Energy is one of the most fundamental forces of our universe. We use energy to do work. For example energy lights our cities, powers our vehicles, trains, planes and rockets. It warms our homes, cooks our food, plays our music, and gives us pictures on television. Energy powers machinery in factories and tractors on a farm. Energy from the sun gives us light during the day. It also helps plants grow and make food. Everything we do is connected to energy in one form or another. Energy is defined as “the ability to do work.”

The United States is facing an energy crisis. As a matter of fact, an enormous power failure occurred Thursday afternoon, August 14, 2003, which blacked out population centers from New York City to Cleveland, Detroit and Toronto, crippling transportation networks and trapping tens of thousands of people in subway cars, elevators and trains and on highways.

You are an energy expert hired by Congress to investigate the problems relating to energy in the United States and to propose solutions to these problems. You will present your findings to Congress at the end of your investigation.

As a group your assignment is to research and create a written and oral report that addresses and provides solutions for the energy crisis in the United States. Using the Public Policy Analyst (PPA) approach, create a typed three-page paper presenting your findings. In addition to your paper, the PPA steps should be used to assist you in your oral presentation. The following PPA steps will guide you:

· Define the problem and state its effect on the United States.

· Gather evidence to support the existence of the problem.

· Determine the causes and factors contributing to the problem.

· Evaluate existing policies based on the problem.

· Develop public policy alternatives.

· Determine the best public policy solution to the problem.

· You will break into groups of four.

· In the group each person will be assigned a role (ex: researcher, recorder, writer, and presenter).

· Your group will print out and complete the following worksheets:

Worksheet 1

Worksheet 2

Worksheet 3

Worksheet 4

Worksheet 5

Worksheet 6

· You will use the websites listed below as sources to find information on the “energy crisis.”

· As a group, you will use the worksheets with the help of websites, to state the current energy crisis and make connections from the past (1973) to present.

· Your group will further review the current policies used to ameliorate the crisis.

· Using the information gathered, your group will produce a new public policy that can be used to combat the energy crisis.

· Your group will then produce a written report (three pages) of its findings and present it orally to the class.

Here are some useful websites and search engines that will assist you on your journey:

http://www.clarkpud.apogee.net/kids/

http://www.wtrg.com/EnergyCrisis/

http://www.pww.org/past-weeks-2001/Deregulation%20causes%20crisis.htm

Securing the Energy Future of the United States

Search engine: Yahoo!

Search engine: www.google.com

Search engine: www.askjeeves.com

Guidelines for your three page typed report and oral presentation are as follows:

90% +	80% +	70% +	60% +	Less than 60%
Exemplary Group presents a clear, specific understanding of the topic. All notes and worksheets required are completed on time, are extremely well organized and questions are answered accurately. High interest and excitement have lead the group to an investigation that reaches far beyond the requirements. Group has read related materials and has used many sources of information for reports and or experiments. They have used their new knowledge when participating in all oral discussions. Group makes connections between past and present, cause-effect relationships, and results in the ability to make a prediction. The group’s notes, assignments, and presentations are positively organized, marvelously done, and exceeds teacher expectations.	Strong Group presents a clear, specific understanding of the topic. High interest and excitement leads the group to an investigation that reaches beyond requirements. All notes and worksheets required are completed on time, are well organized and questions are answered accurately. The group has used as more resources than required; and demonstrates new knowledge both orally and in written work and uses this knowledge in their assignments and oral presentation. New knowledge is evident when group shows connections between past and present or cause-effect relationships. Student notes, assignments, and presentations are clearly organized, carefully done, and often goes beyond teacher expectations.	Capable Group meets assignment expectations. The group demonstrates new knowledge learned in oral participation and or written tasks. The work is organized and complete. The group understood the assignments. They used the number of resources required; and organized information in all notes, assignments, and presentation. All notes and worksheets are complete, carefully done and the group meets the requirements and expectations.	Developing Group knowledge of the topic is partly understood, but not complete. The assignments, notes and worksheets are incomplete and could be organized better. Some resources have been used, but it is not clear what the group understood. Presentation is mediocre. Some of the information presented by the group was not important to the topic Group does most of what is required, but nothing more. Some of the work may not be finished. Tasks are not carefully done and the information from the resources is not used.	Limited Group use of the topic is not shown. Steps through the process were not followed. Notes, assignments and worksheets lack neatness, organization, detail and evidence of new knowledge. Work does not meet requirements. Parts are missing. Presentation is weak, or students are often not participating. Worksheets and presentation are poorly done and fall well behind the standard level of achievement. Overall, the group has failed to grasp the concepts covered in the topic

1. Science Standards

· S1c: Demonstrates understanding of transfer of energy

· S5e: Identifies problems; proposes and implement solutions; and evaluates the accuracy, design, and outcomes of

investigations.

· S5f: Works individually and in teams to collect and share information and ideas.

· S7e: Communicates in a form suited to the purpose and the audience.

2. Communication Arts Standards

· E1c: Read and comprehend informational materials.

· E2a: Produce a report of information.

· E3c: Prepare and deliver a group presentation.

At the closing stages of this webquest students would have learned about the causes of an energy crisis and contribute other possible solutions which will enable them to consider alternate sources of energy.