COUNTY BOARD DILEMMA:

A Wind Farm in Your Neighborhood?

Disclaimer: This document was created by the Physics Teacher Education program at Illinois State University for the sole purpose of being used as a problem-based learning exercise. It depicts a hypothetical situation only.

Introduction:

A wind energy consortium is hoping to build a 250-unit wind farm in central Illinois. The consortium has been completing contracts with local farmers to erect 400-foot-tall, three-propeller wind mills (800 kW Gamesa turbines) on their lands. Local home owners are up in arms about the pending development.

A local protest group argues that there is a host of evidence shows that situating a wind farm in their neighborhood would be not only unwise, but downright dangerous. They are pointing out that many people don't like wind farms, and that the presence of the proposed wind farm will drive down local properly values and would constitute an environmental hazard. The protestors are saying "not in my back yard." The protestors also are seriously questioning the economics of wind-generated energy. They have suggested that, with the constant sale and re-sale of the wind farms generally, they are erected as a way to avoid the payment of taxes.

The conflict between these two groups has resulted in a number of angry public protests. The protest group is now encouraging the County Board to pass a law banning the construction of the wind farm. Both sides must make a solid case before the County Board in the hope of passing or preventing the law. The Board members must weigh social, fiscal, and scientific arguments presented by both sides, and decide whether or not to pass a ban on the construction of the wind farm.

There are many issues associated with this question:

• When one considers the possible consequences of continued release of greenhouse gases due to the burning of fossil fuels, doesn't the prospect of a wind farm seem less frightening?
• Isn't there is a problem of continued U.S. reliance on foreign oil that wind energy can help resolve?
• How economical are American-designed wind farm generators, and what are the threats of having them in one's neighborhood?
• What are alternative sources to wind energy and what are their impacts and consequences?
• How do wind farms impact the local community's citizens and wildlife?
• Are wind farms an economical way to generate energy are are they merely a tax loophole?

Consortium Member - Team and Individual Tasks:

As a member of the wind farm consortium you need to do the following:

• examine the claims of the wind farm opponents that there are significant health and safety threats to humans working at and living within a short distance of the wind farm;
• state and examine the evidence presented by contemporary scientists supporting the safety and efficacy of wind farms; and
• examine the issue from all sides and convince the Board of the worthiness of your case to build the proposed wind farm.

Protest Group Member - Team and Individual Tasks:

As a member of the protest group you need to do the following:

• examine the claims of the wind farm consortium that there are no significant health and safety threats to humans working at and living within a short distance of the wind farm;
• state and examine the evidence presented by contemporary scientists supporting the physical and psychological dangers of wind farms;
• examine the issue from all sides;
• determine the actual need for wind-generated energy; and
• convince the Board of the worthiness of your case to stop the construction of the proposed wind farm.

Initial Information Sources:

Below you will find a number of internet resources where you can begin your quest for a solution to your problem. Use the traditional internet search engines to find additional resources as necessary. Be certain to conduct an analysis of all information sources for potential bias. Inclusion of any web site in the list below is not to be taken as an indication of credibility. Sources beyond the internet are also recommended such as books, scholarly articles, videos, and discussions with experts.

Process:

1. Review the wind farm problem statement.
2. Identify what you know and what you need to know on the basis of the problem statement.
3. Identify a variety of resources, including those outside the internet, that can be used to shed light on the problem.
4. Analyze the credibility of each source you have identified for use.
5. Research arguments for or against the proposal.
6. Discuss various arguments with others, classifying and analyzing arguments.
7. Conduct research as necessary to analyze claims; find supporting and/or refuting evident.
8. Develop your case both for your preference and in answer to the voices of protest.
9. Carefully prepare a formal presentation to be delivered to the County Board members.
10. The opponents will explain the situation first, and then make their case. They have 25 minutes.
11. The proponents will explain the situation second, and then make their case. They have 25 minutes.
12. Each group will have a chance to provide a 5-minute rebuttal.
13. County Board members may ask questions at any time.
14. Following the conclusion of arguments, the Board members will reach and announce their decision whether or not to support the requested law.

