1
Renewables → Focus on Science
From Fossil Fuels to Wind Learning Journey
Introduction
The call for the use of renewable energy sources to replace fossil fuels is seldom far from the headlines. Scotland is already engaged
in usingvrenewable energy in the forms of wind, wave and tidal power. The introductory video on the STEM Central website celebrates
the work of young Scottish engineers in this rapidly advancing field. The topic of renewable energy provides rich opportunities for
learning in science, technologies, maths and social studies in the light of cutting engineering activity that is happening in Scotland now.
Scene setter – The context for this learning journey is that of a small community living on an island. They believe that their current use
of fossil fuels to meet their energy needs is unacceptable given the pollution these cause and their contribution to global warming and
climate change. Ideally they would like to meet all their energy requirements through renewable energy sources. Authentic scenarios
could also be used as a focus, for example, the islanders of Eigg and their quest to use a mixture of renewable sources for the
generation of electricity.
This learning journey with a sciences focus is aimed at third level. The learning experiences suggested allow the learners to develop
their understanding of what a renewable source of energy is, the advantages and disadvantages of different types of renewable energy
sources and how electricity can be generated by harnessing the wind. They are also given opportunities to apply investigative skills.
Below you will find a learning journey giving ideas for learning and teaching relating to the learning context of renewable energy
projects in Scotland. The overview of the journey gives an example of a possible plan. Starting from the experiences and outcomes it
gives learners experience of inquiry based learning and allows them to develop their knowledge, and skills in relation to a topical
engineering application. Opportunities to develop literacy skills are also illustrated. The learning intentions and success criteria give an
overview of the journey and possible evidence of learning which could be gathered are shown. The lesson ideas illustrate opportunities
for learners to develop knowledge and understanding of renewables through practical activities and provide opportunities to apply
relevant skills.
Sciences experiences and
outcomes
By investigating renewable energy sources and
taking part in practical activities to harness them, I
can discuss their benefits and potential problems.
SCN 3-04b
Responsibility of all areas which
could be addressed in this learning
journey:
I am developing confidence when engaging with
others within and beyond my place of learning. I
can communicate in a clear, expressive way and I
am learning to select and organise resources
independently. LIT 2-10a / LIT 3-10a
Interdisciplinary learning planning
opportunities
An engineering challenge related to renewables
could be incorporated into planning for
interdisciplinary learning between departments.
Possible links
Technologies TCH 3-02a, TCH 2-12a / TCH 3-12a
Social studies SOC 3-08a, SOC 3-14a
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Renewables → Focus on Science
From Fossil Fuels to Wind Learning Journey
Experiences and
outcomes
By investigating renewable energy
sources and taking part in practical
activities to harness them, I can
discuss their benefits and potential
problems.
SCN 3-04b
Learning intentions
Success criteria
Possible evidence
Understand what a renewable
energy source is
I can give examples of renewable
energy sources and explain why they
are renewable
Learner discussions on different
energy sources
Understand and analyse the
advantages and disadvantages of
using different sources of renewable
energy
I can explain the benefits and
potential problems of a renewable
energy source
Products such as a leaflet, poster or
talk
I can compare and contrast the
benefits and potential problems of a
range of renewable energy sources
Prior knowledge
Through exploring non-renewable
energy sources, I can describe how
they are used in Scotland today and
express an informed view on the
implications for their future use.
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Understand how renewable energy
sources can be used in the
generation of electricity
I can explain how different renewable
energy sources are harnessed to
generate electricity
Recordings of learners comparing
some of the benefits and potential
problems
Explanations of how electricity is
generated by using technologies
which harness renewable energy
Discussions comparing and
contrasting different processes
Create and adapt a turbine to be
powered by wind
Investigate the effect of changing the
features of the turbine on the energy
output
I can assemble a turbine powered by
wind
I can plan fair tests to find out the
effect of changing different variables
on the power output of the generator
I can record my findings and share
conclusions with others
Working generator powered by ‘wind’
Written report including results with
data gathered
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Renewables → Focus on Science
From Fossil Fuels to Wind Learning Journey
Learning experiences: Engage – Is
using fossil fuels a good thing?
