Biophysical Economics Research Project
Throughout the course, students will work on a research project that will allow them to learn how to develop a research question, carry out research to find and analyze data, and complete a final paper and presentation. The following assignments and lessons can be integrated throughout the curriculum as needed and can be used as in-class activities or take-home assignments. Some of these lessons will require you to have a computer lab available and could be integrated with specific curriculum lessons (i.e. learning how to develop a systems diagram to developing a systems diagram for their research project).
Final Project Assignment Outline
1. Topic Brainstorm
- Come up with 2-3 potential project topics, being sure to specifically identify your objective and research question.
- Research questions must have a quantitative component and be related to biophysical economics.
- The instructor will review the topics and make recommendations for which topic would be the best to focus on.
2. Project Topic
- Based on what we have learned about integrating the economic and ecological sciences, choose your focused research topic that can be addressed using the framework of biophysical economics.
- In one paragraph (3-5 sentences) identify the issue and briefly explain why this issue is important for the field of biophysical economics to address.
3. System Diagram
- Develop a systems diagram for the project topic you chose.
- You will need to decide on the boundary, stocks and flows to include, and begin to think about what data you would need in terms of this diagram for the final project
4. Literature Review and References: Conducting Research for a Scientific Paper (Computer Lab)
In Class Reading:
- “How to Find Primary Scientific Literature”, “Developing an Effective Search Strategy” and “How to Read a Scientific Paper” from SUNY ESF NSF Research Guide for Students and Teachers.
Key Concepts/Discussion Points:
- Using the SUNY ESF library databases, students are introduced to methods for searching for peer-reviewed literature, including how to develop effective searches (such as Boolean logic) and different types of appropriate literature for their projects (scientific journals, newspaper articles, and other peer-reviewed articles vs. Wikipedia and what turns up in a Google search).
- Students were given two class periods to search for and review primary scientific literature that would be useful for their final project
Assignment:
- By the end of the second class period, students were required to submit 5 references with a brief explanation of how they would use that resource for their project (i.e. background literature, data tables, methodology, etc.).
- Make sure the source of the reference is appropriate. Appropriate references include newspaper articles, databases, peer-reviewed journal articles, and other primary literature sources (See ESF “A Research Guide for Students and Teachers” Part 1.4 “How to Find Primary Scientific Literature” p. 9)
- References should be formatted in APA format
Available Materials
- Literature Search Worksheet
- SUNY ESF NSF Research Guide for Students and Teachers.
5. Looking for Secondary Data (Computer Lab)
In class reading:
- “Secondary Data Sources for Research” and “Online Databases for Secondary Research” from SUNY ESF NSF Research Guide for Students and Teachers.
Key Concepts/Discussion Points:
- Primary vs. secondary data
- Where to find data online – include databases, previously published articles, etc.
- utilize 2-3 class periods searching for secondary research and filling out the table to keep track of where you found the data and what it will be used for. Keep in mind you will need time-series data to show trends over time for the quantitative component of the assignment.
- What is secondary data and what do I need for my research project? Students are not limited to using secondary data for this project, but they are also not required to conducting primary data collection. In past classes, students have interviewed local government officials or school administrators, interviewed local business owners, and interviewed their peers to gather data.
In Class Activity:
- Each student briefly presents their research topic to the class, and as a class, discusses the data they may need to answer their research questions and where to find it. What are possible difficulties you may face in attempting to quantitatively analyze these questions?
- During the processes of searching for and finding data, students complete a table of the source, type, time period, and how they will use each piece of data they find (part of total grade of final project).
Available Materials
- Looking for Secondary Data Worksheet
- SUNY ESF NSF Research Guide for Students and Teachers.
6. Final Project Work: Data Analysis (Computer Lab)
In Class Reading:
- Research Paper Outline” and “How to Write a Scientific Paper” from SUNY ESF NSF Research Guide for Students and Teachers (PDF of “Research Guide for Students and Teachers” can be found in the folder of Class 29 Materials for the Final Project)
In Class Activities:
- Over the course of two class periods, students will work on analyzing their data, including plotting historical trends and developing an understanding of functional response relations within their collected data.
i. Depending on level of experience with Excel, students should be taught how to make a table or chart within Excel to present their results. One suggestion may be having a small standard dataset that all students can work through together as a class and create a figure.
7. Writing an Abstract and Preparing an outline
In class reading:
- Part III: Presenting Your Research Section 1: Research Paper Outline and Section 2: How to Write a Scientific Paper from SUNY ESF NSF Research Guide for Students and Teachers.
Key Concepts/Discussion Points:
- What is the purpose of an abstract in a scientific paper?
- At this point, students should be able to develop a detailed outline of their final project paper.
- To help develop your paper topics, you must submit an abstract and outline for your paper. You will get this back the following week with a grade of either “REVISE” or “PROCEED” and comments.
Available Materials
- Outline and Abstract Handout
- SUNY ESF NSF Research Guide for Students and Teachers.
8. Rough Draft and Final Paper
- The final paper should be a synthesis and expansion on the concepts you learned in class. Papers should be between 8 and 10 pages long, double spaced. The goal is not to summarize what you have learned, but to apply this knowledge to qualitative and quantitative analysis of human dominated ecosystems/economies.
- Students were given time in the classroom and in the computer lab to work on their final project. This included one on one time with teachers for feedback, editing each other’s papers, and developing the best ways to present their data in their final paper (graphs, maps, tables etc.).
9. Final Presentation (Last Day of Class)
- Students will prepare a 10-15 minute presentation for the class explaining their research question, the data found to investigate your objective, and highlighting the results, conclusions, and any important discussion points about the topic they thought about during the process.
- They will need to show the quantitative component of your analysis, and we encourage the use of PowerPoint or other application.
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