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SchoolofPhotovoltaicandRenewableEnergyEngineering

SOLA2051:ProjectinPhotovoltaicsandRenewableEnergy1 CourseOutline-Semester1,2017

Contents 1. Staff & Class Details ................................................................................................................... 2

Course Co-ordinator: ....................................................................................................................... 2 Teaching Assistants / Tutors ........................................................................................................... 2 Class Times & Locations: ............................................................................................................... 2 Course Website on Moodle ............................................................................................................. 2

2. Course Description ...................................................................................................................... 3 Summary of the Course ....................................................................................................................... 3 Course Syllabus ................................................................................................................................... 4 3. Assumed Knowledge ................................................................................................................... 4 4. Student Learning Outcomes ........................................................................................................ 4 5. Teaching Strategies ..................................................................................................................... 5 6. Assessment .................................................................................................................................. 6

Assessment submission dates. ......................................................................................................... 6 Calibrated Peer Assessment ............................................................................................................ 6

7. Course Schedule .......................................................................................................................... 7 8. Course Evaluation and Development (have your say!) ............................................................... 8 9. Student Responsibilities and Class Policies ................................................................................ 8

Late assignments Penalties for Late Submission of Work .............................................................. 8 Attendance and Attention ................................................................................................................ 8 Plagiarism ........................................................................................................................................ 8

10. Other Information .................................................................................................................. 10 Special Consideration for Illness or Misadventure ....................................................................... 10 Disability Support .......................................................................................................................... 10

11. Safety Policies ....................................................................................................................... 10

AppendixA:Textbooks/Resources,LectureNotesandMoodle.................................................11

AppendixB:UNSWGraduateCapabilities...........................................................................................12

AppendixC:EngineersAustralia(EA)ProfessionalEngineerCompetencyStandard.....12

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1. Staff & Class Details Course Co-ordinator: Ivan Perez Wurfl 128 Tyree Energy Technology Building Email: ivanpw@unsw.edu.au Teaching Assistants / Tutors Up to three Teaching Assistants will be available during laboratory sessions to assist students with experiments, design and construction work. The following individuals will be your Teaching Assistants for Session 1: Anqi Liao (a.liao@student.unsw.edu.au) Daniel Chung(d.chung@student.unsw.edu.au) Anastasia Soeriyadi (anastasia.soeriyadi@unsw.edu.au) Class Times & Locations: Lecture (2 days/week), Laboratory (1 day/week)

Day of the Week Time Weeks Lecture Room Content

Tuesday 9am-11am 1-12 TETB LG07 Lecture

Wednesday 11am – 2pm 2-13 TETB LG09 and/or LG34 Laboratory

Thursday 11am – 2pm 2-13 TETB LG09 and/or LG34 Laboratory Table1Classtimetable

Please note that students are also expected to meet outside of the allocated class times in order to complete the project satisfactorily. Some tasks to be done may include software simulation work, project management and co-ordination activities etc.

Course Website on Moodle Website à https://moodle.telt.unsw.edu.au/login/index.php Please note that all students must become proficient in Moodle and monitor the site regularly as all communications to the students will be done through this medium. It is the responsibility of the student to be up do date with announcements and updates on course material.

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2. Course Description Summary of the Course

