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Lesson Renewable Energy

Grade Level: 4 (3-5)

Time Required: 45 minutes

Lesson Dependency: None

Subject Areas: Earth and Space, Physical Science, Science and Technology

NGSS Performance Expectations:

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Curriculum in this Unit Units serve as guides to a particular content or subject area. Nested under units are lessons (in purple) and hands-on activities (in blue). Note that not all lessons and activities will exist under a unit, and instead may exist as "standalone" curriculum.

• Water Power
• Solar Power
• Wild Wind! Making Weather Vanes to Find Prevailing Winds
• Wind Energy: Making & Testing Pinwheels to Model Wind Turbines
• Gone with the Wind Energy: Design-Build-Test Mini Sail Cars!
• Build an Anemometer to Measure Wind Speed
• Wind Power! Designing a Wind Turbine
• Windmill of Your Mind — Distributed Energy Goes to School
• Falling Water
• Waterwheel Work: Energy Transformations and Rotational Rates
• A Case of Innovation: Technical Writing about River Current Power
• Stations of Light
• Capturing the Sun's Warmth
• Cooking with the Sun: Comparing Yummy Solar Cooker Designs
• Design and Test Model Solar Water Heaters
• Design a Solar City
• Power to the People

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Engineering connection, learning objectives, more curriculum like this, introduction/motivation, associated activities, lesson closure, vocabulary/definitions, user comments & tips.

Engineers have a good understanding about energy, so they can harness renewable resources to create electricity for use in our everyday lives. Mechanical, electrical and civil engineers collaborate to develop new and more efficient ways to generate electricity from renewable resources. They design cleaner-burning engines and new car designs (such as hybrid cars) that require less fuel and result in improved gas mileage which in turns improves our planet.

After this lesson, students should be able to:

• Describe sources and uses of energy.
• Define renewable and non-renewable energy.
• Provide examples of common types of renewable and non-renewable resources.
• Understand and explain general ways to save energy at a personal, community and global level.
• Understand and explain, in general terms, how passive solar heating, hydropower and wind power work.
• Describe some general characteristics of solar power, hydropower and wind power.
• Understand the benefits and disadvantages to using renewable resources.
• Explain how engineers design more efficient ways to use generate electricity.
• Describe the role of engineers in energy conservation.

Educational Standards Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards. All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN) , a project of D2L (www.achievementstandards.org). In the ASN, standards are hierarchically structured: first by source; e.g. , by state; within source by type; e.g. , science or mathematics; within type by subtype, then by grade, etc .

Ngss: next generation science standards - science.

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State Standards

Colorado - science.

Brainstorm a list of ideas about where and when we use energy. (Answer: We use energy all the time. Humans use energy to be active – to walk, talk, play basketball, etc. We use energy to power our appliances, vehicles, lights, etc. Cells use energy to perform the most basic life functions. Life as we know it would not be possible without energy production and consumption.)

Energy is everywhere! Although sometimes you can hear energy (sound), feel energy (wind), taste energy (food), and see energy (light), most often it is hard to figure out exactly where energy is.

Energy can move and change, but it cannot be destroyed. Almost every form of energy can be converted into other forms. It is similar to the heat you feel coming off a light bulb while it is on. The warmth is light energy changed to heat energy. Whatever form it is in, energy is essentially the ability for making something happen or, as scientists put it, "doing work."

Where do we get our energy? Well, a lot of energy originally comes from the sun. We get some energy directly from the sun when we use solar panels; however, most energy comes from fossil fuels (coal and oil), which got their energy from fossilized plants and other organisms that obtained their energy directly from the sun by a process called photosynthesis that occurred many years ago. There are many different types of energy, as we brainstormed earlier. Some of these types of energy are called renewable , or can be re-used, such as energy from the sun, wind or water. Other energy is called non-renewable because once it is used up, it is gone, like coal and oil.

Now, imagine yourself having surgery in a hospital and the power goes out. This scenario would be terrible. Fortunately, hospitals have backup generators (designed by engineers!) to prevent this from ever happening. Generators are like storage houses for energy and are usually powered by electricity from coal or fossil fuels. Generators are not normally attached to things like stoplights, railcars or computer networks, which is why we sometimes see stoplights that have gone out. Now, imagine that all of the above mentioned things are backed up with solar energy power or another type of stored renewable energy. This stored power, especially in the form of solar power, never becomes overloaded (which is what happens when the lights in your house or neighborhood go out). The renewable source is always supplying more energy; i.e., the sun is almost always shining on some part of the Earth, wind is always blowing, and rivers are always running. Storing renewable energy for power failures is a better idea because those energy supplies will never run out.

