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Is it possible to invite pro and con advocates to your classroom to discuss the technology and address the points of contention? Is there a utility in your area that operates a nuclear power plant, and can someone from the plant visit the students to discuss how the plant is operated? Is there a local anti-nuclear activist who would be willing to talk with the students? This would be a wonderful opportunity for students to dig down to the basics of the arguments and see: • Where there could be room for compromise and change. • What alternatives anti-nuclear activists propose. • How realistic it would be to phase out nuclear plants. • The experience and knowledge from which both parties speak. • Irrational fears or misconceptions on both sides of the issue. Challenge the Status Quo Once the major issues and the public perception questions have been understood, it is time for the students to make their recommendations for change. They should be thinking along two lines of thought: Is there something that can be done to existing plants to make them more acceptable? and What new nuclear power technologies could be used? Explore the broad gamut of possibilities for students to consider. They are free to propose new ideas based on what they have learned thus far in this exercise. Stimulate discussion and creativity with provocative questions such as: • Should we build all nuclear power plants underground? • Maybe if we had more nuclear technology available for the public to use it might make them more comfortable with it….why not nuclear-powered cars, home heating systems, etc? • Can we find something useful to do with all the spent fuel? • Do we prohibit any public approaches to nuclear plant sites? • Is it necessary that we have a special organization in charge of all nuclear power plants and their operation? • Should we build artificial islands and locate power plants on them and bring the energy ashore by cables? • Should we make the power plants smaller and more numerous to reduce potential problems at large site locations? • Maybe a massive public education program about nuclear power is needed, or perhaps a national debate. • Should we develop power plant designs that are fail-safe and very different than the types we use today? Should we build artificial islands and locate power plants on them and bring the energy ashore by cables? 32 • The Technology Teacher • April 2009
• If we cannot use nuclear power, what will be its replacement that could be available any time of the day? • What is its impact on the environment, air quality, etc? These are big questions with broad ramifications, but technology can have such impacts on society—look at stem cell research, nanotechnology, life extension techniques, etc. Think about how the car, electricity, motion pictures, the lightbulb, and airplanes changed our society. Are there parallels to nuclear power and common lessons that can be learned? What makes the “hot button” of nuclear power so different from these other civilization-changing technologies? Urge your students to grab a big chunk of this topic and run with it. They will learn there is a great deal more to technology than the “geek stuff.” Here they will be up close and personal with the social, environmental, institutional, governmental, and economic forces that ebb and flow in our capitalist system. Harry T. Roman recently retired from his engineering job and is the author of a variety of new technology education books. He can be reached via email at htroman49@aol. com. 33 • The Technology Teacher • April 2009
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