Introduction
Learners are challenged to investigate the uses
and effects of fossil fuels on the climate of the
planet and to consider the implications of the
continued mass use of fossil fuels.
Possible tasks/challenges
Possible evidence
Learners prior knowledge of fossil fuels could be
elicited with a carousel task where groups go
around tables and record thoughts in the form of
words and pictures on the key questions below:
The statements prepared by groups which may
range from simple posters to multimedia
presentations
o What are fossil fuels?
o Where do they come from?
o What do we use them for?
Prior learning about fossil fuels should be elicited.
Stimulus
Tackling climate change and changing the way we
live video clips at the World Wide Fund for Nature
(WWF) website are useful starters:
Working in small groups, the learners can be
asked to discuss the following statement:
We must reduce the use of fossil fuels’. Relate this
to a scenario of islanders who want to reduce their
use of fossil fuels.
o Tackling climate change video
o Changing the way we live video
The groups will be provided with the opportunity to
present their opinions to the class and discuss the
opinions of other groups.
Articles and images from a range of sources
predicting the effects of the use of fossil fuels on
the climate
Groups could then decide on key questions that
they would like to research to further inform their
thinking on the effects of using fossil fuels on the
climate of the planet.
The groups can present their findings to the rest of
the class and provide feedback to each other on
their presentations.
Reflecting on learning
This context provides rich opportunities for
planning for interdisciplinary learning. The scenario
of the islanders could be used as a learning
context for interdisciplinary working. Learners
could reflect on which knowledge and skills they
are using in different curriculum areas.
Taking it further
It is important that learners gain an understanding
of why fossil fuels are used and the difficulties the
planet faces in reducing reliance upon them.
Learners could consider their previous knowledge
of how electricity is generated and questions such
as:
o What would our lives be like if fossil fuels ran
out now?”
o Can we continue to live our way of life and
reduce the use of fossil fuels?
o Are there technologies that are being explored
to reduce the harmful effects of burning fossil
fuels?
o What do you now think of the islanders aim to
stop fossil fuels?
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Renewables → Focus on Science
From Fossil Fuels to Wind Learning Journey
Learning experiences:
Engage/explore activities
Introduction
In the engage stage learners will come to a shared
understanding of what renewable and nonrenewable sources of energy are.
Learners will then work in groups to explore
different forms of renewable energy and their
possible benefits and problems.
Learning intentions
o Understand what a renewable energy source is.
o Understand and analyse the advantages and
disadvantages of using different sources of
renewable energy.
Possible tasks/challenges
Possible evidence
Learners may have good prior knowledge of what
renewable energy is but an engage activity could be
used to help orientate learners in the topic and help
the class to come to a common
understanding/definition.
o Learners’ discussions of different energy
sources
o Groups create a product such as a leaflet,
poster or talk to share their findings with the rest
of the class
Learners could be given pictures of different energy
sources (both renewable and non-renewable) and
asked to work in groups to list examples of how that
energy source can be harnessed. They could be
challenged to come up with as many ideas as
possible for certain energy sources, for example,
wind. Each group could then be asked to categorise
the sources into renewable and non-renewable and
discuss
v a definition for these terms before the class
comes to a shared definition through discussion.
Taking it further
The class could now work in groups to research a
particular way of harnessing a renewable source.
This could be related to the scenario of the islanders
who want to use more renewables and would like
more information to help them decide which sources
they might explore further. Groups could discuss
what kind of information the islanders might like to
have to help them make informed choices. Ideas
they might come up with could include:
What are the main plus points of this form of
renewable technology?
What are some of the possible disadvantages?
Are there possible environmental impacts?
What is the carbon cost of that technology and how
long would it take to pay back?
The strategy ‘expert jigsaw’ could be used to help
the learners find out more about different ways of
harnessing renewable energy. ‘Expert jigsaw’ is
where learners work in a temporary expert group,
create a product to explain to others what they
have found out and then return to a group where
everyone has researched a different form of
renewable and then each member of the group
teaches the others about their area of expertise.
A detailed description of this strategy can be
found at the link below.
o An explanation of the jigsaw strategy
Groups could then decide on some way of
creating a comparison of the different forms of
renewable energy, to help inform the islanders.
