Online Supplemental Materials for In the Trenches Teaching about Fracking and the Energy System Issue (August, 2015)
The July 2015 issue of the National Association of Geoscience Teachers’ In the Trenches focuses on teaching about fracking and the energy system. This page provides links to supporting materials.
Issue Contents followed by related documents or links where relevant:
- Letter from the Guest Editor By Don Duggan-Haas, Paleontological Research Institution, Ithaca, New York
- Using News Reports as a Source for Controversy-Based Pedagogy By Eric Pyle, James Madison University, Harrisonburg, Virginia
- Policy Conference on Fracking: A Fun and Engaging Teaching Tool By Darrick Evensen, Oberlin College, Oberlin, Ohio
- Multidisciplinary Approaches to Energy in the Classroom By Jeffrey B. Jacquet and Timothy J. Nichols, South Dakota State University, Brookings, South Dakota
- Basic Fracking Math By Don Duggan-Haas, Paleontological Research Institution, Ithaca, New York, and John Taber, IRIS (Incorporated Research Institutions for Seismology), Washington, D.C.
Other shared materials:
The following materials have been shared in response to a query sent to various listservs while the issue was being developed. They are shared without review. If you would like to submit a syllabus or activity to this collection, email Don Duggan-Haas at firstname.lastname@example.org.
- Darrick Evensen – Fracking and Policy Process – Syllabus (MS Word, repeated from above)
- Mary Kosloski – Earth Science 109: Hot Topics in Earth Science and the Media
Other Shared Activities:
- E. Christa Farmer, Hofstra University: from GEOL005, “Environmental Geology and Natural Hazards.”
- Description: This is what I use in my GEOL005 course, “Environmental Geology and Natural Hazards.” It’s an introductory course at Hofstra University, and I structure the class so in the first half, students investigate natural hazards (what the Earth can do to humans) and the second half of the course is environmental geology (what humans can do to the Earth). Throughout the course, I emphasize basic numeracy: students practice unit conversions, algebra, slopes and rates, and graphing data. In the second half of the course, I often spend a few weeks doing experiments with the students about the climate system and global warming. After that, I try to insert something topical. I have done units on the oil spill in the Gulf of Mexico, for example, but the last few years, fracking has fit the bill. The attached activity is something that the students work through during a 1 hour and 50 minute laboratory period. I organize the exercise as a two-part “jigsaw” type of activity: the students work in small groups to fill out the first three pages, then come together with folks from each small group to answer the questions on the fourth page. I ask them to write a report on their calculations, explaining the significance- that assignment is on page five; page six gives you an idea of how I grade the report. This whole effort comprises 10% of each student’s final grade in the course.
- GEOL005.Env2lab.shalegas (MS Word)
New York is protecting its air and water by banning fracking. This continues our tradition of having other states and countries bear the environmental costs of our energy use. Whether or not this is ultimately good or bad for the environment writ large very much remains to be seen. I hope that it is.
The only truly clean energy is the energy you don’t use. If we’re not allowing fracking to happen in New York, we need to think about what to do instead. In the short term, it’s very likely that we’ll continue to use a lot of natural gas within the state, and a lot of that gas will come from hydraulically fractured wells in other states (mostly Pennsylvania). According to the US Energy Information Administration, most homes and businesses in New York are heated with natural gas and it provides 45% of our electricity. New York gets twice as much energy from natural gas as from any other source (gasoline is #2) and 98% of that natural gas comes from out of state. As Pennsylvania’s production has grown 17-fold since 2007 and it is now the second biggest producer (after Texas), the lion’s share of the gas New York uses almost certainly comes from wells in Pennsylvania. It raises interesting and important ethical questions to ban the production of something, but not the use.
Noting these realities doesn’t make me pro- or anti-fracking, but raises questions that deserve to be discussed. The discussion should reflect at least basic understandings of the science and mathematics of the energy system. Fundamental to that is recognizing that renewables are generally less bad for the environment than fossil fuels, but they have very real negative environmental impacts as well. Presently, we cannot make much in the way of renewable energy infrastructure without using fossil fuels and nuclear power to do so. We also can’t do it without copper and rare earths and both of those have substantial environmental impacts associated with their extraction.
