Pamela Randall
plr72@yahoo.com
Introduction
It’s about a month after that fateful day,
This Webquest
is intended expose you to a public policy situation. You will need to examine the background of
Indian Point and other nuclear power plants, determine the usefulness of the
plant and any potential hazards to determine a logical recommendation submitted
to Governor George Pataki.
Task
Your task will be, in groups of two, to create a PowerPoint
Presentation of your proposal to Governor Pataki on whether Indian Point should
remain open and in operation. For this
project you must include the 6 Step Public Policy approach:
Process
Refer to the following guidelines for the completion of your
product.
Before completing your
two projects:
1.
Research the sources listed below in order to respond to all the
following questions.
2.
Complete the 6 step public policy worksheets found at the site
listed.
3.
Hand in the worksheets for evaluation.
http://www.maxwell.syr.edu/plegal/tips.html
Guidelines for your Power Point Presentation:
1) Research
the sources to create your presentation.
2) All
your slides will be original.
3) Your presentation will
include 10 slides. Eight
(8) slides showing your information, one (1) for your introduction and one (1)
slide listing the credits (like a movie).
4) Your
slides will be based on the 6-step PPA (Public Policy Analysis).
5) Focus
your presentation on factual information rather than opinion.
6) Your
presentation will also include information showing the class how you came to
your conclusions.
Evaluation
The
evaluation of your projects will be done in two parts. The first part will be on your Power Point
presentation. You and your group will
present your project to the rest of the class and the class will submit rubrics
based on your group’s presentation. The
instructor will then combine these rubrics, along with your self-assessment, to
determine a score.
Rubric
|
Inadequate 1 |
Fair 2 |
Good 3 |
Excellent 4 |
|
|
|
|
|
Power Point Presentation |
No Knowledge of Public Policy, Minimum Data Supporting Public Policy |
Minimum Knowledge of Public Policy, Few Data Sources |
Good Knowledge of Public Policy, Adequate Amount of Data
Sources |
Outstanding Knowledge of Public Policy, Tremendous Data Sources |
Resources
Sites regarding any nuclear power plant:
Design,
operation, maintenance, why nuclear power - http://www.nucleartourist.com/
Employee’s perspective -
http://webpages.charter.net/jimzim/DiabloCanyon.html
Database for safety and risk analysis - http://www.insc.anl.gov/
Nuclear Terrorism - http://www.tmia.com/sabter.html
Sociologist advice on nuclear safety - http://www.queensu.ca/epu/mehta/mehta.htm
U.S. Nuclear Power Plant maps - www.nukepills.com
American Nuclear Society -
www.ans.org
Sites specific to Indian Point
Nuclear Power Plant:
http://www.closeindianpoint.org/
http://www.nucleartourist.com/us/nyc.htm
http://www.ems.org/nuclear/indian_point.html
http://www.safesecurevital.org/articles/article_mark3.html
http://www.petitiononline.com/cipn2002/petition.html
http://www.epa.gov/fedrgstr/EPA-IMPACT/2001/March/Day-20/i6904.htm
http://www.earthtimes.org/feb/environmentalissuesindianfeb19_02.htm
http://www.nci.org/02/03f/22-06.htm
Conclusion
The effects of human activities can have many unforeseen
consequences. This is especially so if the activity is the result of an
application of science. If proper research is not done before hand, then the
costs of fixing errors can be great in terms of dollar output, cleanup
projects, restoration projects, and ecological disabilities.
S2 - Life Science
Concepts: Biology
S4 - Scientific Connections and
Applications:
S4a:
order and organizing; form and function; change and constancy; cause and
effect
S4b: the relationship between science and
technology
S4c: personal and environmental safety
S5 – Scientific Thinking
S5a: frames questions to distinguish cause and
effect
S5b:
uses S1-S4 to explain a variety of observations and phenomena
S5c:
uses evidence from reliable sources to develop descriptions,
explanations, and models; makes adjustments based on new knowledge
S5d:
proposes, recognizes, analyzes, considers and critiques alternative
explanations
S5e:
identifies problems; proposes and implements solutions; evaluates the
accuracy of design, and outcomes of investigation
S5f:
works individually and in teams to collect and share information and
ideas
S6 – Scientific Tools and Technologies
S6a:
uses technology and tools to observe and measure objects
S6b:
records and stores data using a variety of formats
S6d:
acquires information from multiple sources
S6e:
recognizes and limits sources of bias in data
S7 – Scientific
Communication
S7a: represents data and results in multiple ways
S7d: explains a scientific concept or procedure to
other students
S7e: communicates in a form suited to the purpose
and audience