OFFICE OF THE GOVERNOR:

Energy Future of the State of Illinois

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.

Problem Statement:

A commission has been established by the Governor of the State of Illinois to address the energy future of the State of Illinois. With continuing population growth, growing pollution, global warming, and dwindling traditional energy sources such as oil and natural gas, the commission has been charged with charting a vision for Illinois' energy future. Four energy consortiums have been hired as consultants to "make the case" for building capacity in each of four different areas to supplant or augment traditional energy sources:

• Wind (Shane, Erin, and Sam)
• Coal (Ted, Drew, and Matt)
• Nuclear (Chris, Erik, and John)
• Hydroelectric (Scott and Mike)

Your consulting firm's goal is to literally make the case for your form of energy source before the Governor's commission; nonetheless, drawbacks of other energy sources may be addressed in the commission hearing.

There are many questions and issues associated with determining the best path for the future of Illinois:

• Cost of site and facility development
• Production and delivery cost per kilowatt hour
• Environmental impact
• Economic impact
• Availability of proven technology
• Quality of life issues
• Safety issues
• Size of source and sustainability

Consulting Team and Individual Tasks:

As a member of one of the consulting teams you need to do the following:

• conduct research addressing each of the questions and issues outlined above
• conduct-to-benefit analysis in the issues areas, identifying and addressing all major concerns
• explain how, when, and where the energy facility would be developed

Initial Information Sources:

Not provided at this time. Use your own Internet resources.

Process:

1. Review the problem statement.
2. Identify what you know and what you don't 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 in each of the issue areas.
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. Carefully prepare a formal presentation to be delivered to the Governor's commission.
9. Make their case before the commission; you have have 15 minutes; you may used technology and outside consultants.
10. Each group will have a chance to provide a 5-minute rebuttal.
11. Commission members may ask questions at any time.
12. Commission member will make a prioritized "recommendation" to the Governor based on the best cases.

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 nonscience, 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, Coordinator
Physics Teacher Education Program
Illinois State University
Last updated August 29, 2007