Download Witty_Natural Gas Case Study

Elation or Frustration: Blue River Generating Station: Should Morristown, IN adopt a
natural gas generating station?
Robyn Witty
[email protected]
(317)918-0697
1. Incorporating NGSS, Common Core, or State Standards
Advanced Environmental Science Standards (IDOE)
1.4: Understand and explain that human beings are part of Earth’s ecosystems and give examples
of how human activities can, deliberately or inadvertently, alter ecosystems.
Env.1.6: Describe and give examples about how the decisions of one generation both provide
and limit the range of possibilities open to the next generation.
Env.1.9: Diagram the cycling of carbon, nitrogen, phosphorus, and water.
Env.1.13: Understand and describe how layers of energy-rich organic material have been
gradually turned into great coal beds and oil pools by the pressure of the overlying earth.
Recognize that by burning these fossil fuels, people are passing stored energy back into the
environment as heat and releasing large amounts of carbon dioxide.
Env.1.16: Cite examples of how all fuels have advantages and disadvantages that society must
question when considering the trade-offs among them, such as how energy use contributes to the
rising standard of living in the industrially developing nations. However, explain that this energy
use also leads to more rapid depletion of Earth’s energy resources and to environmental risks
associated with the use of fossil and nuclear fuels.
Env.1.17: Describe how decisions to slow the depletion of energy sources through efficient
technology can be made at many levels, from personal to national, and they always involve
trade-offs of economic costs and social values.
Env.1.21: Differentiate between renewable and non-renewable resources, and compare and
contrast the pros and cons of using non-renewable resources."
Env.1.23: Differentiate between renewable and non-renewable resources, and compare and
contrast the pros and cons of using non-renewable resources
Env.1.24: Give examples of the various forms and uses of fossil fuels and nuclear energy in our
society.
Env.1.25: Recognize and describe alternative sources of energy provided by water, the
atmosphere, and the sun.
AP Environmental Topics (College Board)
V.
Energy Resources and Consumption (10–15%)
1.
Energy Concepts (Energy forms; power; units; conversions; Laws of
Thermodynamics)
2.
Energy Consumption (History, Industrial Revolution, Exponential growth,
Energy crisis, Present global energy use, Future energy needs)
3.
Fossil Fuel Resources and Use (Formation of coal, oil, and natural gas;
extraction/purification methods; world reserves and global demand; synfuels;
environmental advantages/ disadvantages of sources)
4.
5.
6.
7.
Nuclear Energy (Nuclear fission process; nuclear fuel; electricity production;
nuclear reactor types; environmental advantages/disadvantages; safety issues;
radiation and human health; radioactive wastes; nuclear fusion)
Hydroelectric Power (Dams; flood control; salmon; silting; other impacts)
Energy Conservation (Energy efficiency; CAFE standards; hybrid electric
vehicles; mass transit)
Renewable Energy (Solar energy; solar electricity; hydrogen fuel cells; biomass;
wind energy; small-scale hydroelectric; ocean waves and tidal energy;
geothermal; environmental advantages/disadvantages)
Day One – The project will be introduced using the Case Study Introduction (see attachment).
Allow students to complete a know/need to know graphic organizer in regards to the Tenaska
dilemma. Distribute the rubric and examine the project requirements as a class. The teacher can
then provide direct instruction via lecture/video/webquest (whatever method you prefer) in
regards to background knowledge regarding basic energy concepts (Energy forms; power; Laws
of Thermodynamics) and historical and current status of energy demand.
Links for a more dynamic lecture (hands-on), could apply to any of the direct instruction
portions: Electrical Connections p.g. 7 – Energy Games and Ice Breakers (Project Need), What
other types of plants and processing centers do we have in our area?
http://www.eia.gov/state/?sid=IN., Siemens Video:
http://www.youtube.com/watch?v=i6ydGKl-d9U ,Getting the oil out
http://www.need.org/files/curriculum/guides/Fossil%20Fuels%20to%20Products.pdf pg 42,
Energy Eliminators p.g. 33 – Energy Games and Ice Breakers (Project Need), Energy in the
Balance pgs 8-21 (Project Need - great graphing and mathematical activities to summarize key
info.
