418 The UMAP Journal 22.4(2001) Chemical profiles of the same lake TN Temp Chl-a mg/L mg/L mg/L oC 4/15/9923.205.070.44 8.504.72 5/17/99 0.3215.50727 /18/9927.506.710.45 6/1/99 0.4918.2010.18 6/9/99 0.42 6/14/99 0.4721.0011.64 7/1/99 7/19/9926806.720.8621.0010.18 7/20/9927.206.610.56 7/29/99 0.4421.8013 8/4/99 8/11/99 0.51 8/23/99 0.4421.00509 8/25/99 9/7/99 0.3822.0012.12 9/13/99 0.38 9/24/9924805.670.8916 10/7/99 0.7313.503.64 The Science 4 If science is defined to be the knowledge and study of"what is, "then most of the teams got half of the science-the knowledge part. Almost every team was able to find an enormous amount of information from the open literature by using the Internet. The stronger teams not only gathered information, but they also explained the impact of specific environmental conditions on the life-cycle process of the zebra mussel. If chemicals such as nitrate and magnesium were eliminated without explaining why, the grader immediately suspected that the student did not know why. Likewise, if variables such as chlorophyll, pHlevel and calcium were kept in the model, the outstanding teams explained why, from both a modeling and a scientific perspective. An explanation of the model using both science and mathematics was a characteristic of an outstanding paper. An understanding of the ecological fabric of the waterways was important the design of an outstanding solution to this problem. Environmental science was the thread that related the data to the model and the model to a"realistic olution The model It was important that the modeling process be well formulated and that the rationale of the selected model be clearly explained. The definition of variables, identification of simplifying assumptions, and a discussion of the418 The UMAP Journal 22.4 (2001) Table 2. Chemical profiles of the same lake. Date Ca Mg TN Temp Chl-a mg/L mg/L mg/L ◦C 4/15/99 23.20 5.07 0.44 8.50 4.72 5/17/99 0.32 15.50 7.27 5/18/99 27.50 6.71 0.45 6/1/99 0.49 18.20 10.18 6/9/99 0.42 6/14/99 0.47 21.00 11.64 7/1/99 0.52 20.80 9.45 7/19/99 26.80 6.72 0.86 21.00 10.18 7/20/99 27.20 6.61 0.56 7/29/99 0.44 21.80 13.58 8/4/99 0.52 8/11/99 0.51 6.30 8/23/99 0.44 21.00 5.09 8/25/99 0.41 9/7/99 0.38 22.00 12.12 9/13/99 0.38 9/24/99 24.80 5.67 0.89 16.00 1.09 10/7/99 0.73 13.50 3.64 The Science If science is defined to be the knowledge and study of “what is,” then most of the teams got half of the science—the knowledge part. Almost every team was able to find an enormous amount of information from the open literature by using the Internet. The stronger teams not only gathered information, but they also explained the impact of specific environmental conditions on the life-cycle process of the zebra mussel. If chemicals such as nitrate and magnesium were eliminated without explaining why, the grader immediately suspected that the student did not know why. Likewise, if variables such as chlorophyll, pH level, and calcium were kept in the model, the outstanding teams explained why, from both a modeling and a scientific perspective. An explanation of the model using both science and mathematics was a characteristic of an outstanding paper. An understanding of the ecological fabric of the waterways was important in the design of an outstanding solution to this problem. Environmental science was the thread that related the data to the model and the model to a ”realistic” solution. The Model It was important that the modeling process be well formulated and that the rationale of the selected model be clearly explained. The definition of variables, identification of simplifying assumptions, and a discussion of the