Integration of agricultural production systems simulator ...
Transcript of Integration of agricultural production systems simulator ...
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Integration of agricultural production systems simulator (APSIM) into a graduate
soil science course taught at a distance
Kayla Griffith July 25, 2014
Program of Study Committee:
Thomas E. Loynachan, Major Professor Richard M. Cruse Daniel R. Dobill
Kenneth J. Moore
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Who is Kayla?
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The Big Move
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Career Since Graduation 2010-2013: MTU Forest Ecology Lab Research Assistant 2013-2014: MTU/USFS PEATcosm Research Assistant
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Outline
• Introduction and Development – AGRON 502 – APSIM
• Objectives • Methods and Results • Discussion and Conclusions • Future Ideas
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Creative Component Development
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First Semester Intro Courses
Second Semester Courses
Summer and Third Semester Courses
Capstone and Creative Component Courses
MS AGRON Course Structure
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MS AGRON Course Structure
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AGRON 502
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Agricultural Production Systems Simulator (APSIM) Simulation of a series of models.
Oh, ok...
http://www.ars-grin.gov/mia/Pages/Hydrology/computerModel.htm
hold on, what?
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Computer Simulation
http://www.apsim.info/
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APSIM Output
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Objectives
• Soil physics exam • New lesson 7 • Integrate APSIM into lessons 7, 8, and 9 • Student surveys
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Methods/Results Soil Physics Exam
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Strongly agree Agree Neither agreenor disagree
Disagree Stronglydisagree
Number of students
Answer given
Was the question two graphic effective in helping you demonstrate your knowledge of available soil
water?
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Number of students
Answer given
Were the graphics in question three effective in helping you demonstrate your knowledge of soil
temperature?
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Answer given
Simulations that generate graphics similar to graphics on the soil physics exam would benefit
AGRON 502 course material.
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Lesson 7
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APSIM Integration: Lessons 7, 8, and 9
Lesson 7: Soil texture by depth
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Number of students
Answer given
Did the lesson 7 APSIM activity help you understand soil solids?
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APSIM Integration: Lessons 7, 8, and 9 Lesson 8: Saturated water flux
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APSIM Integration: Lessons 7, 8, and 9
Lesson 8 continued: Unsaturated water flow
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Did the lesson 8 APSIM questions help you better understand soil water?
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APSIM Integration: Lessons 7, 8, and 9
Lesson 9: Soil temperature by depth
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APSIM Integration: Lessons 7, 8, and 9 Lesson 9 continued: Soil temperature by type
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Did the lesson 9 activities help you to better understand soil temperature?
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General Survey Questions: Fall 2013
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Do you feel the APSIM activities were overall easy to understand?
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Overall, did the lesson graphics and exam graphics help you to visualize and master the course
material?
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Discussions and conclusions
• The majority of students responded positively to APSIM survey questions.
• Students’ free-response answers shed more light on their feelings towards APSIM.
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Future Ideas
• 502 – Tweaking current APSIM images. – Updating a soil temperature activity in lesson 9 to
be APSIM based instead of excel based.
• MS Agronomy Program
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References • Aud, S., Hussar, W., Kena, G., Bianco, K., Frohlich, L., Kemp, J., Tahan, K., Mallory, K. 2011. The condition of education 2011.
US Department of Education. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011033 (accessed 27 April 2014). • Blake, C., and E. Scanlon. 2007. Reconsidering simulations in science education at a distance: features of effective use.
Journal of Computer Assisted Learning 23: 491-502. • Colorado State University. 2014. DayCent: Daily century model. Colorado State University.
http://www.nrel.colostate.edu/projects/daycent/index.html (accessed 27 April 2014). • Foster, G.R., Lane, L.J., Nowlin, J.D., Laflen, J.M., Young, R.A., Smith, S.J., Kissel, D.E., Williams, J.R. 1980. Chemicals, runoff,
and erosion from agricultural management systems. U.S. Department of Agriculture in conjunction with the Science and Education Administration-AgricultureResearch. http://ecobas.org/www-server/rem/mdb/creams.html (accessed 27 April 2014).
• Gokhale, A.A. 1996. Effectiveness of computer simulation for enhancing higher order thinking. Journal of Industrial Teacher
Education 33(4): 36-46. • Kennepohl, D., and L. Shaw. 2010. Accessible elements: teaching science online and at a distance. AU Press, Athabasca
University, Edmonton, AB, Canada. • Laurillard, D. 2001. Rethinking university teaching: A framework for the effective use of educational technology.
RoutledgeFalmer, Abingdon, England. • McFarlane, A, and S, Sakellariou. 2002. The role of ICT in science education. Cambridge Journal of Education 32(2): 219-232. • Meyer, K.A. 2003. Face-to-face versus threaded discussions: The role of time and higher-order thinking. Journal of
Asynchronous Learning Networks 7 (3): 55-65. • Nofziger, D.L, and J. Wu. 2000. Soil physics teaching tools: steady-state water movement in soils. J. Nat. Resour. Life Sci. Educ.
29: 130-134. • Parsad, B., Lewis, L., Tice, P. 2008. Distance education at degree-granting postsecondary institutions: 2006-2007. U.S.
Department of Education. http://nces.ed.gov/pubs2009/2009044.pdf (accessed 27 April 2014). • Pogrow, S. 1994. Helping students who just don’t understand. Educational Leadership 52(3): 62-66.
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Thank you!
• My committee: Tom Loynachan, Richard Cruse, Dan Dobill, and Ken Moore
• Iowa State University, MS Agronomy Program Faculty and Staff, Agronomy Development Lab, Gretchen, Sotiris, Dawn, and 502 Students!
• Michigan Tech students, co-workers, and supervisors.
• Jennifer Eikenberry • My friends and family: Grandmom, Pop, Jeffrey,
Mom, Dad, Lesley Dame, Mickey
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Questions?
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