Shale Gas Webquest Home

Shale Gas Webquest

Introduction

The seventh alternative energy source considered in this course is natural gas derived from shale. As you learned in Dr. Halsor's presentation on 23 November, shale rock (such as that found in the local Marcellus formation) contains significant amounts of trapped natural gas material. Once extracted, the gas can be shipped to various parts of the country to power electrical plants, heat homes, or be used by various industries.

Many people believe that the gas in shale rock holds great promise as a viable alternative to "dirtier" fuels like coal, it is more abundant than oil, and does not have the long-term waste problems like nuclear fission. Others are concerned with the environmental risks, especially to groundwater resources and surface waterways like streams and rivers. Moreover, shale gas is a fossil fuel, and burning it will add greenhouse gasses to our atmosphere.

The purpose of this webquest is to enable teams of students to learn more about shale gas, and determine its potential to serve as a significant source of alternative energy in the future.

Task

The teams assigned to this webquest are to review the websites listed below. Students in those teams are to answer the following questions:

What evidence supports the idea that products of shale gas can provide a significant proportion of energy demand in the future?
Does everybody agree with that evidence? If not, explain.
Dr. Halsor's presentation suggested that shale gas is geographically best developed in certain locations based on geology.

What are the reserves of shale gas worldwide? In the US? In Pennsylvania?

Approximately how much of the shale gas has been tapped at present?
Are some reserves too difficult to get to?

What environmental problems does shale gas extraction pose? What benefits are there?
What social / political issues relate to shale gas development? Specifically, what are the economic factors involved in shale gas development, both for companies and property owners?
Do any laws or regulations prevent the deployment of shale gas development? How is shale gas production taxed?

Process

On 4 December, student teams will conduct a webquest using the following websites:

Of course, you may work outside of class as a team to further research the topic, generate a synthesis, and formulate a presentation.

On 9 December, student teams assigned this topic will each give a 20 minute Powerpoint-based presentation in which they will answer the questions.

Evaluation

Students will be evaluated using the following rubric. The grade will reflect both an individual and a team performance.

Team-based items

Item	5	3	1
Introduction	First one-two minutes clearly understandable, audience led into the objectives of the talk	First one-two minutes mostly understandable, audience should be partly prepared for objectives of the talk	First one-two minutes generally not understanable, audience not really prepared for objectives of the talk
Objectives	Clearly outlined	Presented in a general way, but one or more details confusing	Not clearly indicated
Number of bullet points addressed	4-5	3	1-2
Bullet 1	Discussion provided substantial insight into online resources, accurate presentation of information in articles, clear synthesis that goes well beyond rehashing posted information.	Discussion provided acceptable insight into online resources, presentation of information in articles generally accurate, some synthesis beyond rehashing posted information	Discussion provided superficial insight into online resources, evident inaccuracies in way that presentation of information in articles was presented, little synthesis beyond rehashing posted information
Bullet 2	See above	See above	See above
Bullet 3	See above	See above	See above
Bullet 4	See above	See above	See above
Citations	Consistently and accurately provided	Mostly provided, or some inaccuracies	Generally not provided, or grossly inaccurate
Powerpoint text	Clearly legible	Mostly legible	Poorly legible
Images	All clear and appropriate	A few unclear or not appropriate	Many unclear or not appropriate
Integration of Powerpoint between speakers	Well integrated	Partly integrated	Not integrated
Conclusion	Clearly executed, excellent summary of main points and synthesis	Generally well executed with acceptable summary of main points and synthesis	None or poorly executed, with unclear summary and / or no real synthesis
Length	14-15 minutes	12-13 minutes	<12, >15 minutes

Individual-based items:

Item	5	3	1
Level of contribution to overall team effort	Clearly an integral part of overall effort	Secondary level of contribution to overall effort	Minor level of contribution to overall effort
Level of knowledge about topic	Clearly excellent grasp	Generally good grasp, some minor uncertainty	Clear level of uncertainty about topic
Attitude	Upbeat, professional demeanor	Some unprofessional comments / mannerisms at times	Significant unprofessional demeanor
Audibility	Excellent	Good	Poor
Rate of information delivery	Excellent	Slightly too fast or too slow	Significantly too fast or too slow
Eye contact with audience	Excellent	Good (minor reading or a bit too much focus on screen)	Poor (too much reading or excessive focus on screen)
Diction	Excellent	Some sluring or mispronunciation of a few words	Significant sluring or mispronunciations throughout presentation

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This page posted and maintained by Kenneth M. Klemow, Ph.D., Biology Department, Wilkes University, Wilkes-Barre, PA 18766. (570) 408-4758, kklemow@wilkes.edu.