SOLA2051 & SOLA2052 are core courses in the Photovoltaics and Solar Energy and Renewable Energy Engineering (programs SOLAAH3707 and SOLABH3707), which are completed sequentially to comprise the second year project in photovoltaics and solar energy. Satisfactory performance in SOLA2051 is a prerequisite for progress to SOLA2052. The first semester is intended to introduce some basic engineering technical skills that you will then expand in the second semester. You’ll be assign to a group in the first semester that you should strive to turn into a team. The team that you put together in the first semester will be carried forward to the second semester. Therefore, students should ensure that they have enrolled in both SOLA2051 Project in Photovoltaics and Renewable Energy 1 (First Session), and SOLA2052 Project in Photovoltaics and Renewable Energy 2 (Second Session) on the same year. Each of these courses has a unit of credit value of 6, bringing the total value of the project to 12 units of credit. The main emphasis of the second year group project course is hands-on project engineering. The course has a lecture component covering theoretical principles specific to the project work to be undertaken, occupational health and safety (OH&S), project engineering, report writing and presentation skills. The course also has a weekly three-hour project (that we will refer from here on as lab). The project in first semester comprises a training component, a research component, a planning and design component, a construction component, and a presentation/reporting component. Students will be assigned to specific groups of 4 members within the first three weeks of session, with the intention of having a diversity of skills and backgrounds in each group. Students will find that project work is inherently different to the usual class work, homework, assignments, tutorials and exams. You will encounter a whole new set of challenges that make project work interesting and exciting. Please realize that this set of new obstacles, challenges and tasks is precisely the aim of this course – how you overcome, solve and manage them is exactly what you are here to learn and forms part of what you are being assessed on. 60% of your mark will depend on individual effort but the rest will depend on your group. You should make sure to devote a good amount of energy making your group become an actual team. Leverage particular skills of each member but be sure to split the work evenly from the beginning. Investing time developing good team dynamics will pay off at the end of the semester; work will be more manageable, your project result will be of higher quality and your second semester will be that much more fun. One of the best ways to learn is based on necessity. You will be given the basic tools to undertake the labs and project but you’ll find you’ll need to go beyond these basic concepts to achieve great results. Therefore, a significant amount of self-learning is to be expected. A key engineering skill is to be able to identify what knowledge is needed for a particular task and to then be able to learn and apply concepts based on this need. One of the main obstacle for learning new things is the fear of not being able to do this on your own. You’ll find that working in a team multiplies your abilities by giving you a chance to explain to your peers things that you understand best but also by receiving help and instruction from the other members when appropriate.

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Course Syllabus

Lectures will provide students with information and background knowledge about the project, hints and tips for managing projects, OH&S information, and guidelines for writing technical reports and giving presentations. The course will cover topics including:

• Testing & instrumentation methods using LabView and Arduino. • Use of simulation and modelling software • Basic electronic circuits and design • Design and test procedures • Safe work, safe design, and risk assessment • PV cell theory, mismatch, partial shading & IV curves • Concentrator design theory & optics • Load-based system design • System analysis & diagnostics • Team management & collaboration skills • Engineering report writing & presentations

3. Assumed Knowledge

48 units of credit in the programs of Photovoltaics and Solar Energy or Renewable Energy Engineering (programs SOLAAH3707 and SOLABH3707) should have been completed. Students must have a good working knowledge of first-year university level physics and mathematics. A basic knowledge of energy systems or renewable energy technologies is useful. Basic knowledge of electrical circuits and electronics is helpful but not essential.

4. Student Learning Outcomes By the end of the project students should:

LO1. Be able to create functional data acquisition systems. LO2. Be able to explain the functioning and engineering aspects of photovoltaic cells and modules, concentrators, boost converters and systems for thermal management. LO3. Develop an awareness of occupational health and safety concerns in managing a project and undertaking associated tasks; LO4. Have experience co-ordinating the design and construction of a multi-component system as part of a team using planning tools such as GANNT charts and developing teamwork and leadership skills, including allocation of roles and tasks, communication strategies and conflict resolution. LO5. Further develop written and verbal communication skills and gain experience in giving presentations and writing a project report;

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5. Teaching Strategies • Lectures – to provide fundamental knowledge relevant to engineering

projects and the specific project at hand. Lectures are expected to be a two-way communication opportunity. Covering the material of interest may only take half of the session or less. The rest will depend on your participation and involvement. Up to five extra-point challenges, to be solved during lecture, will be given through out the semester.