Day Two - To determine students existing knowledge about oil and gas, play oil/gas bingo
(http://www.need.org/files/curriculum/guides/ExploringOilandGas.pdf) pg. 90. After playing,
ask students in there is anything they know about oil/gas that was not included in the bingo
game. The teacher can then provide direct instruction via lecture/video/webquest (whatever
method you prefer) in regards to background knowledge required of oil/natural gas.
Day Three – Guest speaker – Morristown specifics. Students will be given a handout to focus
their note-taking while the presenter is speaking. Students will be given time for questions and
answers.
Day Four – Sample mathematical problems (especially important for AP Environmental Science
– See An Energy Primer for the AP Environmental Science Student
http://apcentral.collegeboard.com/apc/members/courses/teachers_corner/49184.html)
Sample Problem Examples: http://ab.mec.edu/abrhs/science/hohn/apes/activities/U6/PS1.pdf
https://docs.google.com/a/shelbycs.org/file/d/0B9UxGNfYD5IaODJkMTBiNzItMDc2Yy00Nzdi
LWI2ZWItZTZkOTFkZDhiZTAx/edit?pli=1
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=16&ved=0CDgQFjAFO
Ao&url=http%3A%2F%2Fwww.edmondschools.net%2Fportals%2F2%2Fdocs%2Fscience%2F
despain%2Fapes-energy-problemskey.doc&ei=tpKrU53UN4uRqAa0zYLIBw&usg=AFQjCNHaTtfqOY-syIzUBD9FitvZPkImFA
Day Five – Guest speaker – Nonrenewable Energy Sources - Natural Gas and Coal/Oil Students will be given a handout to focus their note-taking while the presenter is speaking.
Students will be given time for questions and answers.
Day Six/Seven – Find out students initial knowledge about wind/solar by playing solar bingo
(http://www.need.org/files/curriculum/guides/Photovoltaics%20Teacher%20Guide.pdf) p.g. 11.
After playing, ask students in there is anything they know about oil/gas that was not included in
the bingo game. The teacher can then provide direct instruction via lecture/video/webquest
(whatever method you prefer) in regards to background knowledge required of solar energy.
Day Eight – Experiment – A broke teacher’s solar cell.
http://www.solar4rschools.org/sites/all/files/Activity%205%20%20Create%20a%20Solar%20Cell%20.pdf
Day Nine (http://www.need.org/files/curriculum/guides/Exploring%20Wind%20Teacher%20Guide.pdf)
p.g. 16. After playing, ask students in there is anything they know about wind that was not
included in the bingo game. The teacher can then provide direct instruction via
lecture/video/webquest (whatever method you prefer) in regards to background knowledge
required of wind energy.
Day Ten – Experiment – A broke teacher’s windmill challenge.
http://www.sciencebuddies.org/science-fairprojects/project_ideas/Aero_p040.shtml?from=Pinterest#summary
Day Eleven– Guest speaker – Renewable Energy - Wind and Solar Energy. Students will be
given a handout to focus their note-taking while the presenter is speaking. Students will be given
time for questions and answers
Day Twleve – Independent Student Research/ Project Workday
Day Thirteen – Project Workday
Day Fourteen - Project Workday
Day Fifteen – Students will submit their final proposal for what should occur at the Morristown
Industrial Park. Students will be using the web tool www.tackk.com to create their proposal.
Implementation plan with resources (Supplies and anticipated cost)
I would LOVE, LOVE, LOVE, this demo kit that can demonstrate a fuel cell, windmill, solar
photovoltaic cell, water storage tank, and hydrogen storage tank. We do not have any models for
alternative energy at our school. I would love to order the massive sets you had at the academy,
but that is WAY out of our budgets. I thought this set would be a nice starter demo set, even if
kids have to try it one-at-a-time as a demo.
$410.00 demonstrates various renewable energy on a small scale
http://www.fishersci.com/ecomm/servlet/fsproductdetail?storeId=10652&productId=14466956&
catalogId=29104&matchedCatNo=S05544&fromSearch=1&searchKey=energies||energy&highli
ghtProductsItemsFlag=Y&endecaSearchQuery=%23store%3DScientific%23nav%3D0%23rpp%
3D25%23offSet%3D0%23keyWord%3Denergy%23searchType%3DPROD%23SWKeyList%3
D%5B%5D&xrefPartType=From&savings=0.0&xrefEvent=1403701374993_5&searchType=P
ROD&hasPromo=0
$20 – Marbles, paper clips, straws, washers, glue A broke teacher’s windmill challenge
$45 – Roll of copper flashing, cups– A broke teacher’s solar cell
Total Cost: $65 without demonstration kit, $475 with demonstration kit
Guest Speaker Ideas
Morristown’s specific situation – Jamey Pavey (CGS), Morristown city council member, Mr.
