Watch the video below: Teacher Aaron Wissner, in a compact 10 minutes video summary, details Peak Oil, the evidence, the impacts, and the solutions.
We’re happy that you want
your students to develop better thinking skills
while they learn and apply lesson content by using discrepant events.
Discrepant event learning sticks with you.
First, before reading the discrepant event lesson below,
what is a discrepant event?
Quick Overview of a discrepant event lesson:
A discrepant event lesson represent a teaching model initiated by a puzzling situation or event.
Students ask questions, gather data, pose hypotheses, analyze information, synthesize answers, and draw tentative conclusions while constructing the best answer.
What are the Rules of a Discrepant Event Lesson?
Rule 1:
Students phrase questions; the questions solicit yes or no responses.
Rule 2:
A student may ask as many questions in sequence as desired.
Rule 3:
The teacher refrains from answering theory questions with yes or no responses. Instead, the teacher answers using words similar to the following:
"That’s a theory; let’s explore your theory more."
Rule 4:
Students may challenge any proposed theories, at any time.
Rule 5:
Students conduct conferences, without teacher participation,
summarizing information and theories.
Rule 6:
A teacher provides reference materials during the inquiry.
Explain the six rules to your students.
Post the rules so every student can see the rules.
After explaining the discrepant event inquiry rules, show the rules through examples.
Typical interactions from students help any inquiry stand on solid footing, especially during the main lesson.
As you define the rules to your students (during Phase One) reveal a hint about the discrepant event.
A Brief Outline of a Discrepant Event Inquiry Process
Phase One:
Presenting the Discrepant Event
1. Explain the inquiry rules and procedures
2. Pose the discrepant event
3. Formulate the problem question
Phase Two:
Data Gathering/Verification
1. Ask questions about objects and conditions
2. Ask questions to verify the discrepancy
Phase Three:
Data Gathering/Experimentation
1. Ask questions about important variables
2. Ask hypothetical and casual questions
Phase Four:
Formulate an Explanation
1. Summarize and reach a probable hypothesis
Phase Five:
Analyze the Inquiry Process
1. Analyze questioning and strategy
2. Develop new questioning strategies
3. Metacognition
What is a Discrepant Event Inquiry Lesson Module?
A discrepant event lesson module is a lesson with “structured characteristics” grouped together.The modules in the books, Mindtronics! and Inquiry Alive! present discrepant events from science, social studies, and nearly any disciplines.
Each discrepant event lesson module includes the following
features:
* a discrepant event inquiry
* a list of a discipline or disciplines involved
* a list of key concepts, a list of problem statements
* a list of probable solutions, a list of possible student hypotheses
* fact sheet(s)
* a list of references and resources
* a list of external links
* a suggested grade level
The following discrepant event lesson is
excerpted from the books
Mindtronics! and Inquiry Alive!
William C. Bruce and Jean K. Bruce
Reproduced by permission
All rights reserved
Teachers are permitted to use this lesson
in their classrooms providing they include
copyright information. Please also include
this web site address.
Note:
The following lesson format will look different,
here, than in your CD books.
Please, use this lesson only in your classrooms.
Remember, please, to include our copyright information,
including the web URL.
Lesson Title:
Crude Pulse
Discrepant Event
If you take the historical pulse of crude oil prices, you notice that Saudi Arabia and other OPEC nations change the price of oil. Think about today's gas prices. Also consider the gas prices in the 1970s. As in the 1970s, today, you see crude oil prices increase. The price per barrel jumped (1973-1983) about 400-percent. The price peaked at $34 a barrel, in March 1983. All OPEC nations prospered during this 10-year period since profits from the sale of oil increased tremendously. The price of OPEC oil dropped to $15, during 1986. A shortage of revenue from the sale of oil, however, caused an economic downturn in most OPEC nations.
Crude Pulse, Disciplines:
Economics, History, Political Science.
Crude Pulse Key Concepts:
Supply, Demand, Pricing, Conservation, Petroleum, OPEC, Saudi Arabia.
Crude Pulse, Problem Statement:
Why did the price of oil drop from $34 dollars a barrel to $15 a barrel?
Crude Pulse, Probable Solution:
1. Non-OPEC countries started various conservation measures, because of the (1973) rise in oil prices. These measures gradually reduced dependence on OPEC oil.
2. As the non-OPEC nations reduced their buying of OPEC's high priced oil, countries such as Saudi Arabia went into “over production.”
3. From 1973 to 1983, overproduction of oil and reduced petroleum demand forced a significant decrease in crude oil prices.
4. Non-OPEC nations reduced dependence on OPEC oil in three ways: 1) energy from non-petroleum resources increased; 2) conservation measures reduced the demand for oil products; 3) and domestic oil production increased. Petroleum conservation decreased demand, lowering prices.