• Laboratory – to develop relevant problem solving techniques and to design and construct components in groups. Guided and semi-guided lab session will be an individual endeavour. Fort this, each student will receive a lab kit to be kept for the whole semester. Making sure that the lab kit remains complete and in perfect working order is the responsibility of each student. Each lab kit is valued at $80 dollars. You will not be required to pay for the lab kit unless you decide to keep it at the end of the semester. Your marks will not be released unless you return the lab kit or pay for it by Wk 13. The lab kit should be in working order upon its return. You may need to pay for parts of the lab kit that you ruin and/or misplace. Each individual lab activity comes with a corresponding prelab and a lab report. Prelabs should be completed by Wednesday at 10 am. You can start working on the lab once you’ve submitted your prelab. Working on prelabs with your peers is not only allowed but also encouraged. However, each student should be responsible for submitting her/his own work. Copying someone else’s results will result in a mark of zero. Lab reports are due on Friday at 5pm. Lab sessions will also provide time and space for your group work. Divide the work considering the skills of each member but make sure that every member of the group has an important task all the way throughout the design, implementation and testing of the final project.

• Individual Assignments – to provide practice in design, problem solving, and to assess your progress. The individual report is and INDIVIDUAL report, using someone else’s work for this report will result in a mark of zero.

• Group Assignment – to encourage broader interdisciplinary thinking and design and collaboration experience. Divide the work considering the skills of each member but make sure that every member of the group has an important task in putting together this report. If everybody has a task in the design, implementation and testing of the final project, dividing the work fairly in the write up of the report will be that much easier.

• Moodle – Interaction with tutors and the course co-ordinator via the online Moodle site forums will provide further means for delivering instruction to students Students are strongly encouraged to use the discussion group on Moodle to assist their learning. Tutors will monitor the discussions and help answer posted questions. This is the preferred mode of communication for students with the co-ordinator and tutors.

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6. Assessment SOLA2051 Although SOLA2051 and SOLA2052 are sequential courses, you will get a grade for each course independent from each other. Your individual effort will account for 60% of your final mark while the rest will depend, to a large extent, on your group work.

Assessment Weight

Four Prelabs 28%

Three Individual Lab Reports 12%

Two quizzes 10%

One OH&S activity (quiz and Risk Assessment) 2%

One video presentation 5%

One individual report 8%

One group report 25%

Performance test of final project 10% Table2MarkallocationforSOLA2051

Assessment submission dates. See course schedule for due dates. Calibrated Peer Assessment Peer assessment will be an important part of the grading of the group assignments and will be conducted using Web Peer Assessment (WebPA). With WebPA, a total mark is assigned to the group by the instructor. The mark is then split according to the contributions of each member based on an anonymous marking exercise that each member completes. Participation in WebPA is mandatory, failure to complete the assessment by the due date will result in a penalty of up to 100% (mark of zero). Complete the assessment, it won’t take more than a few minutes.

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7. Course Schedule The schedule below gives a tentative outline of the lecture topics and timing of assessments for SOLA2051. Some changes may occur as Session 1 progresses. In such case, changes will be advised via Moodle.

Table3WeeklyScheduleforSOLA2051 Assignments are due on the weeks as listed in the lecture/course schedule.

• Prelabs will be due at 10am on Wednesdays (independently of which project or lab session you are enrolled in).

• Lab reports, individual and final reports, OH&S quiz, Risk Assessment and poster submission will be due at the end of the week (5pm Fridays).

• Lab quizzes will happen in the first hour of the lab session. • Presentations along with the video presentations will be on week 12 at the

time of the lectures. • The performance test will be on Wk 13, during Wednesday lab session. If

weather doesn’t allow it, test will be done on Thursday of Wk 13 or even Friday. Wk 14 testing is possible if there is no sun on any of the testing days of Wk 13.