Renewables also are generally lower in energy density than fossil fuels and nuclear, meaning that they require huge amounts of space to produce energy on the scale we are accustomed to and that has substantial environmental impacts. For example, Cornell University now has the largest solar array in Upstate New York. It covers 11 acres and provides about one percent of Cornell’s energy demand. So, we would need 1100 acres to meet the current needs of that one single (granted, fairly large) institution. New York has ten power plants with production capacities exceeding 1,000 megawatts. In the space of any one of those power plants, there is room enough for a few 1.5 megawatt windmills. Of course, once renewable sources are online, the wind and the sun, not dirtier fuels fuel them.
Fossil fuels have both made modern society possible and imperil modern society. We’ve reached a point where we almost certainly need to leave the vast majority of the remaining supplies of these wonderful and terrible fuels in the ground. We need to remake our energy infrastructure and how we use that infrastructure. We also need to face the reality that we have to use the infrastructure we have to make the infrastructure we need. If we were to rely only on renewables to make renewables, it would take many, many decades.
I do grant my hardiest congratulations to my many friends in the environmental community who helped make this ban happen. I hope they will continue onto the next step of figuring out how we can power our society in ways that are genuinely sustainable and not simply burdening other states and countries with the environmental costs of our actions. I suspect the most effective way forward in the short term is to continue and accelerate the general decrease in energy demand of the last several years.
Don Duggan-Haas, PhD, Director of Teacher Programs at the Paleontological Research Institution.
With financial support from the National Science Foundation, Duggan-Haas along with PRI colleagues Robert Ross and Warren Allmon, co-authored of The Science Beneath the Surface: A Very Short Guide to the Marcellus Shale. The opinions expressed here represent Duggan-Haas’s own and do not necessarily reflect those of PRI or the National Science Foundation.
An abridged version of this blog first appeared in the Buffalo News on 15 January, 2015. This version published with permission. It also is posted on the Speaking of Geosciences Blog from the Geological Society of America.
On Saturday, April 26, 2014 The Paleontological Research Institution, its Museum of the Earth and its Cayuga Nature Center will host an educator professional development workshop on teaching about hydrofracking and the broader energy system. “I want to teach about hydrofracking, but I don’t know where to start!” will provide information without advocating for or against hydrofracking.
Middle & High School science and social studies (but any K-12 teacher or informal educator is welcome)
Don Duggan-Haas & Rob Ross, Museum of the Earth
Instructional Outcomes — As a result of this workshop, participants will:
- Explore the Marcellus Shale and the larger energy system from technological, environmental, geological, geographical, economic, and cultural perspectives.
- Gain access to the Museum of the Earth’s large and growing set of evidence-based resources for learning and teaching about the Marcellus Shale and the broader energy system including the book, The Science Beneath the Surface: A Very Short Guide to the Marcellus Shale; Google Earth tours; Prezis; and more.
- Describe the Marcellus Shale and provide an overview of its importance geologically, environmentally and economically.
- Describe New York State’s energy system and ways in which it is changing.
- Enhance skills related to teaching about controversial issues.
PRI’s Marcellus outreach does not advocate for or against drilling, and a fundamental goal of our work is to provide evidence-based information and to build understanding of the science related to the Shale, the extraction techniques employed in gas recovery from the Shale, and associated environmental impacts.
Where and When?
10:30 a.m. – 2:30 p.m., Saturday, April 26, at the Cayuga Nature Center
Optional Energy Tour of the Museum of the Earth immediately following
Training Hours: 3 for the workshop, an additional hour for the energy tour of the museum.
- NYS Science/The Next Generation Science Standards
- Common Core ELA, Math
- The book, The Science Beneath the Surface: A Very Short Guide to the Marcellus Shale;
- A certificate of participation for either three (without the energy tour) or four (including the optional energy tour) hours of professional development credit; and;
The meeting was partially funded through grants from the National Science Foundation (NSF GEO 1015189 and GEO 1035078). It was hosted by the Paleontological Research Institution and the Cornell Cooperative Extension Marcellus Outreach Team.
