TIES Rubrics
Examining the
Quality of Thinking
This module is designed to help you develop skill in
examining a contaminant in a specific environment, Ramford County. We believe
that if you are immersed in the problems and data of this specific situation,
you will be well equipped to examine the effect of this, or any, contaminant in
other situations. Therefore, we expect that your report will be specifically
related to the Ramford County situation and use those data presented in the
module. Your team reports should be organized by the issues identified in the
rubric.
The problem requires analysis of data about the contaminant
in the environment in terms of:
1.
Causes/sources
2.
Extent of the problem
3.
Exposure to humans and the environment
4.
Strategies for cleanup and/or remediation and related to extent of the
problem
All teams consider these core issues and then each team
takes a unique perspective of the problem to examine in depth:
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Team
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Specific
areas of investigation
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Economic
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Cost (and cost effectiveness) of mitigation,
responsibility for contamination and cleanup, potential economic impact
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Field
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Environmental concentrations, interaction with
environment (including how conditions affect contaminant, persistence and
movement)
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Laboratory
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Threat to humans and wildlife, routes and levels of
exposure
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Solutions/
Technology
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Cleanup and remediation technologies, further
exposure
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Specialists
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Meteorologist, GIS specialist, ethicist,
epidemiologist, etc.
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The rubric is a guide to quality thinking. It describes a continuum of progress
toward an exemplary response (4). It presupposes that language use and mechanics
do not interfere with meaning. It is cumulative in the sense that a Level 2
response both describes the situation and states conclusions; a Level 4 response
makes recommendations that are based on scientific explanations for the
conclusions drawn about the situation. Enough data and sources are given in the
module to support a Level 4 response. In general, the levels represent a
continuum of understanding, moving from definition to application of the
knowledge
- Describes the situation created by the contaminant
- States conclusions with evidence and citations* to support those
conclusions
- Gives an explanation for the situation using logic, historical data,
chemical analyses and data representations such as, graphs and charts to analyze
and synthesize data to support a scientific explanation.
- Tells the significance of the effects and issues on the air, land, water
and living things. Applies what is known about this specific situation to make
recommendations and support them with data from Ramford County and analogous
situations.
Citation = documentation of a source of information being
used as evidence to support a conclusion or explanation, including author,
publication, and context. Author and date should appear with the information in
the text, and a full citation in a list of references at the end (APA style): http://www.ramapo.edu/content/campus.resources/potter/cite.html
For guidelines on plagiarism:
http://www.indiana.edu/~wts/wts/plagiarism.html
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