All assignments will be submitted via Moodle. The final group report will be submitted via Moodle at the end of Wk 13 but make sure to include a cover sheet that will allow us to easily identify the group number and members of the group. The major group assignment is intended to encourage interdisciplinary thinking and engineering design in a group context. The key to

Wk Lecture 1 Lecture 2 Laboratory

Pre

lab

Lab

Qui

z

Rep

ort

Vid

eo

subm

issi

on

Pre

sent

atio

n

OH

&S

qui

z

OH

&S

repo

rt

1 Course intro Intro to LabView, Arduino and Instrumentation

2 Transfer function of various devices. OpAmps 101 Measure temperature using

thermistor P P

3 Circuit modelling using Spice

Solar cell properties, characterisation and analysis

Measure IV of LED P P P

4 Solar panels: Design and construction

Solar Panels: Testing & reporting.

Lab Safety Induction. Measure IV and temperature of large solar cells outdoors

5 System analysis & design.

Concentrators & optics. Build solar panel P

6 Heat Review for Quiz 1 Finish solar panel and design concentrator P

7 Boost circuits Project management & group dynamics

Measure IV and temperature of solar panel outdoors P P

8 Public Holiday Public Holiday Implement concentrator and thermal management of panel

9 Thermal Management Thermal Modelling Build boost circuit on breadboard P P

10 Catch up lecture Review for Quiz 2 Build boost circuit soldered

11 Video preparation Video preparation

Run a full system test: Combining solar panel, concentrator, thermal management, boost converter and instrumentation.

P

12 Video Session Video Session Fine tune performance of the whole system. P P

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Final evaluation of performance of PV panel with thermal management (1 hour test charging a 12 V battery).

P

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success is establishing and maintaining good group dynamics, initiative, research and presentation of your work. For video presentations and final testing, all the members of the group are required to be present.

8. Course Evaluation and Development (have your say!) At the end of the course, you will be asked to complete two evaluation forms – one for the course and one for the course coordinator using the UNSW's Course and Teaching Evaluation and Improvement (CATEI) Process. Your feedback is much appreciated and taken very seriously. Continual improvements are made to courses based in part on such feedback and this helps us to improve the course for future students

9. Student Responsibilities and Class Policies Late assignments Penalties for Late Submission of Work Where a student submits an assessment late, and a request for special consideration has not been approved, the student will be penalised by a deduction of marks. Late assignments will be accepted; however, the later they are handed in the less chance of a pass mark. Late assignments will be penalized 25% of the total mark for the first day late, plus an additional 10% per additional day, up to a maximum of 100% of the total value of the assessment task. Once solutions are provided for the assessment task the maximum penalty will apply. Requests for special consideration should be submitted, as for all other subjects, through myUNSW. An extension of time may only be granted under exceptional circumstances beyond the student's control. Attendance and Attention Responsibility for earning marks rests solely with the student. It is advised to attend lectures, to avail yourself of the subject resources, to complete your assignments on time and to participate in the laboratory sessions, and to be fully aware of the course syllabus, including any announcements or changes to that syllabus. It is advisable to make use of the discussion board on Moodle. Each individual student should strive to make their group function as effectively as possible. Plagiarism All assignments are for individual submission and individual assessment only, with a few exceptions that will be clearly noted. You are expected to be aware of, and you will be subject to, the UNSW and School policies that cover plagiarism of written work (see the PV Undergraduate site on VISTA). Students will be penalised for plagiarism in tutorial, assignment and exam work. See below. Plagiarism is the presentation of the thoughts or work of another as one’s own.* Examples include: • direct duplication of the thoughts or work of another, including by copying material, ideas or concepts from a book, article, report or other written document (whether published or unpublished), composition, artwork, design, drawing, circuitry, computer program or software, web site, Internet, other electronic resource, or another person’s assignment without appropriate acknowledgement;