Tentative Agenda: Check back for updates
10:30 – 10:45 Introductions of facilitators and participants, and overview of the day
- Distribute books
10:45 – 11:15 Hydrofracking in comparison to other energy sources
11:15 – noon Teaching Activity: Exploring Energy Questions to Complexify the Seemingly Simple and Build Systems Understandings
- Where does my energy come from?
- What are some economic and environmental implications of my energy choices?
- Discussing discussions and debates.
- Paired questions:
- Should we use this kind of energy?
- Should we use this much energy?
Noon – 12:45 Lunch and Further Discussion
12:45 – 1:00 – general public arrives for panel discussion
1:00 – 2:30 Panel discussion with authors of The Science Beneath the Surface: A Very Short Guide to the Marcellus Shale
2:30 – 3:30 Optional Energy Tour at the Museum of the Earth
3:30 – conclude workshop (evaluations will be set via email)
Find related resources here: http://bit.ly/PRI-Marcellus-NSTA2014.
We’ve published a series of posts related to the the Draft 2014 New York State Energy Plan, the Marcellus Shale and energy literacy on our Climate Change 101 blog as the posts included technical features that do not work on The Science Beneath the Surface’s platform. The series of posts was authored by Don Duggan-Haas after he attended a public hearing on the Energy Plan at the University of Buffalo. He found the nature of the testimony both fascinating and troubling.
Here is a very brief summary of those posts and links to them.
This post is centered around a very brief quiz on the energy sources for electric generation for your state and a tiny bit about the public hearing. The quiz embed doesn’t work on the blog you’re reading now.
This post provides some comments on the content of the Draft Energy Plan and some more of the story of what happened at the public meeting. It also offers Don’s reflections on some of the implications of what happened.
The final entry in the three part series goes into more detail related to the implications of the story told in Part 2, offers some brief feedback on the Draft Energy Plan and suggests strategies for offering effective feedback on the Plan.
It also highlights a simple bottom line idea: We need to use a lot less energy.
The post also includes a political cartoon from 1861 that sends a clear message to folks today.
Buffalo News Op-Ed: Hydrofracking is a gateway drug to energy literacy
Don also wrote a related op-ed, “Hydrofracking is a gateway drug to energy literacy,” that appeared in the Buffalo News on March 23, 2014. The op-ed is quite a bit shorter than the three-part series, for those in a hurry.
The Paleontological Research Institution and the Cornell Cooperative Extension Marcellus Outreach Team will be hosting a conference on best practices in Marcellus Shale Education March 18 & 19, 2013 in Ithaca. A general announcement about the conference is found on our Marcellus Shale website at http://www.museumoftheearth.org/marcellusshale and the tentative agenda is below.
Registration for the conference is now closed. We have reached capacity.
Lodging information is at the bottom of the post. Who should attend? The target audience is professional educators striving to provide impartial education and outreach on issues surrounding shale gas development. Examples include schoolteachers, college and university faculty, Cooperative Extension educators, science journalists, and museum educators. Registration will be limited to 50 participants. We seek to have attendees from a broad geographic region and a variety of educators. The meeting will not include talks that focus upon a review of shale gas drilling itself or cover policies and regulations.
Note that updates are made to the agenda that may require refreshing your browser.
Monday, March 18, 2013
Snee Hall, Cornell University Campus
8:30 Registration, Breakfast (bagels, pastries, fruit) — The Reading Room
Plenary sessions (the morning through 2:15 pm) will be in Room 2146
9:00 Introduction and welcome [Rob Ross on behalf of PRI, Rod Howe on behalf of CCE]
- Idea behind the conference.
- Guidelines civil discourse to create a safe environment for sharing.
9:45 Panel: Education and advocacy: Rod Howe, moderator
- Sharon Anderson (CCE): Building relationships and trust, individual and community values (slides; pptx; 50 KB)
- Don Duggan-Haas (PRI): Information, argumentation, polarization, cognitive bias;
- Sarah Miller (DCMO BOCES): K-12 Perspective (Prezi) The Marcellus to Scale (Prezi)
- Ken Klemow (Wilkes University Institute for Energy and Environmental Research): Public reaction to emerging science on shale gas development: leave the cherries alone. (Click the title for a related op-ed by Klemow)
Panelists will address a set of questions that might include:
- Identify the three biggest frustrations related to your efforts in education.