Engineers know all about energy and are currently designing new and more efficient ways to generate electricity using renewable resources. They are designing cleaner engines that use less fuel and new car designs that use electric motors. Today, we are going to look at how engineers can use sun, wind and water power to create electricity to run our homes, cars and everything else. Wow! What incredible engineering creativity!

Lesson Background and Concepts for Teachers

What Is Power?

Energy is the ability to do work (applying a force over a distance), to make things happen, to cause change, or to start motion (a change in position of an object with time). It is the capacity for vigorous activity.

Energy can move (be transferred) and change (be transformed), but it cannot be destroyed. Interactions produce changes in a system, although the total quantities of energy remain unchanged. For example, a power station produces electricity by changing the energy from fuel into electrical energy. A gas-fired power station burns gas, converting the gas' chemical energy into heat. Almost every form of energy can be converted into other forms. But whatever form it is in, energy is essentially the capacity for making something happen or, as scientists put it, "doing work."

Energy comes from many sources, directly or indirectly: power plants, people, food, light, windmills, turbines, fires, electrical circuits, the sun, machines, etc. All energy originally comes from natural resources, most of which originate from the sun.

We use energy to heat houses and buildings, provide light, heating water, break down food, play sports, do activities, operate vehicles, etc.

What are the Different Types of Energy?

• Biomass is the combustion of materials that originate from living things.
• Chemical is used to fuel automobiles and other vehicles.
• Electrical drives many small machines and keeps lights glowing.
• Geothermal taps steam from water heated underground (like geysers) and uses it to spin turbines.
• Hydrogen power uses electricity to break down water into hydrogen gas. The amount of energy released is less than the energy used to break it apart, so not currently feasible.
• Hydroelectricity generates electricity by harnessing the power of flowing water (a renewable resource as long as there is rain). Refer to the associated activity Water Power for students to observe and learn about water related methods of harvesting energy.
• Kinetic is the energy of motion. A spinning top, a falling object, and a rolling ball all have kinetic energy. The motion, if resisted by a force, does work. Wind and water both have kinetic energy. Refer to the associated activity Wind Power to give students an understanding of how wind energy is harvested and used. 
• Light energy is generated from light bulbs and computer screens, the sun.
• Nuclear fusion imitates the method the sun uses to produce energy. It involves the joining together of the nuclei of hydrogen atoms.
• Nuclear fission is when energy is given off from splitting nuclei of uranium atoms.
• Potential energy is the energy stored by an object as a result of its position. For example, roller coaster at the top of a hill.
• Sound energy is created, for example, when a door slams, it releases sound energy.
• Solar energy occurs from the sun (light). Refer to the associated activity Solar Power for students to explore this energy form. 
• Thermal energy (or heat) boils water, keeps us warm and drives engines.
• Tidal energy is when the energy from ocean tides is harnessed.

Other energy sources, for example, include energy created from old car tires: this source fuels five power stations in the U.S. Also, engineers are trying to design new gas power stations (gas drives the electricity generators and then is reused to heat the plant). Lastly, methane that is produced in sanitary landfills may be used to make power.

How are Energy Sources Categorized?

What are Engineers Doing to Improve Our Energy Sources?

Current uses of fossil fuels have catastrophic effects on our environment. Obtaining and using them destroys natural habitats and pollutes the air, water, and land. We can reduce this consumption of fossil fuels by finding alternative, renewable methods of energy production. Engineers are involved in many new technologies that will save our precious resources from devastating long-term effects.

And, engineers are improving the design of factories and products to make even more efficient use of our resources. They are designing cleaner engines that use less fuel and new car designs that run by electric motors. They are studying corals because they very efficiently use low levels of phosphate in the water for energy. Corals have fractal surfaces, and scientists believe that fractal surfaces could make many chemical reactions more efficient. They are working to make machines smaller and more efficient (industrial engineers/designers). For example, they developed fiber optics (thin glass cables to replace heavy metal ones for phones). These efforts contribute to a better, cleaner planet for all inhabitants. Wouldn't it be great to be an engineer making such an important difference in our lives?