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• paraphrasing another person’s work with very minor changes keeping the meaning, form and/or progression of ideas of the original; • piecing together sections of the work of others into a new whole; • presenting an assessment item as independent work when it has been produced in whole or part in collusion with other people, for example, another student or a tutor; and • claiming credit for a proportion a work contributed to a group assessment item that is greater than that actually contributed.† For the purposes of this policy, submitting an assessment item that has already been submitted for academic credit elsewhere may be considered plagiarism. Knowingly permitting your work to be copied by another student may also be considered to be plagiarism. Note that an assessment item produced in oral, not written, form, or involving live presentation, may similarly contain plagiarised material. The inclusion of the thoughts or work of another with attribution appropriate to the academic discipline does not amount to plagiarism. The Learning Centre website is main repository for resources for staff and students on plagiarism and academic honesty. These resources can be located via: http://www.lc.unsw.edu.au/academic-integrity-plagiarism The Learning Centre also provides substantial educational written materials, workshops, and tutorials to aid students, for example, in: • correct referencing practices; • paraphrasing, summarising, essay writing, and time management; • appropriate use of, and attribution for, a range of materials including text, images, formulae and concepts. Individual assistance is available on request from The Learning Centre. Students are also reminded that careful time management is an important part of study and one of the identified causes of plagiarism is poor time management. Students should allow sufficient time for research, drafting, and the proper referencing of sources in preparing all assessment items. * Based on that proposed to the University of Newcastle by the St James Ethics Centre. Used with kind permission from the University of Newcastle † Adapted with kind permission from the University of Melbourne.

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10. Other Information Special Consideration for Illness or Misadventure If you are unable to submit a piece of assessment on time, or to participate fully in laboratory sessions, due to illness or some other event which was beyond your control, you must follow the central UNSW procedures for seeking special consideration. Details of these can be found at: https://student.unsw.edu.au/special-consideration Please be aware that requests for special consideration need to be submitted via myUNSW as soon as is practicable after the problem occurs and within three working days of the due date of the relevant assessment task. Disability Support Those students who have a disability that requires some adjustment in their teaching or learning environment are encouraged to discuss their study needs with the course coordinator prior to, or at the commencement of, their course, with the Equity and Disability Officer in the school office (9385 7993) or with the Equity Officer (Disability) in the Equity and Disability Unit (EADU) 9385 4734. Issues to be discussed may include access to materials, signers or note-takers, the provision of services and additional exam and assessment arrangements. Early notification is essential to enable any necessary adjustments to be made. Further information for students with disabilities is available at: http://www.studentequity.unsw.edu.au/disabil.html

11. Safety Policies A compulsory OH&S video series and OH&S lecture need to be attended, where general risks, hazards and relevant management techniques associated with project work are covered. A short, assessable quiz needs to be completed based on these materials, and students may only begin hands-on project work once the following have been completed:

• students have viewed the safety materials • students have signed that they have viewed the safety materials • students have submitted and passed the safety quiz

The University has a legal obligation to provide a healthy and safe workplace for employees and students. Students must follow reasonable directions of their supervisors and the Course Coordinator to protect themselves, their colleagues and others. One way in which our safety is protected is through the preparation, review and approval of Risk Assessments. For this course, students will prepare and submit an assessable Risk Assessment for the project work they will be doing, where hazards are identified and hazard management systems are suggested. Students will also estimate and quantify the risk borne by project participants prior to and upon enacting the risk management methods. Risk Assessment templates will be made available to guide students with this assignment.

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Appendix A:Textbooks/Resources, Lecture Notes and Moodle 1. Textbooks and Online guides. While there is no compulsory textbook for this course some useful reference materials includes:

• Report Writing, The Learning Centre UNSW: https://student.unsw.edu.au/report-writing-support

• Collins Cobuild English Language Dictionary. Collins Birmingham University (1991) (this is an excellent dictionary for non-native speakers of English, and includes grammar notes, thesaurus notes and real examples of the word in use).

• R. Felder’s Handouts for Engineering Students (http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Student_handouts.html

• Harvard Referencing for electronic sources: (http://www.lc.unsw.edu.au/onlib/ref.html)

• UNSW Library Skills: (http://www.library.unsw.edu.au/links/Research_and_Study_Skills)

• ESL Cafè (http://www.eslcafe.com) • Writing Exercises for Engineers and Science students.

