Olu Omoloju
The
Physics
ENERGY
Introduction:
The evidences of the existence of an energy crisis are
indisputable. Rising fuel cost, and the
potential depletion of current sources poses a treat to our society and
infrastructure which incessantly depends on petroleum products.
Consequently, your group/team has been chosen by an
international commission to investigate the social implications of this problem
and propose the best solution. Keep in
mind that the solution offered will received unlimited financial support from
an international coalition of governments.
Task:
A. Your team will use at least, the first six of nine steps (you may use all
nine steps for additional credit) of the Public Policy Analyst (see process
below) to create legislative policy that will be presented before the coalition:
For a complete report, you must also perform the following
tasks:
♦ Provide evidences that an energy crisis really does
exist.
♦ Research, discuss and present the consequences and
perils of an energy crisis.
♦ Examine and analyze all the conflicting views on this
topic.
♦ Include in your report what has been done so far to
address the problem.
♦ Be sure to provide full details of each solution
proposed.
♦ Propose some legislations to correct the problem.
B. Create, administer and
evaluate a survey.
C. Submit your full
report in the form of a PowerPoint presentation.
D. At your presentation, you must relinquish a
hard copy of your PowerPoint report along with the six public policy
worksheets, and surveys. You must also submit an IBM/PC formatted floppy disk
copy of your report.
Process:
A. Working in groups
of three, your team
will use the public policy analyst procedures (see link bellow) to furnish your
legislative proposals. Be sure to
complete the worksheets associated with each step.
B. Create a survey that studies the causes, effects and
possible solutions to the energy crisis.
You must take a substantial amount of surveys (at least 25) from
reliable sources to support your case.
Sources may include but are not limited to college professors, scientist
and other professionals who are currently working or have done research
concerning energy. You may conduct the
survey in person or by registered or electronic mail.
C. Submit your entire report as a (no longer than 20-minutes) PowerPoint
presentation. Your presentation should
show proof that the public policy steps were followed. It should include sample surveys and results
in the form of graphs, charts or other innovative configuration.
Resources:
The following links below will be helpful to begin your
research. You will need to find others
on your own.
The Coming Global Energy
Crisis
Alternative Fuel Vehicle Groups
TIPS Students Information Resources
Evaluation:
This rubric may be used for self-assessment and peer feedback. The
project grade will be based upon the following evaluation scale:
A - Exemplary: 45-50 points
B - Proficient: 40-44 points
Partially Proficient or Incomplete: Needs to be resubmitted - less than 39
points
PowerPoint Rubric
ACTIVITY |
Exemplary |
Proficient |
Partially Proficient |
Incomplete |
POINTS |
Research and Note
taking |
6 points Presentation indicates group
members accurately researched varied information sources, recorded and
interpreted statements, graphics and questions and evaluated alternative
points of view. |
4 points Presentation shows group
members recorded relevant information from multiple sources of information,
evaluated and synthesized relevant information. |
2 points Presentation shows group
members misinterpreted statements, graphics and questions and failed to
identify relevant arguments. |
0 points Presentation shows group
members recorded information from four or less resources, and ignored
alternative points of view. |
|
Slide Show and Planning |
6 points Each slide includes title of
slide wherever appropriate, text, background color, placement & size of
graphic, fonts - color, size, type for text and headings, hyperlinks (list
URLs of any site linked from the slide), narration text, and audio files (if
any). All slides are numbered, and there is a logical sequence to the
presentation. |
4 points Slides include titles and text
for each slide and are in sequential order. |
2 points Slides are not in a logical
sequence and have incomplete information. |
0 points There a very few thumbnail
sketches on the storyboard and do not provide an overview of the
presentation. |
|
Introduction |
3 points The introduction presents the
overall topic and draws the audience into the presentation with compelling
questions or by relating to the audience's interests or goals. |
2 points The introduction is clear and
coherent and relates to the topic. |
1 point The introduction shows some
structure but does not create a strong sense of what is to follow. May be
overly detailed or incomplete and is somewhat appealing to the audience. |
0 points The introduction does not
orient the audience to what will follow. The sequencing is unclear and
does not appear interesting or relevant to the audience. |
|
Content (Public
Policy Solution originality) |
8 points The ideas expressed in the
report demonstrate a high degree of originality. The content is written clearly
and concisely with a logical progression of ideas and supporting information.
