Advanced Chemical Principles and Molecular Dynamics · 6th Year

Active learning ideas

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.

• NCCA Curriculum Specifications
• NCCA: Primary Science Curriculum - Environmental Awareness and Care

• 30–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• 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.

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.

What to look for

Provide students with a list of energy sources (e.g., coal, solar panel, natural gas, wind turbine, wood pellets). Ask them to categorize each as renewable or non-renewable and write one sentence justifying their choice for three of the sources.

Activity 02

• 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.

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.

What to look for

Pose the question: 'Given Ireland's geographical advantages, why is transitioning to 100% renewable energy a complex challenge?' Guide students to discuss factors like energy storage, grid stability, and the chemical processes involved in current energy generation.

Activity 03

• 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.

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.

What to look for

Students write down one specific chemical reaction related to energy production (e.g., combustion of methane, splitting of water) and identify whether the reactants are derived from a renewable or non-renewable source.

Activity 04

• 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.

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.

What to look for

Provide students with a list of energy sources (e.g., coal, solar panel, natural gas, wind turbine, wood pellets). Ask them to categorize each as renewable or non-renewable and write one sentence justifying their choice for three of the sources.

A few notes on teaching this unit

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.

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.

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Watch Out for These Misconceptions

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

  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.

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

  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.

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

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