5. Slower economic growth in industrialized nations provided another important factor that decreased demand for OPEC oil.
6. Exorbitant oil prices caused a worldwide economic downturn. The world economic downturn reduced demand for oil; prices fell.
Crude Pulse: Possible Student Hypotheses:
1. President Ronald Reagan convinced OPEC to lower oil prices.
2. The OPEC people made smaller oil barrels. The price only appeared lower.
3. The industrialized nations lacked money for buying OPEC oil.
4. The quality of OPEC oil deteriorated because of their excess oil extraction.
5. The OPEC leaders took money from their nations' treasury. The leaders deposited stolen money in secret Swiss bank accounts.
Crude Pulse, Fact Sheet:
1. The U.S. coal consumption rose from 328,887 to 593,666 short tons (in units of 1,000), between 1971 and 1982. Oil consumption soared from 396,468 barrels, in 1971, to 623,742 barrels, 1977.
2. During 1978, the U.S. imported 1,144 thousand barrels of oil daily from Saudi Arabia. The import figures were as follows: 1979-1,356, 1980-1,261, 1981 1,129, and 1982-548.
3. The total U.S. energy production increased from 60 quadrillion BTU's (all BTU's are in quadrillions) in 1975, to 63 BTU's, in 1982. Energy consumption descended from 78 BTU's, in 1978, to 70 BTU's, in 1982. Imports of energy diminished from 20 BTU's, in 1977, to 11 BTU's, in 1982.
4. The U.S. imports from OPEC nations dropped from 5.06 million barrels a day, 1976, to 2.10 million barrels a day, 1982.
5. The U.S. energy consumption per GNP dollar descended from 58.4 (1974) to 48.0 (1982).
6. The U.S. crude oil reserves shrank from 39,001,335 barrels, 1970 to 26,310,289 barrels, 1981.
7. During 1976, “regular” gasoline cost 59 cents a gallon, and the average car traveled 9,992 miles a year. In 1982, the price reached $1.22 per gallon. During 1981, the average car used 581 gallons and drove 9,026 miles a year. Laws passed to require car manufacturers to increase fuel consumption efficiency, 1970s.
8. The demand for motor fuel dropped from 7,167 barrels daily, 1978, to 6,347 barrels daily, 1982.
9. The total energy consumption in the U.S. dropped from 78,968 BTU's, 1978, to 70,842, 1982.
10. President Reagan's policies had a minute effect on oil prices. Actions reducing oil imports happened before President Reagan's term in office.
11. The barrel represents an internationally accepted unit of measure. Oil, priced by the barrel, is shipped by means other than a real barrel.
12. In 1999, OPEC produced 26.8 million barrels of oil daily. This corresponds to OPEC's production level, for 1997; this is 2 million barrels daily less than what OPEC produced, February 1998.
13. The overall reduction in OPEC oil production happened though Iraqi production increased to 2.35 million barrels daily, 1996.
14. Conceivably, some oil revenues were deposited in Swiss bank accounts. However, proof of wholesale theft from OPEC seems unlikely. Between 1973 and 1983, the price actually paid for OPEC oil fell from $34 to $15 a barrel.
15. Marine transportation costs to ship Alaska North Slope (ANS) oil to markets were expected to increase resulting from the phase-in of new tanker hull requirements. A modest drop of 11 cents per barrel was expected in the average cost of shipping ANS oil, FY 1999, as shipments to the Mid-continent U.S. cease to occur. An increase of 21 cents per barrel was expected, as the first of the new tankers were brought into service, FY 2001. A 60 cents per barrel increase is expected because of the required new capital investment, in FY 2005.
16. A decline in heating oil stocks, coupled with concerns over Iraqi exports, resulted in oil prices moving to a five-week high in Asia, November 16, 2000. New York Mercantile Exchange (NYMEX) crude futures traded at $35.48 per barrel; this was
down 10 cents after surging 71 cents in New York to close at $35.58.
Crude Pulse, References and Resources:
Abir, Mordechai, 1995, Oil, Power and Politics: Conflict in Arabia, the Red Sea and the Gulf, Frank Cass Publications.
Anderson, Irvine H.,!1981, Aramco, the United States, and Saudi Arabia: A Study of the Dynamics of Foreign Oil Policy, 1933-1950, Princeton University Press.
Baker, Ron, 1998, International Association of Drilling Contractors, Diesel Engines and Electric Power, Petroleum Extension Service.
Brown, Anthony, 1999, Oil, God and Gold: The Story of Aramco and the Saudi Kings, Houghton Mifflin Company.
Halberstam, David, 1986, The Reckoning, William Morrow and Co., Inc. NY.
