NATIONAL CERTIFICATE (VOCATIONAL) SUBJECT GUIDELINES ... Certificates NQF Level 2/NC(Vocational... · national certificate (vocational) subject guidelines renewable energy technologies

NATIONAL CERTIFICATE (VOCATIONAL)

SUBJECT GUIDELINES

RENEWABLE ENERGY TECHNOLOGIES

NQF Level 2

IMPLEMENTATION 2015

Renewable Energy Technologies Level 2 (January 2015)

National Certificates (Vocational)

Department of Higher Education and training 2

INTRODUCTION

A. What is the subject Renewable Energy Technologies about?

Renewable energy technologies are energy technologies that use or enable the use of renewable energy sources. Renewable energy is energy obtained from natural resources that are constantly replenished. For example it is electricity and heat generated from solar radiation, wind, ocean waves and currents, hydropower (river dams), geothermal resources, bio fuels and hydrogen.

In Level 2, the subject Renewable Energy Technologies introduces students to the basic concepts and fundamental principles of renewable energy technologies including, inter alia, climate change and its national significance, differences between fossil and renewable energy resources, the sun as the principal source of energy, fundamentals of electricity in direct currents, and basics experiments with photovoltaic (PV) systems. Subsequently, the intention of Renewable Energy Technologies is to gather knowledge on and create an interest in renewable energies as a possible career pathway. In addition, students learn safe work practices and perform various practical tasks, activities and assessment to enhance theoretical concepts.

In Level 3, the subject covers more advanced concepts and installation procedures for solar water heating systems and in Level 4 the subject covers topics such as wind power, hydrogen and fuel cell technology, eMobility and batteries. Both, in Levels 3 and 4, students continue with the theoretical and practical implementation of tasks.

At all levels emphasis is placed on practical activities by using didactical training kits or industrial components. Even though safety is set as a standalone topic in each level, it should be noted that it need to be infuse with the rest of the topics. Students need to be guided to consider and to apply all relevant safety precautions when performing experiments, installations or practical assessments.

B. Why is the subject Renewable Energy Technologies important for the technical NC(V) programmes, particularly for the Electrical Infrastructure Construction programme?

The long-term impact of fossil fuels can led to serious interferences with our climate and the enormous demand on finite resources, such as oil and gas, triggers the notion of energy security. In such a situation it is vital to introduce students, as the next generation, into all the possibilities in our energy scope aiming overall to decrease greenhouse gas emissions through energy efficiency measures and the application of more sustainable technologies. Renewable energy technologies derive their energy from the sun, either directly or indirectly, and offer many climate friendly possibilities for the generation of electrical energy and heat.

Renewable Energy Technologies has been designed as an optional vocational subject that applies its topics to the South African economy and addresses the necessary trade-specific skills, knowledge, values and attitudes. It aims to assist students to understand better that renewable energy is an essential part of South Africa’s future energy mix and green economic growth, but also a means to lower greenhouse gas emissions in order to meet the challenges posed by climate change.

In addition, and given that the renewable technology market is growing in South Africa, there is little doubt that students will benefits from this new subject as it aims to put them in a better position for future job placements in the green economy. The need for more informed and trained human resources in the field of renewable energies continues to be a significant driver for future employment in the green economy. The IDC and SADB (in 2011) estimated the total employment potential of the green economy to be over 450 000 direct jobs (long term until 2030), while the projections under the category renewable energy generation and energy and resource efficiency for the long-term are around 130 000 and 68 000 jobs respectively. While many renewable energy projects address urban and commercial needs, renewable technologies are also suited to serve rural and remote areas, e.g. through mini-grids or off-grid solutions, and thus address rural development potentials.

C. The link between the Learning Outcomes for Renewable Energy Technologies and the Critical and Developmental Outcomes.

This subject covers a substantial portion of the practical knowledge component of renewable energy technologies aiming to provide a platform for students to achieve important critical cross field outcomes and developmental outcomes, including:




Explaining the overall concepts of renewable energy technology application and international and national climate change policies.

Using science and technology effectively and critically, showing responsibility towards the environment and the health of others. Renewable energy technologies are an essential part of the green economy and require a very strong responsibility towards the environment.

