Since the industrial revolution, technological innovation and the application of basic scientific research have transformed society. Increasingly, critical conversations and legislation regarding national and international public policy have sophisticated scientific underpinnings. It is crucial that we prepare scientists and engineers with an informed scientific worldview and technical expertise to be advisors and participants in these important conversations. This paper describes the use of a debate about a proposed wind farm off the coast of Cape Cod as a platform to explore public-policy issues in a physical-science course. The subject of wind power fits naturally into curriculum related to energy, and is therefore applicable to a broad range of courses found in the disciplines of physics, chemistry, environmental science, and engineering, including general-science courses for nonscience majors.