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1. The Introduction
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Energy is a vital part of our
everyday lives. Without it, we would
not be able to do anything! Energy
allows us to power our homes so we can play our x-box 360’s, PS3’s, home
theaters and provides heat to keep us warm. Energy is used to power our cars
to drive us to work and school, and allows us (humans) to function. Without energy, there is no life We, as a nation, are addicted to
fossil fuels. You can see from the
graph to the right that over 80% of our energy use comes from fossil fuels –
namely coal, petroleum, and natural gas. This dependence causes three major
problems. First, the burning of fossil fuels contributes to the production of
greenhouse gases which have been linked to global warming. Second, the use of
fossil fuels contributes to pollution which can damage the environment and
cause health problems. Third, this energy source is non-renewable. This means
that we will eventually run out. These are not problems that your
children will face; they are problems you will face. |
2. The
Task
The
four members of your group are a “think tank” tasked by the President to research
alternate forms of energy that will be used in the very near future to replace
and/or reduce our dependence on fossil fuels.
Upon
investigating alternate forms of energy, you and your group will prepare a
presentation for the President and his advisors using Microsoft Power Point. As
practice for this amazing honor, your group will teach our class about your energy choice first!
3. The
Process
Your think tank will consist
of three students. Mr. Chapin will determine the formation of your groups.
Following the formation of each group, the individual think tanks will choose a
form of alternative energy source.
Here is a list of some of the
alternate forms of energy that your team may choose from to research:
General Energy
Nuclear Geothermal Solar Tidal Power
Wind Bio-Fuels Hydro-electric Fuel
Cells
When researching your chosen energy
source, the think tank will have specific roles to play and you must look for
the following general pieces of information:
Group Roles:
a)
Economist:
Monetary advantages of using the energy source.
Why should we invest new money into this source of energy and make it a
part of our energy portfolio? What are the costs?
b)
Environmentalist:
Disadvantages of using the energy source.
What problem(s) does this source of energy have? Is your source of
energy a practical solution to our growing energy needs
c)
Engineer:
How is the energy generated? How is energy created from this source? How does
this energy get to homes? Cars? How does it work?
d)
Other information. Include anything else you wish to report that
you and/or your partners find interesting.
There is no slide limit so do some digging and learn about future energy
sources!
A minimum of 12 slides must be
prepared for the entire presentation – 2 slides per role. You must include a
title slide with your energy source and the group member’s names. You must also
have a citations slide listing (with references) where you obtained your
information.
Your research
into your role will follow the format of the Science Public
Policy Analyst developed at Syracuse University. This will guide you step
by step through the various components of your final product. You may work as a
group to develop the first 6 slides by analyzing the first 4 steps of the
Public Policy Analyst. You will then use your role to develop solutions using your
energy source and advocate for a best solution.
The steps
are as follows:
- Define the problem
- Gather the evidence
- Identify the causes
- Evaluate the existing policy
- Develop Solutions
- Select the Best Solution
For each step, you will want
to use the worksheets provided at the above links to help you outline your
report. The final PowerPoint presentation must contain the six sections
corresponding to the Science Public Policy Analyst.
You will then present the results of
your think tank to the class. Please make sure you prepare notes - DO NOT read
from your presentation. You will have 12 minutes – 12 minutes ONLY – to present your information to the class (the President is a very busy man!)
The Resources The following are the websites you may use to
complete the task.
US Energy
Sources
Various
Renewable Energy Sources
Fossil Fuels Web quest
Renewable/Alternative
Energy Site
Water
Power Site
Wind
Energy Basics
Wave
and Tidal Power
4. The
Evaluation (adapted from http://www2.uwstout.edu/content/profdev/rubrics/pptrubric.html)
The
following rubric will be used to evaluate your PowerPoint presentation.
