This CNNfyi.com lesson plan is supplemented with material from

Power woes

March 20, 2001
Web posted at: 7:27 PM EST (0027 GMT)

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Objectives

Students will be able to:

Explain the power crisis in California.
Evaluate how people use energy in their daily lives.
Develop methods for decreasing the amount of power used by individuals.

Standards

Benchmarks On-Line

The Nature of Technology, Designs and systems, grades nine-12
High school students should know that technological problems often create a demand for new scientific knowledge, and new technologies make it possible for scientists to extend their research in new ways or to undertake entirely new lines of research. The availability of new technology itself may spark scientific advances.

Materials

CNNfyi.com article, "Running low -- yet again"
Internet access

Suggested time

One class period

Procedure

1. Have students read the CNNfyi.com article, "Running low -- yet again," and ask the following:

• What state is again initiating rolling blackouts because of the inability to meet energy demands? Who ordered utility companies to cut power? How much consumption was ordered to be decreased? How long do the blackouts typically last? When do they occur? Why do you think blackouts occur between 9 a.m. and 10 p.m.?
• What are some problems that power plants have experienced? How many homes have been affected by the power outages? Why do California officials expect more rolling blackouts?
• How many customers can be served with one megawatt of electricity power? California ISO spokesman Patrick Dorinson said, "The standard used to be 1,000 customers, but the number of appliances most people have in their homes has gone up." What is the meaning and significance of this statement? According to the article, what is the key to solving the state's energy problem?
• What is President Bush's view on the possibility of more energy shortages? What points are likely to be included in his energy policy? How could future energy shortages impact the U.S. economy and lifestyle? What action, just announced by OPEC, could result in an increase in the price of gasoline?

2. Generate a class discussion about all the things your students do in their daily lives that involve electric power, natural gas and/or oil and gasoline. List these things on the board. Students should include anything from simple tasks, such as watching television and using the computer, to driving or riding the bus to school, and getting to and from extracurricular activities, stores, etc. Ask them to consider how rolling blackouts and decreasing supplies of oil could affect their everyday lives, and ultimately impact businesses and lifestyles throughout the U.S.

Assessment

Have students write brief essays describing what steps consumers can take today to minimize energy problems in the future. Invite students to share their methods for decreasing energy consumption.

Accommodations

Logical/mathematical
Students can create detailed timelines of events leading up to the rolling blackouts in California.

Challenge

To teach students more about electric circuits and the physics behind them, use Riverdeep's information for junior and senior high school students.

Lesson plan: Power crisis in California
January 24, 2001

Energy.gov
California Energy Commission Homepage
EnergyOnline
Energy Efficiency and Renewable Energy Network (EREN) home page
California Public Utilities Commission - Home - Main Page
PG&E Corporation
SCE - Home
Welcome to the California Power Exchange
System Conditions - The California ISO
California Utilities Emergency Association

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