Demonstrating an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation. By relating to the energy crisis and climate change Renewable Energy Technologies promotes a set of interrelated systems and illustrates the fact that problem solving do not exist in isolation.

Communicating effectively using visual, mathematical and/or technical language skills. These skills are essential in the theoretical and practical application of the new subject.

Working effectively with others as a member of a team given that most experiments and activities using didactical training kits and take place within team context (group work).

Organising and managing themselves and their activities. The didactic concepts behind experiments and other practical activities require a substantial amount of responsible self management within a team environment.

D. Factors that contribute to achieve the Renewable Energy Technologies Learning Outcomes

In general, students from the technical NC(V) programmes, particularly from the Electrical Infrastructure Construction programme, should have an interest in future technologies and ideally should be keen to pursue a career in renewable energies. The following abilities, interests and talents of learners will contribute to succeed in this subject:

Good communication, reading and writing skills.

Attention to detail for technical work and practical manipulations (performing experiments and installations).

Good numeracy skills as the basis to do simple mathematical calculations.

An interest in the overall context of renewable energy and energy efficiency.

An interest to apply safe work practices.

Hard work and dedication.




RENEWABLE ENERGY TECHNOLOGIES – LEVEL 2

CONTENTS

1. DURATION AND TUITION TIME

2. SUBJECT LEVEL OUTCOMES AND FOCUS

3. ASSESSMENT

3.1 Internal assessment

3.2 External assessment

4. WEIGHTED VALUES OF TOPICS

5. CALCULATION OF FINAL MARK

6. PASS REQUIREMENTS

7. SUBJECT OUTCOMES AND LEARNING OUTCOMES

7.1 Introduction to Renewable Energy Resources and Energy Efficiency

7.2 Basic scientific principles and concepts

7.3 Safety

7.4 Basic principles of Photovoltaic (PV) systems

8. RESOURCE NEEDS FOR THE TEACHING OF RENEWABLE ENERGY TECHNOLOGIES - LEVEL 2

8.1 Physical resources

8.2 Human resources

8.3 Financial resources




1. DURATION AND TUITION TIME

This is a one-year instructional programme comprising 200 teaching and learning hours. The subject may be offered on a part-time basis provided the student meets all the assessment requirements. Students with special education needs (LSEN) must be catered for in a way that eliminates barriers to learning.

2. SUBJECT LEVEL FOCUS

In general, the subject introduces students into all realistic applications renewable energy technologies offer to decrease greenhouse gas emissions while generating electrical energy and heat, applying energy efficiency and storing of energy. Throughout various practical tasks, activities and assessment are performed to enhance theoretical concepts. In addition, possible career opportunities and pathways in the industry are described. In Level 2, the subject introduces students into the:

Climate change/renewable energy nexus and its national significance, including differences between fossil and renewable energy resources and the sun as the principal source of energy.

Fundamental concepts and technical terminology of electricity in direct currents aiming to consolidate the understanding of relevant scientific concepts through experiments and calculations (simple DC circuits).

Components of photovoltaic (PV) systems, while know-how of the components functions and performances is established through experiments and installations.

Relevant safe work practices.

Possible career pathways in photovoltaic industries. SAQA Qualification ID: 50440 EXIT LEVEL OUTCOMES 1 Topic 1: Introduction to Renewable Energy Resources and Energy Efficiency

Explain international and national climate change policies.

Explain the differences between energy resources.

Explain the significance of solar radiation.

Associated Assessment Criteria:

International and national climate change policies are explained

Energy resources, both fossil and renewable, are listed and explained and environmental problems associated with their use are described.

The sun as the principal source of energy is explained focussing on energy conversion and by using key terminology.

EXIT LEVEL OUTCOMES 2 Topic 2: Basic scientific principles and concepts

Explain energy concepts and investigate energy efficiency options.

Explain the concept of electricity and its base values.

Build simple DC circuits and perform calculations.


The concepts of work, energy and power are explained in scientific terms and applied through calculations.

Electricity and base quantities (Voltage, Current and Resistance) are explained and circuit diagrams sketched.

The measurement of base quantities with multi-meters is demonstrated and their relationship (Ohm’s law) is graphically illustrated and solved through calculations.