Watch this activity on YouTube

Ask the students to describe some sources of renewable energy? (Answer: sun, wind, water) Can they list three specific ways that engineers are involved with renewable resources? (Possible answers: engineers study renewable resources to develop better ways to use these resources for energy generation; engineers design cars that run off renewable resources; engineers design generators that store the energy gathered from renewable resources; engineers develop wind farms to generate electricity for us to use; engineers develop hydropower plants to generate electricity for us to use; engineers are developing machines that are more efficient to reduce the amount of energy, renewable or non-renewable, that gets used; and engineers work to inform communities about what they can do to help conserve energy and use renewable resources.) Engineers work at developing new technologies that use renewable sources to contribute to greater health, happiness and safety of our Earth's inhabitants.

absorb: To be taken into a material without transmission or reflection.

active solar system: Solar power systems that use electrical or mechanical components, such as fans, pumps, and electrical controls in circulating fluids. These systems can be used for heating water or heating/cooling buildings.

anemometer: An instrument for measuring the velocity of wind.

convection: The transfer of thermal energy in a fluid (gas or liquid) by the circulation of currents in the heated fluid causing warmer packets to rise while cooler packets sink.

electromagnetic radiation: Electromagnetic energy transmitted in the form of waves or particles (photons); the electromagnetic spectrum, in order of increasing energy: radio waves, microwaves, infrared radiation, visible light, ultraviolet radiation, x-rays, gamma rays, cosmic-ray photons.

generator: A device that transforms mechanical energy into electrical energy.

heat exchanger: A device, such as an automobile radiator, that transfers heat from one liquid to another without allowing them to mix.

heat-transfer fluid: A fluid circulated in a heat exchanger; this fluid gains energy from one region and transfers it to another region.

hydraulic head: The difference in depth of a liquid at two given points; the pressure of the liquid at the lower point expressed in terms of this difference.

insulation: A material used to prevent the passage of heat, electricity, or sound (i.e., a non-conducting material).

passive solar system: Solar power systems that do not require electrical or mechanical components; these systems can be used for heating water or heating/cooling buildings.

penstock: A pipe or conduit used to carry water to a water wheel or turbine.

photovoltaic system: This is a system which converts solar energy into electricity.

reflect: This is when something such as sound waves or light waves bend back or return upon striking a surface.

regenerate: To re-grow or replace.

renewable energy: Energy that is made from sources that can be regenerated or reused is renewable.

rotor: The rotating part of an electrical or mechanical device is the rotor.

thermal mass: Materials that store thermal energy, such as water, concrete, brick, stone, adobe, tile, etc.

transmit: To allow the passage through a material.

turbine: A machine in which the kinetic energy of a moving fluid is converted into mechanical energy by causing a series of buckets, paddles, or blades on a rotor to rotate.

Pre-lesson assessment

Brainstorming: Ask students to brainstorm ideas about where and when we use energy. (Possible answers: We use energy all the time. Humans use energy to be active – to walk, talk, play basketball, etc. We use energy to power our appliances, vehicles, lights, etc. Cells use energy to perform the most basic life functions. Life as we know it would not be possible without energy production and consumption.)

Post-introduction assessment

Guess the Amount!: Ask students the following questions and ask them to guess at the different percentages of energy use. Discuss and explain the answers.

• What percent of the energy the world uses today is derived from fossil fuels (e.g., coal, oil, natural gas)? (Answer: 80-85%. This means that only 15-20% of the energy we use is from renewable energy sources such as sun, wind and water.)
• The U.S. has less than 5% of the world's population. What percent of the world's energy do we use? (Answer: Around 17%. This means that the U.S. uses a lot more energy than other countries. Why do the students think that is? Discuss the amount of toys, appliances and other electric powered items in a single person's home.)
• What percent of the electricity consumed in the U.S. is used for light bulbs? (Answer: 5%. This means that we leave a lot of light bulbs on when unused. Can the students think of a time where they could save some electricity by turning off a light bulb?)

Discussion: Ask students the following questions. Discuss the answers.