Guidance:

First and foremost, your work should reflect elements of critical thinking and avoid personal bias (but not necessarily personal values). Your oral and/or written reports might include many of the following critical thinking skills outlined by Marzano (1992):

1. Comparing: Identifying and articulating similarities and differences between things.
2. Classifying: Grouping things into definable categories on the basis of their attributes.
3. Inducing: Inferring unknown generalizations or principles from observations or analysis.
4. Deducing: Inferring unstated consequences and conditions from given principles and generalizations.
5. Analyzing errors: Identifying and articulating errors in one's own or others' thinking.
6. Constructing support: Constructing a system of support or proof for an assertion.
7. Abstraction: Identifying and articulating the underlying theme or general pattern of information.
8. Analyzing perspectives: Identifying and articulating personal perspectives about issues.

Teamwork Principle and Corollaries:

EVERYONE IS EXPECTED TO CONTRIBUTE EQUALLY TO THE SOLUTION OF THE PROBLEM; EVERYONE IS EXPECTED TO WORK DURING THE TIME GIVEN IN CLASS; GROUPS SHOULD AVOID WORKING INDIVIDUALLY AND THEN THROWING EVERYTHING TOGETHER AT THE LAST MINUTE.

• Every student will contribute to the discussion.
• Every student will be non-judgmental of other student's opinions. Listen to others' opinions. Let others finish talking before sharing your opinion or raising a question.
• Every student will have the opportunity to express his or her ideas without their ideas being attacked. Do not laugh at or attack other people's comments.
• Every student will ask questions when an idea or fact is presented that they do not understand.
• Remember that the teacher is primarily a facilitator and not an information giver.

As you work on this project, keep in mind the following points: One of the worst possible outcomes in any community is the collapse of communication. While concerns for safety surround the construction of a wind farm are understandable, emotional sentiments should not be the basis of decisions. As scientifically literate citizens we are under an obligation to understand, discuss, and analyze the issues in a deliberative and objective manner. Honest disagreements between members of the community should not lead inevitably to the conclusion that the motives of some are suspect. As a Board member who may already have strong opinions on this matter, you have the obligation to understand the issue, do everything possible to help both sides understand and appreciate the concerns of the other, and then resolve the issue to the best of your ability working within the confines of the law.

Scoring Rubrics:

Your written paper (IF REQUIRED) should reflect the processes and procedures of critical thinking; your oral presentation should reflect critical thinking dispositions.

Expert Essay Scoring Rubric

Oral Presentation Scoring Rubric

Peer Team Member Scoring Rubric

Conclusion:

This problem-based learning activity has been designed to help students understand the following things:

1. Content -- Teachers of science understand and can articulate the knowledge and practices of contemporary science. they can interrelate and interpret important concepts, ideas, and applications in their fields of licensure, and can conduct scientific investigations. (NSTA Teacher Preparation Standard 1)
2. Nature of Science -- Teachers of science engage students effectively in studies of the history, philosophy, and practice of science. They enable students to distinguish science from non-science, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science. (NSTA Teacher Preparation Standard 2)
3. Inquiry -- Teachers of science engage students in studies of various methods of scientific inquiry and in active learning through scientific inquiry. They encourage students, individually and collaboratively, to observe, ask questions, design inquiries, and collect and interpret data in order to develop concepts and relationships from empirical experiences. (NSTA Teacher Preparation Standard 3)
4. Issues -- Teachers of science recognize that informed citizens must be prepared to make informed decisions and take action on contemporary science- and technology-related issues of interest to the general society. Students, therefore, should conduct inquiries into the factual basis of such issues and assess possible actions and outcomes based upon their goals and values. (NSTA Teacher Preparation Standard 4)
5. Science in the Community -- Teachers of science relate their discipline to their local and regional communities, involving stakeholders and using the individual, institutional, and natural resources of the community in their teaching. They actively engage students in science-related studies or activities related to locally important issues. (NSTA Teacher Preparation Standard 7)

Written by Carl J. Wenning, Education Specialist
Physics Teacher Education Program
Illinois State University
Last updated August 25, 2008