Jurgensen, Theobald, 1982, Iran, Iraq, Saudi Arabia, the Soviet Union and the Plot to Control the Oil of the World, Institute for Economic & Political World Strategic Studies.
Mantin, Peter and Ruth Mantin, 1993, “The Islamic World: Beliefs and Civilizations, 600-1600,” Cambridge History Programme Series, Cambridge University Press.
McHale, Thomas R., 1986, Saudi Oil Policy and the Changing World Energy Balance, International Research Center For Energy & Economic Development.
Public Broadcasting Station, MacNeil-Lehrer Productions, March 15, 2000, “Pumped Up,” Online Focus, NewsHour with Jim Lehrer Transcript; Guest: Gwen Ifill, PBS.
Quandt, William B., 1982, Saudi Arabia's Oil Policy, Brookings Institution Press.
Regensberg, Kenneth K.,1982, Saudi Arabia and the World's Oil Political Strategy, The Institute for Economic Democracy.
Schneider, Steven A., 1983, The Oil Price Revolution, The John Hopkins Press, Baltimore.
Spann, Robert M. and Stuart Bruchey, eds.,1979, Supply of Natural Resources: The Case of Oil and Natural Gas, Ayer Company Publishers, Inc.
United Nations, 1990, Background Issues of Oil Supply Trading in Pacific Island Countries.
Woodward, Peter N., 1988, Oil and Labor in the Middle East: Saudi Arabia and the Oil Boom, Greenwood Publishing Group, Inc.
Yergin, Daniel H. and Joseph Stanislaw, 1992, The Epic Quest for Oil, Money, and Power, Simon & Schuster Trade Paperbacks.
Crude Pulse, Links:
(Learn more facts and updated facts from new links)
Teacher Aaron Wissner
Teacher Aaron Wissner, in a compact 10 minutes video summary, details Peak Oil, the evidence, the impacts, and the solutions.
We are entering the Peak Oil era. The growth of oil production is slowing, driving up oil and gasoline prices, firing inflation, driving...all unemployment, straining our global economy, and threatening to collapse our entire system. Gasoline prices are rising, Peak Oil is upon us, and we need to prepare. Teacher Aaron Wissner, in a compact 10 minutes video summary, details Peak Oil, the evidence, the impacts, and the solutions. See the full one-hour video.
Amazon Customer Reviews of Mindtronics! and Inquiry Alive!
By William C. Bruce and Jean K. Bruce
If you really want to reach your students,
November 15, 2005
Reviewer: J. T. Wilbanks "Tara" (Longview, TX USA)
I am a former student of Dr. Bruce and by accident read Mindtronics! and Inquiry Alive! in preparation and review before my class was to do an in-class model of discrepant event. I thought Dr. Bruce was a little out there until I began to read the book... I realized that this man is not only brilliant - but he is a gifted and wonderful teacher - heart and soul. The ideas that are presented in this book are "out of the box" and they are not the same old boring teaching that all of us have encountered in the public schools. If you want to engage children, challenge them, and get them thinking critically then you will want to read this book and explore for yourself the ideas and models that Dr. Bruce and his wife share in this enlightening and revolutionary book. It is a resource that all school teachers and even parents should have and to use with children. It has the capablility to help an ordinary teacher become an extraordinary teacher.
...an important resource for teachers,
May 16, 2004
Reviewer Michael M Yell
"yellmm" (Hudson, WI United States)
In the mid eighties I first came across the strategy known as discrepant event inquiry in a book by William and Jean Bruce. Discrepant Event Inquiry is a teaching strategy built around intellectual confrontation. From my senior high government and economic classes to my current seventh grade history classes, it is one of the most motivational teaching strategies that I have ever used.
In this strategy, the teacher presents students with a puzzling, paradoxical, or discrepant event/story at the beginning of a lesson. Students ask questions, pose hypotheses, analyze and synthesize information, and draw tentative conclusions while attempting to find an answer to the puzzle. By engaging students in hypothesizing and working together to solve a puzzle, inquiry serves as a strategy for higher order thinking as well as an excellent means of investing student in the content to come. Inquiry is used in order to motivate students to begin thinking about a new unit, idea, or concept that you will be dealing with in your lesson.
Discrepant-event inquiry is a natural for social studies, history and science classes. Mindtronics contains descriptions of the strategy and 100 inquiries in the social sciences, history, and science. As teachers know, the Internet provides a new and unlimited opportunity for gathering information for lessons. Mindtronics contains live links to dozens of Internet sites for each discrepant event inquiry.
With the 100 inquiries, the live links, and the clear description of the strategy, Mindtronics is an excellent and important resource for the social studies and science teacher.
Michael M. Yell
1998 National Social Studies Teacher of the Year
National Board Certified Teacher
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