The research papers for this activity will vary based upon the case study chosen and the research conducted by each student.  Use the following list of criteria as a guide for evaluating their reports:

• Did the student define the principles of industrial ecology that he/she used to critique the industry and did he/she cite the authors who influenced these principles?
• Did the student clearly, methodically, and fairly apply these principles to the study?
• Did the student use the case study and the suggested sources of information provided by the instructor?
• Did the student use a variety of research tools (e.g., library and Internet research, interviews, site visits, etc.)?
• Is the paper well written and concise?
• Does the paper reflect a considerable amount of research, synthesized knowledge, and time commitment?

 

Activity 2.3:  The Entropy of Your Home

 

Answers to this activity will vary depending upon students’ access to relevant data and the level of detail you ask students to include in their diary of the material and energy flow through their homes.  Students should be able to provide quantitative estimates or measurements of most of the inputs and some of the outputs of their home “system.”  For example, electricity, water, and gas inputs can be estimated from a recent utility bill or by monitoring existing meters.  Students who live in dormitories may have to contact the physical facilities of the university or devise another way of measuring these variables.  Inputs such as food products, packaging, and other purchases can be quantified in terms of weight or volume.  Outputs may be a bit more difficult for students to quantify.  For example, students will not be able to quantify the outflows from electric or gas inputs, but should be able to indicate the use of these materials and their final disposition.  Students can weigh or record the volume of solid wastes and recyclable materials.  Waste water will most likely have to be estimated based upon the amount recorded as inputs.

Students should prepare a clear and concise table that provides a comprehensive list of the types and quantities of all inputs and outputs (even those that are difficult to measure), reused and recycled materials, and waste materials.  Students should also provide a concise two to three page report that summarizes their one-week investigation and considers (1) the environmental implications of their outputs (2) the sustainability of their supply of inputs, and (3) ways to reduce their dependency on unsustainable inputs and wasteful outputs and barriers that may prevent them from doing so.  See Notes on Active Pedagogy for additional suggestions on evaluating students’ written work.
 
 

Activity 2.4:  Putting Local Industry in A Global Context

 

Student reports will vary based upon the industry chosen for analysis.  Use the following general criteria as a guide for evaluating the reports.

• Did the group address all of the questions on the student worksheet?
• Did the group consult a wide range of information sources and did they provide a detailed list of references?
• Is the report well written and concise?

Student reports will vary depending upon the product chosen for investigation. Use the following criteria as a guide for evaluating the reports:

• Did students choose a product distributed on a regional or larger scale?
• Does the paper address the five questions on the student worksheet?
• Did the group produce effective maps to illustrate the sources of inputs, the destinations of wastes, and locations of significant social and environmental impacts?
• Is the paper well referenced and did the group make use of a variety of information sources?