- Do you have evidence that you have changed people positions? What made them change their minds?
- Why does polarization happen and what do we do about it?
- How do we build relationships among those with different opinions, or between educators (who by choice or necessity are impartial in their role) and advocates?
- How might there be a collaboration between advocacy and education for informed decision making?
- How can we harness the energy and passions stimulated by contentious issues for constructive dialogue and approaches ?
11:40 Public Health and High Volume Hydraulic Fracturing (Katrina Smith Korfmacher, University of Rochester Environmental Health Sciences Center) Session PowerPoint
Noon: lunch – Provided — The Reading Room
1:00 Frack You – Discussion of Selected Excerpts [WSKG movie; with Laura Cunningham, playwright, Bill Gorman, director, Erik Jensen, WSKG, & Jeff Shepardson, Community Dispute Resolution Center, to introduce and answer questions] The full video is available online here.
2:15 Breakout discussion groups:
Group 1: Environmental Identity and its Implications for Educators; (Joe Henderson, University of Rochester); Room 2146
- Why we should we take values, culture and identity seriously when addressing individual behavior around environmental issues.
- Session slides (pdf; 16 MB)
Group 2: Comparative Risk and Cost/Benefit Analysis; (Darrick Nighthawk Evensen, Cornell University & Don Duggan-Haas, PRI); Room 1120
- All large-scale energy production has negative consequences. How do we determine what sources are least bad?
- Session notes (in Google Doc).
Group 3: Responsive Professional Development: (Alan Berkowitz; the Cary Institute); Room 1146
- Using data and information about the knowledge, skills and practices of students and teachers to guide our workshops, materials and in-school support.
- Session notes (MS Word doc)
Group 4: Emergent Session – Room 1150
- This room is also available for meeting throughout the conference for session topics that emerge within and outside of other sessions.
3:15 Short Presentations
- Session A: Creating a Program: Energy Process Technology at Corning Community College, (Tom Dunbar, Corning Community College); Room 2146
- Session B: Fracking: The limits of science, the role of philosophy (Darrick Nighthawk Evensen, Cornell University) See session slides and related article, The Fracking Humanities; Room 1120
- Session C: Beyond the Fracking Wars: A Guide for Lawyers, Public Officials, Planners and Citizens (Part 1) (Erica Levine Powers, University at Albany); Room 1146
3:35 Short Presentations
- Session A: “Undergraduate Marcellus Shale seminar design: A multi-pronged approach to teaching this controversial, many faceted geologic topic” (Joe Reese, Edinboro University); Room 2146
- Session B: Living with Risk Can Give You Gas: Lessons from Informal Science Programming on Marcellus Shale for Adults (Margaret Hopkins, Penn State University); Room 1120
- Session slides (ppt; 5 MB)
- Session C: Beyond the Fracking Wars: A Guide for Lawyers, Public Officials, Planners and Citizens (Part 2) (Beth Kinne, Hobart & William Smith Colleges); Room 1146
- Session slides (ppt; 86 KB)
- Session D: A Research Guide to the Marcellus and Utica Shales (Edward Knittel, Senior Director of Education and Sustainability, Pennsylvania State Association of Boroughs)
- Session slides (ppt; 1 MB)
4:00 Keynote speaker: Seamus McGraw, author, The End of Country — Room 2146
Museum of the Earth
1259 Trumansburg Road
5:15 Poster session set up; explore Museum 6:00 Poster session, wine and beer, snacks
- RiverQuest: Exploring the Marcellus Shale (ppt; 11.9 MB) Janine Surmick and Danielle Stump, RiverQuest
- The IEER Program for Educating the Public on Shale Gas Issues in Northeastern PA. Ken Klemow, Wilkes University Institute for Energy and Environmental Research
- Marcellus Matters: Engaging Adults in Science and Energy Terry Noll and Margaret Hopkins, Penn State University
- Frack You! Laura Cunningham, playwright, Bill Gorman, director, Erik Jensen, WSKG, & Jeff Shepardson, Community Dispute Resolution Center
- The Marcellus Shale as a Gateway Drug to Energy Literacy (png of poster; extensive Prezi of related content) Joe Henderson, University of Rochester & Don Duggan-Haas, PRI