• How do we know the energy is there? (Answer: We can see it, feel it, hear it, etc.)
• Ask students to describe where this energy comes from. (Answer: ultimately all of it comes from natural resources (renewable and non-renewable), but it is often moved (transferred) and changed (transformed) in the process. You may want to give an example here like coal being mined from the earth, sent to power plants where it is burned to produce steam. The steam turns a turbine and produces electricity that is sent to our houses via power lines, and used in our electrical items like a refrigerator. Or how solar energy is used by plants to create food so they can grow and then we, in turn, use the plants as food to provide energy for our bodies.)
• Ask students to describe where they get their energy. (Answer: from food) Ask them to describe what might happen if suddenly there was no more food. (Note: this is a stretch for some because generally food is considered a renewable resource and because the food supply often seems unlimited to people in the U.S.). What would they do? (Answer: Become hungry, eventually starve, engineer some new source of nutrients, etc.) How would they feel? (Answer: Hungry, sad, scared, motivated to find a way to survive, etc.)
• What if there was only a tiny bit of food? How would it get distributed? Who would decide? What are some other consequences? (Answer: equal world-wide distribution, war, the rich get it, others die, new source of nutrients discovered/engineered, etc.)

Lesson summary assessment

Future Timeline: Ask students to work in a group to imagine what today would be like if there were no electricity (permanently, not just a blackout situation). Ask them to develop a timeline describing what this typical day might be like. Ask them to really consider how they would feel and what they would do. Ask each group to present their timeline to the class.

Venn Diagram: Ask students to create a Venn Diagram to compare/contrast a form of renewable energy and a form of non-renewable energy. They should provide as many facts and details as they can.

Save a Watt: Ask students to engage in two energy saving activities before the next class period. Ask them to describe in detail the impact these actions had during the next class. You can have the students list the activities or write a paragraph and turn the assignment in.

Lesson Extension Activities

• Write and illustrate a children's story for 8-10 year olds about life in the year 2100. It should describe life without fossil fuels and should identify the energy sources used in everyday life as well as some type of conservation measures.
• Discuss what is happening with our world energy supply from fossil fuels and other non-renewable resources. (Examples: fossil fuels are being dangerously depleted, the rich countries receive a larger share of the energy and are more wasteful with it, wars are developing; e.g., the Gulf War, scientists and engineers are researching and developing renewable energy sources, etc.)
• Check out the awesome information and activities/games at Environmental Education for Kids (EEK) website from Wisconsin Department of Natural Resources at dnr.wi.gov
• Check out some of the activities at Watt Watchers: https://www.watt-watchers.com/student-activities/
• Check out some of the activities and games about energy online
• Play energy-themed games at NASA's Climate Kids website: https://climatekids.nasa.gov/menu/energy/
• Learn more about renewable energy at Alliant Energy's website: https://www.alliantenergykids.com/RenewableEnergy/RenewableEnergyHome
• Read, color, and solve puzzles in the "Saving Energy in My Home Coloring and Activity Book" at https://extension.colostate.edu/docs/pubs/consumer/saving-energy-home.pdf
• Try a Nuclear Chain Reaction activity at http://nuclearconnect.org/in-the-classroom/for-teachers/nuclear-chain-reaction-using-dominoes

Students explore the outermost planets of our solar system: Saturn, Uranus and Neptune. They also learn about characteristics of Pluto and its interactions with Neptune. Students learn a little about the history of space travel as well as the different technologies that engineers develop to make spa...

Students are introduced to the fabulous planet on which they live. They learn how engineers study human interactions with the Earth and design technologies and systems to monitor, use and care for our planet's resources wisely to preserve life on Earth.

Students are introduced to the International Space Station (ISS) with information about its structure, operation and key experiments.

Students learn the metric units engineers use to measure mass, distance (or length) and volume. They make estimations using these units and compare their guesses with actual values. To introduce the concepts, the teacher needs access to a meter stick, a one-liter bottle, a glass container that measu...

American Wind Association, www.awea.org

Boulder Community Network, Environmental Center, bcn.boulder.co.us/environment/

California Energy Commission, www.energyquest.ca.gov/

Energy Information Administration, Energy Kid's Page, www.eia.gov/kids/

Hewitt, Paul G. Conceptual Physics, Boston, MA: Addison Wesley Publishing Company, 2004.

Goswami, D. Yogi, Kreith, Frank, and Kreider, Jan F. Principles of Solar Engineering, Taylor & Francis Group, 2nd edition, 2000.

Graham, Ian, Taylor, Barbara, Fardon, John, Oxlad, Chris and Parker, Steve. Science Encyclopedia, Miles Kelly, 2000.

