integration of agricultural production systems simulator

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

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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0

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4

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8

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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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0

2

4

6

8

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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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0

1

2

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7

8

9



Number of students

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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0

2

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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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Lesson 8 continued: Unsaturated water flow

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0

2

4

6

8

10

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Stronglyagree

Agree Neither agreenor disagree


Number of students

Answer given

Did the lesson 8 APSIM questions help you better understand soil water?

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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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0

2

4

6

8

10

12

Stronglyagree

Agree Neither agreenor disagree


Number of students

Answer given

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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0

2

4

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8

10

12

Stronglyagree

Agree Neitheragree nordisagree


Number of students

Answer given

Do you feel the APSIM activities were overall easy to understand?

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0

2

4

6

8

10

12

Stronglyagree

Agree Neitheragree nordisagree


Number of students

Answer given

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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http://nces.ed.gov/pubs2009/2009044.pdf

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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integration of agricultural production systems simulator

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