Renewable and Non-Renewable Energy

Active learning works well here because students must handle real materials, data, and arguments to grasp abstract concepts like energy replenishment and chemical reactions. Classification and modeling activities turn textbook definitions into tangible tasks, making misconceptions visible and correctable through evidence.

• 6th Year
• Advanced Chemical Principles and Molecular Dynamics
• 4 activities
• 30 min–50 min

Learning Objectives

1. Compare the chemical energy stored in fossil fuels versus biofuels based on combustion data.
2. Calculate the mass of carbon dioxide produced per kilowatt-hour for different energy sources using stoichiometric equations.
3. Evaluate the environmental impact of energy generation methods by analyzing life cycle assessment data.
4. Classify energy sources as renewable or non-renewable based on their replenishment rate and origin.
5. Design a simple model demonstrating the conversion of solar or wind energy into electrical energy.

⏱ 30 min·Pairs

Card Sort: Energy Source Classification

Provide cards with images and descriptions of 12 energy sources. In pairs, students sort into renewable and non-renewable piles, then justify choices using criteria like replenishment time and chemical origin. Follow with whole-class share-out to resolve edge cases like biofuels.

Prepare & details

Where does the energy we use come from?

Facilitation Tip: For the Card Sort, group students heterogeneously so they debate classifications together, using their misconceptions as starting points for discussion.

⏱ 45 min·Small Groups

School Energy Audit

Teams measure electricity use from appliances over a day using meters or bills. Convert data to kWh, estimate carbon footprints with conversion factors, and propose renewable swaps like solar panels. Present findings on posters.

Prepare & details

What is the difference between renewable and non-renewable energy?

Facilitation Tip: During the School Energy Audit, have students take photos of energy use around the school to document findings before creating their reports.

⏱ 40 min·Pairs

Combustion vs Solar Model

Pairs build simple models: burn a nut for fossil fuel analog, measure temperature rise; construct solar oven with foil and black paper to heat water. Compare energy outputs and discuss renewability.

Prepare & details

Why is it important to use more renewable energy?

Facilitation Tip: In the Combustion vs Solar Model activity, prepare a simple combustion chamber and a small solar cell kit so students can compare the outputs side by side under controlled conditions.

⏱ 50 min·Small Groups

Policy Debate Prep

Small groups research Ireland's energy mix data, prepare arguments for phasing out non-renewables. Debate in rounds, using evidence from stoichiometry calculations on fuel efficiency.

Prepare & details

Where does the energy we use come from?

Facilitation Tip: For Policy Debate Prep, assign roles like 'Minister for Energy' or 'Environmental Scientist' to help students research specific angles before the debate.

Teaching This Topic

Teachers should avoid presenting renewables as a simple 'good vs bad' binary; instead, use local examples like Ireland’s wind farms to show real trade-offs in cost, land use, and energy storage. Emphasize chemical processes—like exothermic combustion or electrolysis—through hands-on labs so students connect equations to tangible outcomes. Research shows that students retain these concepts better when they manipulate materials and discuss trade-offs in groups rather than passively reading or listening.

What to Expect

Students will confidently distinguish renewable from non-renewable sources, explain why some energy types are finite, and justify their choices using chemical principles and real-world data. They will also recognize the trade-offs in energy production and policy decisions.

Watch Out for These Misconceptions

Common Misconception

During the School Energy Audit, watch for students assuming solar panels always provide constant power or that wind turbines work in all weather conditions.

What to Teach Instead

Ask students to collect data on cloudy days and wind speeds at different times to graph variability and discuss how this affects reliability and cost.

Common Misconception

During the Combustion vs Solar Model activity, watch for students believing fossil fuels are cleaner because they come from natural sources.

What to Teach Instead

Have students measure the mass of a candle before and after burning, then collect the CO2 gas in limewater to observe the chemical evidence of combustion pollutants.

Common Misconception

During the Card Sort: Energy Source Classification, watch for students labeling nuclear as renewable due to its low carbon footprint.

What to Teach Instead

Ask students to sort nuclear alongside fossil fuels, then provide a timeline showing uranium depletion rates to justify its non-renewable status.

Assessment Ideas

Quick Check

After the Card Sort: Energy Source Classification, provide students with a list of energy sources and ask them to categorize each as renewable or non-renewable, justifying three of their choices in one sentence.

Discussion Prompt

During the Policy Debate Prep, ask students to discuss why transitioning to 100% renewable energy in Ireland is complex, referencing chemical processes like energy storage or grid stability in their responses.

Exit Ticket

After the Combustion vs Solar Model activity, students write one specific chemical reaction related to energy production and identify if the reactants come from a renewable or non-renewable source.

Extensions & Scaffolding

• Challenge students to design a 24-hour energy plan for the school that maximizes renewable sources, including storage solutions, and present it using data from their audit.
• For students who struggle with classification, provide a partially completed card sort with three correct examples and ask them to justify the rest in pairs.
• Deeper exploration: Have students research a specific Irish renewable energy project, such as the Dublin Array wind farm, and prepare a 5-minute presentation on its chemical and engineering challenges.

Key Vocabulary

Combustion	A chemical process that involves rapid reaction between a substance with an oxidant, usually oxygen, to produce heat and light. This is how fossil fuels release energy.
Photosynthesis	The process used by plants and other organisms to convert light energy into chemical energy, stored in organic compounds. This is the basis for biomass as a renewable energy source.
Electrolysis	A process that uses electricity to split compounds. It can be used to produce hydrogen from water, often powered by renewable electricity.
Carbon Footprint	The total amount of greenhouse gases, primarily carbon dioxide, released into the atmosphere by a particular activity, person, or organization.