(http://www.writing.engr.psu.edu/exercises/) • Engineering Design: A Project-Based Introduction, Second Edition by Clive L.

Dym and Patrick Little. • Reiss, G. (1995). Project Management Demystified (2nd ed.). London and

New York: Spon Press. Lock, D. (1996). The Essentials of Project Management. Aldershot: Gower. Wysocki, R. K., Beck, R. J., & Crane, D. B. (1995). Effective Project Management. New York: Wiley.

• Smith, N. J. (Ed.). (2002). Engineering Project Management (2nd ed.). Oxford: Blackwell.

• Nonimaging Fresnel Lenses: Design and Performance of Solar Concentrators (Springer Series in Optical Sciences) by Ralf Leutz and Akio Suzuki

• Concentrator Photovoltaics (Springer Series in Optical Sciences) by Antonio L. Luque López and Viacheslav M. Andreev

• Solar Engineering of Thermal Processes by John A. Duffie 2. Moodle Site. All materials, including lecture notes, tutorials and assignments, will be distributed via the official site for this course. 3. Lecture Notes. Lecture notes will generally be made available on the Moodle site. 4. Learning Centre. The Learning Centre can help you with writing assignments, and other study skills. Please see www.lc.unsw.edu.au for more information. 5. Counselling support. If you are experiencing problems which may be affecting you studies, please be aware that a counselling service is available on campus. Please see http://www.counselling.unsw.edu.au

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Appendix B: UNSW Graduate Capabilities The Engineers Australia policy on Accreditation of Professional Engineering programs requires that all programs ensure that their engineering graduates develop Stage 1 elements of competency (see: http://www.engineersaustralia.org.au/membership/assessment/assessment_home.cfm). The course delivery methods and course content directly or indirectly addresses following UNSW graduate outcomes:

a) Scholars capable of independent and collaborative enquiry, rigorous in their analysis, critique and reflection, and able to innovate by applying their knowledge and skills to the solution of novel as well as routine problems;

b) Entrepreneurial leaders capable of initiating and embracing innovation and change, as well as engaging and enabling others to contribute to change;

c) Professionals capable of ethical, self- directed practice and independent lifelong learning;

d) Global citizens who are culturally adept and capable of respecting diversity and acting in a socially just and responsible way.

Appendix C: Engineers Australia (EA) Professional Engineer Competency Standard Program Intended Learning Outcomes

Relevant LO

PE1:

Kno

wle

dge

and

Skill

Bas

e

PE1.1 Comprehensive, theory-based understanding of underpinning fundamentals P LO1, LO2

PE1.2 Conceptual understanding of underpinning maths, analysis, statistics, computing P LO1, LO2

PE1.3 In-depth understanding of specialist bodies of knowledge P LO2

PE1.4 Discernment of knowledge development and research directions

PE1.5 Knowledge of engineering design practice P LO3 PE1.6 Understanding of scope, principles, norms,

accountabilities of sustainable engineering practice

PE2:

Eng

inee

ring

App

licat

ion

Abi

lity

PE2.1 Application of established engineering methods to complex problem solving

PE2.2 Fluent application of engineering techniques, tools and resources

PE2.3 Application of systematic engineering synthesis and design processes P LO1, LO2

PE2.4 Application of systematic approaches to the conduct and management of engineering projects P LO3, LO4

PE3:

Pr

ofes

sion

al

and

Pers

onal

A

ttrib

utes

PE3.1 Ethical conduct and professional accountability PE3.2 Effective oral and written communication (professional

and lay domains) P LO5

PE3.3 Creative, innovative and pro-active demeanour P LO4 PE3.4 Professional use and management of information

PE3.5 Orderly management of self, and professional conduct PE3.6 Effective team membership and team leadership P LO4