Milton Hydro, https://www.miltonhydro.com/Residential/Community/Power-Kids

National Renewable Energy Laboratory, www.nrel.gov

Snow, Theodore. The Dynamic Universe: An Introduction to Astronomy, Minnesota: West Publishing Company, 1988.

Steen, Anthena S., Steen, Bill, Bainbridge, David and Eisenberg. The Straw Bale House, Vermont: Chelsea Green Publishing Company, 1994.

Texas State Energy Conservation Office, www.infinitepower.org/lessonplans.htm

U.S. Department of Energy, energy.gov

U.S. Department of Energy, Energy Efficiency and Renewable Energy, www.eere.energy.gov

Contributors

Supporting program, acknowledgements.

The contents of this digital library curriculum were developed under a grant from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education and National Science Foundation GK-12 grant no. 0338326. However, these contents do not necessarily represent the policies of the Department of Education or National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: January 19, 2024

Browse Course Material

Course info.

• Prof. Ahmed F. Ghoniem

Departments

• Mechanical Engineering
• Chemical Engineering
• Nuclear Science and Engineering

As Taught In

• Fossil Fuels
• Hydrogen and Alternatives
• Transport Processes
• Systems Engineering
• Thermodynamics

Learning Resource Types

Fundamentals of advanced energy conversion, 2.60 s2020 lecture 21: energy system modeling and examples.

You are leaving MIT OpenCourseWare

The Understand Energy Learning Hub is a cross-campus effort of the Precourt Institute for Energy .

Introduction to Renewable Energy

Exploring our content.

Fast Facts View our summary of key facts and information. ( Printable PDF, 270 KB )

Before You Watch Our Lecture Maximize your learning experience by reviewing these carefully curated readings we assign to our students.

Our Lecture Watch the Stanford course lecture.

Additional Resources Find out where to explore beyond our site.

Fast Facts About Renewable Energy

Principle Energy Uses: Electricity, Heat Forms of Energy: Kinetic, Thermal, Radiant, Chemical

The term “renewable” encompasses a wide diversity of energy resources with varying economics, technologies, end uses, scales, environmental impacts, availability, and depletability. For example, fully “renewable” resources are not depleted by human use, whereas “semi-renewable” resources must be properly managed to ensure long-term availability. The most renewable type of energy is energy efficiency, which reduces overall consumption while providing the same energy service. Most renewable energy resources have significantly lower environmental and climate impacts than their fossil fuel counterparts.

The data in these Fast Facts do not reflect two important renewable energy resources: traditional biomass, which is widespread but difficult to measure; and energy efficiency, a critical strategy for reducing energy consumption while maintaining the same energy services and quality of life. See the Biomass and Energy Efficiency pages to learn more.

Significance

14% of world 🌎 9% of US 🇺🇸

Electricity Generation

30% of world 🌎 21% of US 🇺🇸

Global Renewable Energy Uses

Electricity 65% Heat 26% Transportation 9%

Global Consumption of Renewable Electricity Change

Increase: ⬆ 33% (2017 to 2022)

Energy Efficiency

Energy efficiency measures such as LED light bulbs reduce the need for energy in the first place

Renewable Resources

Wind Solar Ocean

Semi-Renewable Resources

Hydro Geothermal Biomass

Renewable Energy Has Vast Potential to Meet Global Energy Demand

Solar >1,000x global demand Wind ~3x global demand

Share of Global Energy Demand Met by Renewable Resources

Hydropower 7% Wind 3% Solar 2% Biomass <2%  

Share of Global Electricity Generation Met by Renewable Resources

Hydropower 15% Wind 7% Solar 5% Biomass & Geothermal <3%

Global Growth

Hydropower generation increase ⬆6% Wind generation increase ⬆84% Solar generation increase ⬆197% Biofuels consumption increase ⬆23% (2017-2022)

Largest Renewable Energy Producers

China 34% 🇨🇳 US 10% 🇺🇸 of global renewable energy

Highest Penetration of Renewable Energy

Norway 72% 🇳🇴 of the country’s primary energy is renewable

(China is at 16%, the US is at 11%)