Fuchs (stop Tenaska)
Renewable Energy Forms – Rush/Shelby Energy (Shelbyville’s power provider), Jamey Pavey
(CGS), Purdue Expert (Skype?), Franklin College Expert
Renewable Energy Forms – Rush/Shelby Energy (has pilot program), Jamey Pavey (CGS),
Purdue Expert (Skype?), Franklin College Expert
Elation or Frustration:
Generating Station
Blue River
Should Morristown, IN adopt a natural gas generating station?
Tenaska hopes to bring a 500 million dollar natural gas power plant facility to the small town of Morristown IN.
The new plant will be known as the Blue River Generating Station, and will generate enough electricity to power
900,00 homes. Tenaska currently has another natural gas power plant in Edwardsport, IN (near Vincennes)
Indiana’s current power is largely reliant on aging coal-fire plants, which are slated for retirement in the coming
years. Stricter environmental regulations, and decreasing costs in alternative energy sources (natural gas, solar,
and wind) are rapidly decreasing coal’s hold on the energy market.
The plant will be located on 98 acres in Morristown’s Industrial park, which is home to several companies
including soybean processor Bunge. City officials visited a Tenaska plant in Texas to begin to visualize how
Morristown’s own plant might operate. “They’re clean – these people take care of their business,” Morristown
Councilman Larry Tracy said. “It is a very impressive site. It is not a noise rattler. If they set up, we’ll hardly
know they’re here.”
This proposal is creating a rift between residents. Opponents are concerned with the threat to property values,
air quality, noise, the amount of water required to support the plant, and the small amount of land space in
comparison to similar Tenaska projects.
Supporters of the half billion dollar investment are excited for the economic boost the plant could bring to the
economy. It would increase the town’s tax revenue, create jobs, and source local materials. The plant is ideally
suited for the Industrial Park as it has a 400-acre buffer zone.
Morristown City Council is trying to maintain respectful, civil, open meetings as the town moves through the
process. Some residents have accused council members of having personal interests at play (several council
members have ties to companies that would benefit from the construction of the Morristown plant).
Helen Manroe, a development director for Tenaska, said the company hasn’t decided whether to build the plant
and that construction was unlikely to begin before 2016. “Just because we’re developing a site, doesn’t mean it’s
going to happen,” Manroe said.
During this case study you will be asked to examine the benefits and drawbacks of the 4 leading forms of
energy production (coal, natural gas, solar, and wind). You will develop a recommendation for the city
of Morristown in regards to development of
the Industrial Park.
--> Some residents, especially those living near
the proposed site, are not supportive of the
natural gas power plant.
Checklist for Final Project
Elation or Frustration: Blue River Generating Station: Should Morristown, IN adopt a natural gas generating
station?
1. __________ (5 pnt) Describes the best plan for the Morristown Industrial Park.
2. __________ (15 pnt) Supports proposed plan at length with many details and
mathematical data.
3. __________ (10 pnt) Identifies any pitfalls of the proposed plan.
4. __________ (10pnt X 3 other energy solutions = 30 pnt) Identifies why the
remaining three energy solutions would not be ideal. Supports claims
with many details/data.
5. __________ (10 pnt) Includes at least 5 pictures/illustrations/graphs/or charts (visual
aids).
6. __________ (5 pnt) Provides a works cited and correctly cites any work which is not
their own.
7. __________ (5 pnt) Work is free of spelling/grammatical errors.
8. __________ (5 pnt) Final product is creative, polished, and the time spent is evident.
TOTAL: ___________(90 points)
To see an example of a high quality, well presented tackk project, view www.tackk.com/insidemasada.com.
This project does not cover the same content as your assignment, but it is a strong example of high quality work
using the same presentation tool.
Remember
- You can use details/data from your notes, research, expert speakers, labs, or field trips
- You are developing what you believe is the best use for the Morristown Industrial Park, in regards to energy use, but
you also must describe why you did not select the remaining forms of energy production (Coal, Natural Gas, Wind,
Solar)