- Modeling Gas, Jobs, and Waste Water: A Prototype Study (pdf; 655 KB) Albert R. George, Anqi Guo, Minghao Li, Hantang Xiao: Cornell University Robert M. Ross: Paleontological Research Institution
6:30 Dinner under the whale 7:15 Continued poster session, tours of the Museum and collections
Tuesday, March 19, 2013
Snee Hall, Cornell University Campus
8:30 Breakfast (bagels, pastries, fruit) — The Reading Room
Plenary sessions (until 11:15 am) will be in Room 2146
9:00 Introduction to the day [Rob Ross, PRI]
9:15 Talk: Public issues education: David Kay, Community & Regional Development Institute, Cornell, Sharon Anderson, CCE
- Session slides (pptx file; 1.3 MB)
10:00: Energy literacy panel (Rob Ross, PRI, moderator)
- DaNel Hogan: DOE Einstein Fellow, federally-funded Energy Literacy Essential Principles
- Chip Malone Cornell Cooperative Extension: youth and energy literacy
- Edward Knittel, Senior Director of Education and Sustainability, Pennsylvania State Association of Boroughs.
Panelists will address the following:
- What is energy literacy and how can it be developed?
- How do we engage citizens in energy planning,
- How do we balance different policies and interest, such as gas drilling and NYS greenhouse gas reduction goals?
- What can we learn from Marcellus Shale outreach for application to other energy and environmental topics?
11:15 Breakout discussion groups:
Group 1: How do we help people understand complexity (with special attention to scales of time and space)? (Rob Ross, PRI) — Room 2146
- Interactions among water, air, and life (including human life and the systems humans create) have environmental impacts at temporal scales of weeks, months, years, decades, centuries; and spatial scales that are local, regional, and global impacts.
Group 2: What are the special needs of extension educators? (Brett Chedzoy, Cornell Cooperative Extension of Schuyler County; Kevin Mathers, Cornell Cooperative Extension of Broome County; and Averall Bauder, Cornell Cooperative Extension of Seneca County) — Room 1120
- Identify resource needs, available support, and lessons learned in Pennsylvania.
- Session notes.
Group 3: Integrating spatial data for inquiry, analysis, and education about shale-gas drilling. (Karen Edelstein, New York State Coordinator, FracTracker Alliance); Room 1146
- An introduction to FracTracker.org interactive mapping resources.
Group 4: Emergent Session – Room 1150
- This room is available for meeting throughout the conference for session topics that emerge within and outside of other sessions.
12:00 Lunch – Provided — Reading Room
1:00 Closing Discussion & Evaluation: Lessons Learned + Looking Forward (Don Duggan-Haas, PRI, moderator) — Room 2146
- Beth Kinne: Hobart & William Smith Colleges
- Rod Howe: Cornell Cooperative Extension
- Ken Klemow: Wilkes University Institute for Energy and Environmental Research
Session Prezi (with Klemow PowerPoint embedded)
Panelists may address the following questions:
- What are the most important lessons of the last few years?
- What are the most valuable lessons of the conference?
- What new energy education challenges lie ahead?
- How can we better address the persistent energy education challenges?
- What are the most important and achievable goals for Marcellus Shale & energy education?
- What lessons can be transfered to other work you do?
- What practical steps can we take?
It is expected that new questions will emerge during the conference.
2:00 End of conference
2:00 – 5:00 – Classroom space will be available to allow continued discussions.
Groups on both Facebook and Linked in have been established.
- On Linked in, search for: Marcellus Shale Educators. This is a closed group, meaning that members will need to be approved by a group administrator. Send Don a note if you’d like to be a group administrator.
- On Facebook, search for: Marcellus Shale Education. This is an open group — simply “like” the page.
The Museum of the Earth provides scientific information about unconventional drilling in the Marcellus Shale.
Accessing Cornell Wi-Fi as a Guest:
Campus visitors from eduroam-participating institutions, can connect to the eduroam network using their credentials from their home institution. You do not need to either register as a guest or obtain any Cornell credentials to use eduroam. For more information, see the eduroam Connection page. More information is here.
