Activities for FYF
9 October 2009
Introduction to Energy Concepts, Webquests,
The purposes of today's session are
- Provide a few additional
comments about energy
- Introduce students to
- Provide an overview of the
Hubbert Curve Webquest
Today's session will have three objectives. The first
will be to conclude information given in the Powerpoint presentation
dealing with energy that was initiated last Monday. The second
will be to further introduce students to the concepts of
Webquests. The third will be to further expand on the concept of
the Hubbert Curve, and to point to various ways that it has been
evaluated since it has been introduced.
Concluding the Energy Powerpoint
The instructor will devote approximately 15 minutes to completing the
Powerpoint started last week.
Introduction to Webquests
The Webquest concept initiated in 1995
at the San Diego State University. The purpose was to have
students learn information in a constructivist, inquiry-oriented
fashion, rather than a didactic manner characteristic of most
lectures. A good Webquest "requires
higher level thinking, not simply summarizing. This includes synthesis,
analysis, problem-solving, creativity and judgment.
key feature is that students learn information
posted to the Internet, rather than from books, articles, films, or
The homepage for the Webquest initiative is located here
Webquests have been successfully used in elementary, secondary,
undergraduate, and adult education. They can be the basis of a
single class session, or can be the focus of an entire course.
Using Webquests in FRF 101J
Learning information via a
Webquest requires four steps:
1. The instructor generates a Webquest, often using a template
provided by the site. The Webquest itself contains six sections:
Introduction, Task, Process, Evaluation, Conclusion, and a Teachers
Page. Typically the "Process" section will include links to
websites that students are to review.
2. Working singly or as a team, students review the information
given in the linked pages.
3. The students then compare information given on the linked
pages, and then generate a synthesis that goes beyond merely reviewing
content on each page.
4. The students then submit a report that is reviewed by the
instructor following the rubric given in the "Evaluation." page.
As noted in the beginning of the
semester, students will be learning about eight sources of alternative
energy, plus some background information about the Hubbert Curve.
Those nine topics are being divided into three blocks, each consisting
of three topics. For each block, students will hear an
introductory presentation for each topic (in some cases, given by
Then, students will be divided into six teams of 4-5 students
each. Each team will be assigned one of the three topics.
Thus, two teams will have the same topic.
Teams will then conduct webquests to develop a 20-minute long
presentation in which they summarize the key points about their given
energy source. As part of the presentation, students are to
determine: (1) what is the potential of that energy source in meeting
local, regional, and world energy needs? (2) what are the technical
issues pertaining to the implementation of that source? (3) what are
the environmental benefits and drawbacks of that source? (4) what are
the economic issues? (5) what government regulations are
pertinent? (6) and what is the level of social acceptance of that
The two student teams assigned the same topic will present on the
Homepage for FYF-101J
This page posted and maintained by Kenneth M.
Klemow, Ph.D., Biology Department,
Wilkes University, Wilkes-Barre,
PA 18766. (570) 408-4758,