practices that you feel would best meet the needs of both feeding people and preserving the environment. Include in the policy plan specific regulations, how the regulations would be controlled, and how the plan would be implemented.
3. Figure one is of a food web. Figure two shows a disturbance that has occurred to that food web. Write a scenario describing how the disturbance might affect the rest of the food web. It is best to use terminology discussed in class (e.g. trophic levels, non-native species, keystone species, primary consumer).
4. Define carrying capacity? Can the carrying capacity for humans on earth be changed by technology? Explain your answer and give an example.
5. Do you agree that controlling human population growth is the main factor in stopping the destruction of the environment? (why or why not?).
I like question three because it allows the students to be creative. It helps them to think about the interactions and connections between species in a food web. It also helps them to understand that once a disturbance has occurred there are many possible outcomes.
I feel that question two is an interesting question because it allows the students to bring in their expertise from other fields. The students need to understand and explain the environmental problems caused by intensive chemical use in agriculture. In answering the question the student is made aware that solving an environmental problem involves an interdisciplinary approach.