Blocks of hotel rooms are being held at the Hilton Garden Inn (607) 277-8900 and the Holiday Inn(607) 272-1000, both in downtown Ithaca. Tell them you’re with the Marcellus Shale Educator Conference to receive a discount on the room. Reservations with the Hilton Garden Inn should be made by March 3. Reservations with the Holiday Inn should be made by March 7th.
Parking can be a challenge on the Cornell Campus. Few spaces are available for people without permits and campus police are diligent about ticketing unpermitted cars (even though the meeting is during Cornell’s Spring Break). Registrants are encouraged to park in either of the 2 parking garages in downtown Ithaca and take the Route 10 bus to campus. The parking garages are on Seneca and Green Streets on either side of the Commons. The Route 10 bus runs every 10 minutes between 7:30am and 8:00pm between the Seneca Street Bus Stop (in front of the Seneca Street Parking Garage) and the Cornell Campus. Click here for the route map. Pick the bus up at the Seneca Street Stop and get off at the Schwartz Performing Arts Center. Snee is just across the street and over the footpath across the gorge. See the campus map here. Fare is $1.50. Those who wish to drive to campus can park either in the Collegetown Parking Garage on Dryden Road or buy a parking pass for the Cornell Parking Garage from one of the information booths on campus. See the campus map here. The Museum of the Earth has enough free parking to accommodate all registrants.
Search for “fracking,” “Hydrofracking,” “hydraulic fracturing” or “Marcellus Shale” and you’ll get plenty of hits, and the nature, quality and bias of what you find will range as widely as you can imagine. At the Paleontological Research Institution, we’ve been working to develop quality resources that do not advocate for or against drilling, but rather present evidence-based information in a clear way. This post is both a catalog of our current resources on the Marcellus.
The Museum of the Earth provides scientific information about unconventional drilling in the Marcellus Shale.
In our outreach related to the Marcellus Shale, the Museum of the Earth will not take a position supporting or opposing drilling in the Marcellus Shale. A fundamental goal of our work is to provide evidence-based information and to build understanding of the science related to the Shale, the extraction techniques employed in gas recovery from the Shale, and associated environmental impacts. Project partners also help nurture understandings of the economic and cultural impacts of decisions related to Marcellus Shale development. We strive to do this work with as little bias as possible.
Our website has links to many of the materials described here. See it at: http://www.museumoftheearth.org/marcellusshale. The site also links to resources from other institutions we have worked with.
The Marcellus Papers (pdf)
The Marcellus Papers are a series of short papers exploring Earth system science related to the Marcellus Shale. Click the link above for paragraph length descriptions of each paper. Below are direct links with very short descriptions. The Marcellus Papers are in pdf format and range from 4 to 16 pages in length. There are currently 10 papers in the series.
They are written at a relatively high reading level, though we are creating versions that target an early high school reading level. Reading guides to facilitate their use in classrooms are also under development. Check back soon for information on these resources.
An introduction to the geological characteristics and considerations of the Marcellus Shale, as well as its cultural history and major topics of interest. (issued May 2011; 4 pages)
A discussion of the geological characteristics associated with the Marcellus Shale. (issued May 2011; 4 pages)
A discussion of the possibility of induced seismicity resulting from natural gas drilling in the Marcellus Shale. (issued May 2011; 5 pages)
A discussion of the naturally occurring radioactive material resulting from natural gas drilling in the Marcellus Shale. (issued Aug 2011; 8 pages)
A discussion of natural fractures, or joints, present in the Marcellus Shale and the hydraulic fractures that are induced during unconventional gas drilling to extract natural gas. (issued Aug 2011; 12 pages)
A discussion of the technologies associated with unconventional natural gas drilling and how it compares to more familiar conventional drilling techniques. (issued Jan 2012; 9 pages)
A discussion of the water input required to hydraulically fracture a Marcellus Shale well- the quantity, additives, and risks. (issued Nov 2011; 16 pages)
A discussion of the waste fluids from Marcellus drilling: what they are and where they will go. (issued Nov 2011; 12 pages)
A discussion of the non-water related environmental issues associated with drilling for natural gas in the Marcellus Shale. (issued Jan2012; 11 pages)
A discussion of the sources and uses of energy, how they have changed over time and how Marcellus Shale is contextualized within the larger energy system. (issued Nov 2011; 12 pages)
What do you need to understand to teach about the Marcellus Shale?