Largest Renewable Electricity Producers

China 31% 🇨🇳 US 11% 🇺🇸 of global renewable electricity

Highest Penetration of Renewable Electricity

Albania, Bhutan, CAR, Lesotho, Nepal, & Iceland 100%

Iceland, Ethiopia, Paraguay, DRC, Norway, Costa Rica, Uganda, Namibia, Eswatini, Zambia, Tajikistan, & Sierra Leone > 90% of the country’s primary electricity is renewable

(China is at 31%, the US is at 22%)

Share of US Energy Demand Met by Renewable Resources

Biomass 5% Wind 2% Hydro 1% Solar 1%

Share of US Electricity Generation Met by Renewable Resources

Wind 10% Hydropower 6% Solar 3% Biomass 1%

US States That Produce the Most Renewable Electricity

Texas 21% California 11% of US renewable energy production

US States With Highest Penetration of Renewable Electricity

Vermont >99% South Dakota 84% Washington 76% Idaho 75% of state’s total generation comes from renewable fuels

Renewable Energy Expansion Policies

The Inflation Reduction Act continued tax credits for new renewable energy projects in the US.

Production Tax Credit (PTC)

Tax credit of $0.0275/kWh of electricity produced at qualifying renewable power generation sites

Investment Tax Credit (ITC)

Tax credit of 30% of the cost of a new qualifying renewable power generation site

To read more about the credit qualifications, visit this EPA site .

*LCOE (levelized cost of electricity) - price for which a unit of electricity must be sold for system to break even

Important Factors for Renewable Site Selection

• Resource availability
• Environmental constraints and sensitivities, including cultural and archeological sites
• Transmission infrastructure
• Power plant retirements
• Transmission congestion and prices
• Electricity markets
• Load growth driven by population and industry
• Policy support
• Land rights and permitting
• Competitive and declining costs of wind, solar, and energy storage
• Lower environmental and climate impacts (social costs) than fossil fuels
• Expansion of competitive wholesale electricity markets
• Governmental clean energy and climate targets and policies
• Corporate clean energy targets and procurement of renewable energy
• No fuel cost or fuel price volatility
• Retirements of old and/or expensive coal and nuclear power plants
• Most renewable resources are abundant, undepletable
• Permitting hurdles and NIMBY/BANANA* concerns
• Competition from subsidized fossil fuels and a lack of price for their social cost (e.g., price on carbon)
• Site-specific resources means greater need to transport energy/electricity to demand
• High initial capital expenditure requirements required to access fuel cost/operating savings
• Intermittent resources
• Inconsistent governmental incentives and subsidies
• Managing environmental impacts to the extent that they exist

*NIMBY - not in my backyard; BANANA - build absolutely nothing anywhere near anything

Climate Impact: Low to High

• Solar, wind, geothermal, and ocean have low climate impacts with near-zero emissions; hydro and biomass can have medium to high climate impact
• Hydro: Some locations have greenhouse gas emissions due to decomposing flooded vegetation
• Biomass: Some crops require significant energy inputs, land use change can release carbon dioxide and methane

Environmental Impact: Low to High

• Most renewable energy resources have low environmental impacts, particularly relative to fossil fuels; some, like biomass, can have more significant impacts
• No air pollution with the exception of biomass from certain feedstocks
• Can have land and habitat disruption for biomass production, solar, and hydro
• Potential wildlife impacts from wind turbines (birds and bats)
• Modest environmental impacts during manufacturing, transportation, and end of life

Updated January 2024

Before You Watch Our Lecture on Introduction to Renewable Energy

We assign videos and readings to our Stanford students as pre-work for each lecture to help contextualize the lecture content. We strongly encourage you to review the Essential reading below before watching our lecture on  Introduction to Renewable Energy . Include the Optional and Useful readings based on your interests and available time.

• The Sustainable Energy in America 2024 Factbook (Executive Summary pp. 5-10) . Bloomberg New Energy Finance. 2024. (6 pages) Provides valuable year-over-year data and insights on the American energy transformation.

Optional and Useful

• Renewables 2024 Global Status Report (Global Overview pp. 10-39) . REN21. 2024. (30 pages)  Documents the progress made in the renewable energy sector and highlights the opportunities afforded by a renewable-based economy and society.

Our Lecture on Introduction to Renewable Energy

This is our Stanford University Understand Energy course lecture that introduces renewable energy. We strongly encourage you to watch the full lecture to gain foundational knowledge about renewable energy and important context for learning more about specific renewable energy resources. For a complete learning experience, we also encourage you to review the Essential reading we assign to our students before watching the lecture.