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ELEMENT |
Exemplary 10
points |
Proficient 8
points |
Partially
Proficient 6
points |
Unsatisfactory 4
points (or less) |
POINTS |
|
Content |
The content is written clearly and concisely with a logical
progression of ideas and supporting information. The project gives the audience a clear sense of the main idea. Information is accurate, current and comes mainly from * primary
sources. |
The content is written with a logical progression of ideas and
supporting information. Includes persuasive information from reliable sources. |
. The content is vague in conveying a point of view and does not
create a strong sense of purpose. Includes some persuasive information with few facts. Some of the information may not seem to fit. Sources used appear
unreliable |
The content lacks a clear point of view and logical sequence of
information. Includes little persuasive information and only one or two facts
about the topic. Information is incomplete, out of date and/or incorrect. Sequencing of ideas is unclear. |
X 2 |
|
Text |
The fonts are easy-to-read and point size varies appropriately
for headings and text. Use of italics, bold, and indentations enhances readability. Text
is appropriate in length for the target audience and to the point. The background and colors enhance the readability of text. |
Sometimes the fonts are easy-to-read, but in a few places the
use of fonts, italics, bold, long paragraphs, color or busy background
detracts and does not enhance readability. |
Overall readability is difficult with lengthy paragraphs, too
many different fonts, dark or busy background, overuse of bold or lack of
appropriate indentations of text. |
The text is extremely difficult to read with long blocks of text
and small point size of fonts, inappropriate contrasting colors, poor use of
headings, subheadings, indentations, or bold formatting. |
X1 |
|
Citations |
Sources of information are properly cited and the audience can
determine the credibility and authority of the information presented. All sources of information are clearly identified and credited
using appropriate citation format. |
Most sources of information use proper citation format and
sources are documented to make it possible to check on the accuracy of information. |
Sometimes copyright guidelines are followed and some
information, photos and graphics do not include proper citation format. |
No way to check validity of information. |
X1 |
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Writing Mechanics |
The text is written with no errors in grammar, capitalization,
punctuation, and spelling. |
The text is clearly written with little or no editing required
for grammar, punctuation, and spelling. |
Spelling, punctuation, and grammar errors distract or impair
readability. (3 or more errors) |
Errors in spelling, capitalization, punctuation, usage and
grammar repeatedly distract the reader and major editing and revision is
required. (more than 5 errors) |
X1 |
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PPA Use |
All 6 sections of the
Science PPA process referenced and used appropriately ·
Define the problem ·
Gather evidence ·
Identify causes ·
Evaluate a policy ·
Develop solutions ·
Select best solution ·
Benefits & Costs |
4-5 sections of the Science PPA process referenced and used
appropriately |
2-3 sections of the Science PPA process referenced and used
appropriately |
Less than 2 sections of the Science PPA process referenced and
used appropriately |
X3 |
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TOTAL
POINTS |
/80 |
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5. The Conclusion
- By completing
this web quest project, you will have learned the following:
a. Energy,
a topic we have studied in Physics, is critical to our world.
b. There
are various opinions as to ways to change our country’s policies to reduce
fossil fuel dependence and the problems associated with using fossil fuels.
Furthermore, by completing this
project you will have attained or developed the following skills:
1. Demonstrate scientific acumen from evidences
gathered through research by effectively communicating the results in a written
report.
2. Analysis of
views and explanations through research in various forms; distinguish between
facts and opinions to arrive at an ultimate solution.
3. Formulation of
effective public polices by means of a public policy analyst.
Now
evaluate your own effectiveness in this webquest by completing the following
rubric:
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CATEGORY |
(4) Excellent |
(3) Good |
(2) Almost |
(1) Not Yet |
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Time-management |
I
routinely used time well throughout the project to ensure tasks were done by
the due date. The group did not need extra time because of me. |
I
usually used time well throughout the project to ensure tasks were done by
the due date. The group did not need extra time because of me. |
I
did not routinely use time well throughout the project to ensure tasks were
done by the due date. The group needed a little extra time because of me. |
I
rarely used time well throughout the project to ensure tasks were done by the
due date. The group needed extra time because of me. |
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Contributions |
I
routinely provided useful ideas when participating in the group and in
classroom discussion. I was a definite leader who contributed a lot of
effort. |
I
usually provided useful ideas when participating in the group and in
classroom discussion. I was a strong group member who tried hard! |
I
sometimes provided useful ideas when participating in the group and in
classroom discussion. I was a satisfactory group member. |
I
rarely provided useful ideas when participating in the group and in classroom
discussion. I may have refused to participate at times. |
|
Knowledge
Gained |
I
could accurately answer all questions related to facts in the project and to
technical processes used to create the project. |
I
could accurately answer most questions related to facts in the project and to
technical processes used to create the project. |
I
could accurately answer some questions related to facts in the project and to
technical processes used to create the project. |
I
appeared to have little knowledge about the facts or technical processes used
in the project. |
Describe accurately exactly what your role and
accomplishments were for this group project _____________________________
________________________________________________________________________________________________________
If you were to assign yourself a grade for this project based
upon what YOU accomplished, what would it be? ____________
Explain
_______________________________________________________________________________________________
_____________________________________________________________________________________________________
STANDARDS
Common
Core Learning Standards: English Language Arts Standards & Science
Standards
• SL.11-12.4. Present information,
findings, and supporting evidence, conveying a clear and distinct perspective,
such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal
tasks.
• W.11-12.7. Conduct short as well as
more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
• RST.11-12.7. Integrate and evaluate
multiple sources of information presented in diverse formats and media (e.g.,
quantitative data, video, multimedia) in order to address a question or solve a
problem.
References:
http://www2.maxwell.syr.edu/plegal/wqproducts.html
http://www2.maxwell.syr.edu/plegal/ppas/select.html
http://www2.uwstout.edu/content/profdev/rubrics/pptrubric.htm