Argonne National Laboratory summary site environmental report for calendar year 2007.
This summary of Argonne National Laboratory's Site Environmental Report for calendar year 2007 was written by 20 students at Downers Grove South High School in Downers Grove, Ill. The student authors are classmates in Mr. Howard's Bio II course. Biology II is a research-based class that teaches students the process of research by showing them how the sciences apply to daily life. For the past seven years, Argonne has worked with Biology II students to create a short document summarizing the Site Environmental Report to provide the public with an easy-to-read summary of the annual 300-page technical report on the results of Argonne's on-site environmental monitoring program. The summary is made available online and given to visitors to Argonne, researchers interested in collaborating with Argonne, future employees, and many others. In addition to providing Argonne and the public with an easily understandable short summary of a large technical document, the participating students learn about professional environmental monitoring procedures, achieve a better understanding of the time and effort put forth into summarizing and publishing research, and gain confidence in their own abilities to express themselves in writing. The Argonne Summary Site Environmental Report fits into the educational needs for 12th grade students. Illinois State Educational Goal 12 states that a student should understand the fundamental concepts, principles, and interconnections of the life, physical, and earth/space sciences. To create this summary booklet, the students had to read and understand the larger technical report, which discusses in-depth many activities and programs that have been established by Argonne to maintain a safe local environment. Creating this Summary Site Environmental Report also helps students fulfill Illinois State Learning Standard 12B5a, which requires that students be able to analyze and explain biodiversity issues, and the causes and effects of extinction. The same standard requires that Illinois students examine the impact of diminishing biodiversity due to human activity. An example of this would be the Argonne Restoration Prairie, which is discussed within the report. Because humans had to destroy part of a natural prairie in order to build, they must also plant an equivalent amount of prairie to make up for what was destroyed. The summary project perfectly meets Illinois State Learning Standard 13B section 5b, which requires students to be able to design and conduct an environmental impact study, analyze findings, and justify recommendations. Students volunteered for the project for two main reasons: We would become published authors, and could include that fact on important documents, like college applications, and we felt we were doing a good deed for the public, considering that without our summary the public may have no real idea how Argonne complies with various environmental protection acts and programs within the state. The summarization process was not easy, considering that we had never seen much of this kind of information before, especially in such detail. The project required a high level of commitment from all involved. This commitment ensured that the summary would be done on time and would be available to the public in the shortest time possible. Argonne representatives Norbert Golchert and Dave Baurac met with students and gave background information on Argonne and explained the importance of the research being done. In addition, they explained in-depth how the public benefits from the summarization. At the end of the presentation, students asked some questions, which were answered in specifics. The Report was divided into 10 sections, with groups of two students covering each section. The groups were eager to begin work on their assigned sections. After reading the complete report each group focused on a particular section. After much careful reading and analysis, we produced an outline. From the outline, partners divided work equally and began to carefully summarize. Groups summaries were edited, not only within groups, but also by other groups, in order to acquire a different perspective. Finally, Mr. Howard, our Biology II instructor, took a final look at the products before sending them off for the final review by Argonne. The final project was a 16-page pamphlet. The students reacted positively to the project. Asked if she was glad that she chose to work on the Argonne project, Katie Hanson said, 'Yes. I have enjoyed having the opportunity to become a published author. Also, it is an honor to be able to work with a prestigious, nationally recognized laboratory such as Argonne'. There were difficult aspects as well. Student Olga Zagariya said the hardest part of the project was 'trying to choose which information to put in the summary and which information to leave out, because it all seemed to be important'. It seems that everyone was satisfied with his or her section.
- Research Organization:
- Argonne National Lab. (ANL), Argonne, IL (United States)
- Sponsoring Organization:
- USDOE Office of Science (SC)
- DOE Contract Number:
- DE-AC02-06CH11357
- OSTI ID:
- 963859
- Report Number(s):
- ANL-08/05 (SUMMARY); TRN: US200918%%197
- Country of Publication:
- United States
- Language:
- ENGLISH
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