The project incorporates
thorough use of the public policy analyst, and includes viable surveys and
worksheets and advanced organizers that provide the audience with sense of
the project’s main idea. Information is accurate,
current and comes mainly from * primary sources. |
6 points The ideas expressed in the
report are mostly original. The group
may have improved upon a previous idea. The content is written with a
logical progression of ideas and supporting information. Includes use of the public
policy analyst, and includes viable surveys and worksheets and persuasive
information from *primary sources. |
4 points The ideas expressed in the
report demonstrate a low degree of originality. The content is vague in
conveying a point of view and does not create a strong sense of purpose. Includes use of some of the
public policy analyst steps, and includes surveys and worksheets and some
persuasive information with few facts. Some of the information may
not seem to fit. *Primary source use is not
always clear. |
0 points There were no original ideas
expressed in this project. 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. |
|
Text Elements |
3 points 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. |
2 points 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. |
1 point 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. |
0 points 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. |
|
Layout |
3 points The layout is aesthetically
pleasing and contributes to the overall message with appropriate use of
headings and subheadings and white space. |
2 points The layout uses horizontal and
vertical white space appropriately. |
1 point The layout shows some
structure, but appears cluttered and busy or distracting with large gaps of
white space or uses a distracting background. |
0 points The layout is cluttered, confusing,
and does not use spacing, headings and subheadings to enhance the
readability. |
|
Citations |
6 points Sources of information are
properly cited so that the audience can determine the credibility and
authority of the information presented. All sources of information are
clearly identified and credited using MLA citations throughout the project. |
4 points Most sources of information
use proper MLA citation, and sources are documented to make it possible
to check on the accuracy of information. |
2 points Sometimes copyright guidelines
are followed and some information, photos and graphics do not use proper MLA
citations. |
0 points No way to check validity of
information. |
|
Graphics, Sound and/or Animation |
3 points The graphics, sound and/or animation
assist in presenting an overall theme and make visual connections that
enhance understanding of concept, ideas and relationships. Original images are created
using proper size and resolution, and all images enhance the content. There is a consistent visual
theme. |
2 points The graphics, sound/and or
animation visually depict material and assist the audience in understanding
the flow of information or content. Original images are used. Images are proper size,
resolution. |
1 point Some of the graphics, sounds,
and/or animations seem unrelated to the topic/theme and do not enhance the
overall concepts. Most images are clipart or
recycled from the WWW. Images are too large/small in
size. Images are poorly cropped or
the color/resolution is fuzzy. |
0 points The graphics, sounds, and/or
animations are unrelated to the content. Graphics do not enhance
understanding of the content, or are distracting decorations that create a
busy feeling and detract from the content. |
|
Writing Mechanics |
6 points The text is written with no
errors in grammar, capitalization, punctuation, and spelling. |
4 points The text is clearly
written with little or no editing required for grammar, punctuation, and
spelling. |
2 points Spelling, punctuation, and
grammar errors distract or impair readability. (3 or more errors) |
0 points Errors in spelling,
capitalization, punctuation, usage and grammar repeatedly distract the reader
and major editing and revision is required. (More than 5 errors) |
|
Teamwork |
6 points The group documents how
members brainstormed, discussed, assumed roles and solved problems. Provides evidence that group
members helped one another, shared ideas, developed and evaluated their
finished product(s). The project is clearly a group
effort. |
4 points The group documents how
members divided tasks, shared the workload and managed problems in a way that
advanced the group goal. |
2 points The group occasionally helped
one another but required teacher assistance to resolve differences. One person documents that he/she
did most of the work and/or problems were not managed in a way that advanced
the group goal. |
0 points The group required teacher
assistance with dividing tasks and resolving differences. Few people contributed their
fair share of work. |
|
|
|
|
|
|
|
TOTAL
POINTS |
/50 |
* Primary sources can
include original letters and diaries, personal observations, interviews,
first-hand accounts, newspaper articles, magazine articles, journal articles,
Web pages, audio recordings, video productions and photography.
© COPYRIGHT 2001-2002 Joan Vandervelde
All Rights Reserved.
Updated:
Standards:
This Web quest meets the following NY State English and
Science Standards
English:
v E1c: Read and comprehend
informational materials.
v
E2a: Produce a report of information.
v E4b: Analyze and
subsequently revise work to improve its clarity and effectiveness.
Science
v S8a: Demonstrates scientific competence by completing
secondary research.
v S7b: Argues from evidence.
v S7e: Communications in a form suited to the purpose and the
audience.
v S5c: Uses evidence from reliable sources to develop
descriptions, explanations, and models; and makes appropriate adjustments and
improvements.
v S5d: Proposes, recognizes, analyzes, considers, and critiques
alternative explanations; and distinguishes between fact and opinion.
v S5f: Works
individually and in teams to collect and share information and ideas.
v S6c: Collects and
analyzes data using concepts and techniques in Mathematics Standard 4.
Applied Learning
v A2a: Make an oral presentation of project plans or findings to an
audience with expertise in the relevant subject matter.
v A2b: Prepare a formal written proposal or report to an
organization beyond the school.
v A2c: Develop a multi-media presentation.
Conclusion:
By completing this web quest project, you will have learned
the following:
☺ Evidences that an energy crisis exist.
☺ Causes and effects of the energy crisis.
☺ Existing policies aimed at correcting the problem.
Furthermore, by completing this project you will have
attained or developed the following skills:
☺ Produce a report
of information in a logical sequence to improve its clarity and effectiveness.
☺ Demonstrate
scientific competence by arguing from evidences gathered through research and
by effectively communicating the results in an oral presentation.
☺ Capacity to
analyze opposing views and explanations through research and collected data in
the form of surveys; distinguish between facts and opinions to arrive at an
ultimate resolve.
☺ How to formulate effective public polices by means of
a public policy analyst.