This is a pair of blog posts proposing skills and understandings that are helpful for teaching about the Marcellus Shale and the broader energy system. A few updates were recently made to the content. The two posts have also been formatting into a document for reading offline. That document can be downloaded here, and the two blog posts with full titles are linked below.
- What do you need to understand to teach about the Marcellus Shale? Part 2 of 2: Resources for Teaching
Click above to download a Google Earth file that illustrates a number of features about the Marcellus Shale. The file includes an overlay showing the extent of the Marcellus and Utica Shales, and another that highlights where the Marcellus Shale is exposed at the surface in New York State. Also included are placemarks showing photographs of site where the Marcellus Shale is exposed in Lancaster and Lafayette, NY, and information related to traditional natural gas drilling in Chautauqua County, NY. Also included is a placemark with the Prezi described and linked below embedded within it.
There’s no such thing as a free megawatt: the Marcellus Shale as a Gateway Drug to Energy Literacy (Prezi)
Click the above to view an online presentation that provides a very quick overview of the Marcellus Shale, the technologies being used for extracting natural gas from it in Pennsylvania (and other state within the Marcellus region) and which will likely be used in New York State, if the moratorium on slickwater horizontal high-volume hydraulic fracturing is lifted. The presentation is in the form of a Prezi, a format that is easier to explore than to explain (so just click on the header for this section or here to begin). The Prezi is typically used for an hour long talk — and has material for a second hour long talk (originally presented at the National Science Teachers’ Association annual conference in 2011). The Prezi is also embedded within the above described Google Earth file.
The Scale of the Marcellus Shale (Prezi)
Prezi allows zooming in and out of illustrations — Sarah Miller took advantage of this to create an illustration of the Marcellus Shale to scale. In addition to showing the layers of rock below Deposit, New York with a house, drilling rig and the well bore to scale, images of the Empire State Building are used to illustrate the depth and tallest building in New York’s Southern Tier (Binghamton’s Government Plaza Building) is shown to scale as well.
Resources for Teaching with the Energy Information Administration Website
This very large Excel Spreadsheet includes all operating US power plants as of 2008. More recent data can be found at the Energy Information Administration’s website (but not in a single file). The video below offers a brief introduction to the spreadsheet. We’d like educator input offering their ideas on what to include in teaching activities using this information. Please drop Don Duggan-Haas a note with your ideas.
The EIA site also includes an interactive map of all currently operating power plants. See the map for New York State here. The video below introduces the website, using Pennsylvania as an example. Before exploring your home state, take your best guess at these questions:
- What are the two biggest sources of energy for electricity generated in my state?
- What are the two biggest sources of energy consumed in my state? In addition to electricity, this includes energy for transportation, residential and commercial heating, and industry.
There’s No Such Thing as a Free Megawatt: The Marcellus Shale as a Gateway Drug to Energy Literacy (revisited)
The Marcellus Shale and hydraulic fracturing (often referred to as fracking) has made many people suddenly very interested in where their energy comes from. This is a teachable moment — a chance to engage the public in deepening their understandings of the energy system. We’re approaching the opportunity with a few key ideas and key questions in mind and we face substantial educational challenges.
- The Marcellus Shale and its natural gas cannot be deeply understood without understanding it in the context of the larger energy system.
- Our energy system is in constant flux.
- All large scale energy production has negative environmental impacts.
- Should we be using this kind of energy?
- Should we be using this much energy?
- Like other controversial issues, the Marcellus Shale involves conflicting world views.
- Issues associated with teaching complex systems, risk analysis, and environmental justice come together in the teaching of energy and climate.
The rest of this post provides a brief overview of new and newly updated resources. If you’re in a hurry, take a look at what’s below, but if you want to dig right into the resources, follow this link to the detailed presentation which also includes links to the other resources described below. You’ll likely find that link more engaging than the description that follows. Read more…