Presented by: Kirsten Stasio , Adjunct Lecturer, Civil and Environmental Engineering, Stanford University; CEO, Nevada Clean Energy Fund (NCEF) Recorded on:  May 15, 2024  Duration: 68 minutes

Table of Contents

(Clicking on a timestamp will take you to YouTube.) 00:00 Introduction  02:06 What Does “Renewable” Mean?  15:29 What Role Do Renewables Play in Our Energy Use?  27:12 What Factors Affect Renewable Energy Project Development?

Lecture slides available upon request .

Additional Resources About Renewable Energy

Stanford university.

• Precourt Institute for Energy Renewable Energy , Energy Efficiency
• Stanford Energy Club
• Energy Modeling Forum
• Sustainable Stanford
• Sustainable Finance Initiative
• Mark Jacobson - Renewable energy
• Michael Lepech - Life-cycle analysis
• Leonard Ortolano - Environmental and water resource planning
• Chris Field - Climate change, land use, bioenergy, solar energy
• David Lobell - Climate change, agriculture, biofuels, land use
• Sally Benson - Climate change, energy, carbon capture and storage

Government and International Organizations

• International Energy Agency (IEA) Renewables Renewables 2022 Report .
• National Renewable Energy Laboratory (NREL)
• US Department of Energy (DOE) Office of Energy Efficiency & Renewable Energy (EERE)
• US Energy Information Administration (EIA) Renewable Energy Explained
• US Energy Information Administration (EIA) Energy Kids Renewable Energy
• US Energy Information Administration (EIA) Today in Energy Renewables

Other Organizations and Resources

• REN21: Renewable Energy Policy Network for the 21st Century
• REN21 Renewables 2023 Global Status Report Renewables in Energy Supply
• BloombergNEF (BNEF)
• Carnegie Institution for Science  Biosphere Sciences and Engineering
• The Solutions Project
• Renewable Energy World
• World of Renewables
• Energy Upgrade California

Next Topic: Energy Efficiency Other Energy Topics to Explore

Fast Facts Sources

• Energy Mix (World 2022): Energy Institute. Statistical Review of World Energy . 2023.
• Energy Mix (US 2022): US Energy Information Agency (EIA). Total Energy: Energy Overview, Table 1.3 . 
• Electricity Mix (World 2022): Energy Institute. Statistical Review of World Energy . 2023.
• Electricity Mix (US 2022): US Energy Information Agency (EIA). Total Energy: Electricity, Table 7.2a.  
• Global Solar Use (2022): REN21. Renewables 2023 Global Status Report: Renewables in Energy Supply , page 42. 2023
• Global Consumption of Renewable Electricity Change (2017-2022): Energy Institute. Statistical Review of World Energy . 2023.
• Renewable Energy Potential: Perez & Perez. A Fundamental Look at Energy Reserves for the Planet . 2009
• Share of Global Energy Demand (2022): Energy Institute. Statistical Review of World Energy . 2023.
• Share of Global Electricity Demand (2022): Energy Institute. Statistical Review of World Energy . 2023.
• Global Growth (2017-2022): Energy Institute. Statistical Review of World Energy . 2023.
• Largest Renewable Energy Producers (World 2022): International Renewable Energy Agency (IRENA). Renewable Capacity Statistics 2023 . 2023.
• Highest Penetration Renewable Energy (World 2022): Our World in Data. Renewable Energy . 2023.
• Largest Renewable Electricity Producers (World 2022):   Energy Institute. Statistical Review of World Energy . 2023.
• Highest Penetration Renewable Electricity (World 2022): Our World in Data. Renewable Energy . 2023.
• Share of US Energy Demand (2022): Energy Information Administration (EIA). Electric Power Monthly. 2023.
• Share of Electricity Generation (2022): Energy Information Administration (EIA). Electric Power Monthly. 2023.
• States with Highest Generation (2022): Energy Information Administration (EIA). Electric Power Monthly. 2023.
• States with Highest Penetration (2021): Energy Information Administration (EIA). State Profile and Energy Estimates. 2023.
• LCOE of US Renewable Resources: Lazard. LCOE. April 2023.
• LCOE of US Non Renewable Resources: Lazard. LCOE. April 2023.

More details available on request . Back to Fast Facts