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| How can understanding resource use help us identify sustainable, low impact strategies for the future? |
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| In this capstone unit, students draw upon concepts from the whole course in an exploration of the science behind one of the most pressing challenges of our age: securing sustainable sources of energy and other resources while minimizing detrimental consequences of human consumption. Students begin by analyzing data on U.S. and world resource consumption and compare trends with projected demand. This analysis should include various forms of petroleum, lumber and strategic minerals. They evaluate the sources of data for reliability and scientific methods. Using an Earth systems science perspective, they develop understandings about how energy from wind, the sun, tidal and geothermal sources may be harnessed for human needs. Students explore the basic geology of petroleum formation and be aware of the major global sources of oil. The whole class research current issues related to resources, energy and the environment in order to generate a class set of debatable questions on proposed strategies. A list of relevant issues may include: the planned Cr-Ni mine in Michigan’s Upper Peninsula, strategies to use alternative energy sources for power generation, incentives to develop various energy industries (nuclear, wind, solar, bio-fuels, coals, hydroelectric), expanded domestic drilling for petroleum, transportation systems and fuels. With a class list of questions, students form teams that take a position on debatable questions. Each team debates an opponent team who has taken the opposing view. Teams research the issues and formulate arguments based on the depth and accuracy of the related science, the logic of their argument and an analysis of the benefits, risks and trade-offs. Environmental impacts are described using an Earth systems science perspective. After each debate, the teams receive feed back from the class audience and a rubric. A whole class discussion focuses on realistic, sustainable solutions based on the facts of the science, models that predict the benefits along with descriptions of potential trade-offs. |
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| STANDARD E1: INQUIRY, REFLECTION, AND SOCIAL IMPLICATIONS Students will understand the nature of science and demonstrate an ability to practice scientific reasoning by applying it to the design, execution, and evaluation of scientific investigations. Students will demonstrate their understanding that scientific knowledge is gathered through various forms of direct and indirect observations and the testing of this information by methods including, but not limited to, experimentation. They will be able to distinguish between types of scientific knowledge (e.g., hypotheses, laws, theories) and become aware of areas of active research in contrast to conclusions that are part of established scientific consensus. They will use their scientific knowledge to assess the costs, risks, and benefits of technological systems as they make personal choices and participate in public policy decisions. These insights will help them analyze the role science plays in society, technology, and potential career opportunities.
E1.1 Scientific Inquiry E1.1B Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions. E1.1D Identify patterns in data and relate them to theoretical models. E1.1E Describe a reason for a given conclusion using evidence from an investigation. E1.1g Based on empirical evidence, explain and critique the reasoning used to draw a scientific conclusion or explanation. E1.1i Distinguish between scientific explanations that are regarded as current scientific consensus and the emerging questions that active researchers investigate. E1.2 Scientific Reflection and Social Implications E1.2A Critique whether or not specific questions can be answered through scientific investigations. E1.2B Identify and critique arguments about personal or societal issues based on scientific evidence. E1.2C Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information. E1.2D Evaluate scientific explanations in a peer review process or discussion format. E1.2f Critique solutions to problems, given criteria and scientific constraints. E1.2g Identify scientific tradeoffs in design decisions and choose among alternative solutions. E1.2j Apply science principles or scientific data to anticipate effects of technological design decisions. E1.2k Analyze how science and society interact from a historical, political, economic, or social perspective. E2.4 Resources and Human Impacts on Earth Systems E2.4A Describe renewable and nonrenewable sources of energy for human consumption (electricity, fuels), compare their effects on the environment, and include overall costs and benefits. E2.4B Explain how the impact of human activities on the environment (e.g., deforestation, air pollution, coral reef destruction) can be understood through the analysis of interactions between the four Earth systems. Copyright © 2001-2015 State of Michigan | |
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| - What are the limitations of Earth's resources?
- How does our energy use impact the environment?
- What energy solutions are scientifically promising?
- What trade-offs must be made to achieve sustainable levels of use?
| energy sources
non-renewable energy
renewable energy
resources
science and society
trade-offs |
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| | Analyzing Inferring Problem solving |
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