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Renewables → Focus on Science
From Fossil Fuels to Wind Learning Journey
Learning experiences:
Engage/explore activities
Introduction
Learners will explore what we use energy for and
how power stations generate electricity. They will
then carry out practical investigations to help them
come to a better understanding of how electricity is
generated.
Stimulus
o Collage of domestic devices that use mains
electricity
o Video clips advertising domestic devises that
use mains electricity
Learning intention
Understand how renewable energy sources can be
used in the generation of electricity.
Possible tasks/challenge
Resources
Elicit learners previous knowledge about how
electricity is generated inside a power station.
Groups could be given some pictures of the
different parts of the process of generating
electricity inside a coal or gas power station and
asked to order them and explain the process.
A range of small dc electric motors
LEDs and small low voltage filament lamps
Simple components and construction materials to
make rotary drive systems
Simple materials and tools to construct electric
circuits
Multimeters to measure performance of circuits
Information or suggested web links on a range of
renewable technologies
They could then research what actually happens
and compare this to their original thinking.
Demonstrate to the class how a small electric
motor may be used as a generator to light an LED
or small filament lamp.
In a further session learners could make simple
generators and explore how to make the generator
coil spin as fast as possible, for example, by
changing the number of coils, using a different
strength of magnet. A STEM ambassador could be
invited in to assist with this.
The video below is a useful resource for this
activity.
o YouTube video explaining how to make a
simple generator
Possible evidence
Learners’ explanations of how electricity is
generated by harnessing renewable technologies
and their discussions comparing and contrasting
different processes.
Taking it further
Learners could now choose a form of renewable
energy technology such as the Oyster, Scottish
power’s tidal scheme, wind or solar and research
how the technology is used to generate electricity.
Learners could be asked to explain the similarities
and differences between the generation of
electricity from the renewable source of energy
they researched and generation in a traditional
coal or gas power station.
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Renewables → Focus on Science
From Fossil Fuels to Wind Learning Journey
Learning experiences: Evaluate
Introduction
An interdisciplinary project would allow learners to
apply their learning to a new and more challenging
context for learning where the knowledge and
skills from different curriculum areas could be
applied to the solving of problems that involve
engineering in education skills.
As an introduction to an interdisciplinary off
timetable challenge week the learners could now
meet their group and do some activities to help
form a team identity. The groups now have the
opportunity to think about their learning so far and
present this to one another and teachers.
Stimulus
A large poster or projection with the words ‘So
what?’ plus images of coal fired power stations
Learning intention
Evaluate how skills and knowledge from different
curriculum areas are used together to solve
problems and understand how this mirrors the
world of work.
Possible tasks/challenge
Working in small groups, learners should develop
a statement in three parts. Part 1 starts ‘This is
what we have learned …’ Part 2 starts ‘This is
how we learned …’ Part 3 starts ‘This is why we
think this learning is important …’
They could then reflect on the skills and
knowledge they have been working on in sciences,
social studies and technologies and consider how
they might be useful in the interdisciplinary
challenges they will be working on during their
interdisciplinary project, The Island.
Towards the end of the lesson, each group
presents their statements and thinking, in a range
of ways.
Groups will then reflect on the challenges ahead.
This would give them ‘cooking time’ (time for ideas
to settle before the planning stage) for planning,
idea generation and other skills.
Reflecting on learning
Learners should reflect upon how experts such as
engineers, geologists, geographers and scientists
collaborate to solve problems and engineer
solutions. Why are the knowledge and skills of one
discipline not enough to help the islanders analyse
and create solutions to their problems?
Someone working in the renewables sector could
introduce the challenge week to help learners gain
insights into the world of work.
Responsibility of all
This project would give strong opportunities to
address an aspect of responsibility of all such as:
I am developing confidence when engaging with
others within and beyond my place of learning. I
can communicate in a clear, expressive way and I
am learning to select and organise resources
independently. LIT 2-10a / LIT 3-10a
Possible evidence
o The statements prepared by learners which may
range from simple posters to multi media
presentations
o The video below might be a good stimulus to
discussion for groups considering some of the
issues for moving to using renewable sources