EXIT LEVEL OUTCOMES 3




Topic 3: Safety

Describe and demonstrate safe work practices.


Potential workplace hazards are identified and explained.

The consequences of electrical shock and burns on the human body and accidents involving property such as fires are explained.

The correct procedures for isolation of electrical equipment are explained and demonstrated.

EXIT LEVEL OUTCOMES 4 Topic 4: Basic principles of Photovoltaic (PV) systems

Explain the basic principles of Photovoltaic (PV) systems.

Identify and explain the use of training kit components and/or industrial components for experiments.

Explain the characteristic of solar cells under different conditions.

Demonstrate the effect of series and parallel connections of solar cells under different conditions.

Emulate the effect of diurnal variation and design a simple off-grid network.


The different components of PV systems are described and sketched, and their principal functions explained.

The photovoltaic effect is described and explained.

The individual components of didactic training kits or industrial components for experiments are identified.

The effects of shading, different irradiance levels and tilt are demonstrated by measuring base values. The findings are explained.

The effect of series and parallel connections under different conditions (shading and irradiance) are demonstrated by measuring base values. The findings are explained.

The maximum possible energy yield of a stationary solar cell is emulated, a simple off-grid network is designed and its operations are demonstrated.

3. ASSESSMENT

Information provided below on internal and external assessment aims to inform, assist and guide lecturers to effectively plan the teaching of the subject. The Assessment Guidelines accompanying this document provide detailed information to plan and conduct internal and external assessments.

3.1 Internal assessment (50 percent)

3.1.1 Theoretical Component

The theoretical component ranges from 40-60 percent of the internal assessment.

Internal assessment of the theoretical component of Renewable Energy Technologies Level 2 will take the form of observation, class questions, group work (informal group competitions with rewards), group and individual discussions with students, class tests, topic tests, semester tests and internal examinations. Daily observation can be done of previous day’s lesson by making use of class questions, group or individual discussions and class tests. Assignments, case studies and tests can be done at the end of each topic. Tests and internal examinations must form part of internal assessment.

3.1.2 Practical Component

The practical component ranges from 40-60 percent of the internal assessment.




Practical components include all experiments, installations and related activities. All practical components must be indicated in a Portfolio of Evidence (PoE). Internal assessment of the practical component in Renewable Energy Technologies Level 2 takes the form of experiments, practical exercises and assignments, and practical examinations in a simulated work environment. While using didactical training kits students may be able to complete practical exercises daily. Assignments can either be part of each experiment/practical and/or can be completed at the end of each topic. Practical examinations can form part of internal practical assessment.

Some examples of practical assessments include, but are not limited to:

Presentations (brief lectures, demonstrations, group discussions and activities, practical work, observation, role-play, independent activity, synthesis and evaluation).

Experiments using didactic training kits or industrial components.

Visits undertaken by students based on a structured assignment task.

Tasks performance in a “Structured Environment”, e.g. installation of simple renewable energy systems.

Definition of the term “Structured Environment”

A structured environment for the purposes of assessment refers to an actual or simulated workplace, or workshop environment. A practicum room would be advisable on each campus for students to do practical assessments. In case an appropriate workshop environment is not available sufficient table space in a larger classroom might be sufficient for using most didactic training kits (see section 8, resources).

Evidence of practical assessments

All evidence pertaining to evaluation of practical work must be reflected in the students’ Portfolio of Evidence (PoE). The tools and instruments used to conduct these assessments as well as the evidence must be contained in the Portfolio of Evidence (PoE).

Processing of internal assessment mark for the year

A year mark out of 100 is calculated by adding the marks of the theoretical component and the practical component of the internal continuous assessment (ICASS).

Moderation of internal assessment mark

Internal assessment is subjected to internal and external moderation procedures as set out in the relevant internal assessment guidelines provided by the Department of Higher Education and Training. Detailed information regarding internal assessment and moderation is outlined in the current Internal Continuous Assessment (ICASS) Guideline document provided by the Department of Higher Education and Training (DHET).

3.2 External assessment (50 percent)

A National examination is conducted annually in October or November by means of a paper(s) set and moderated externally. A practical component Integrated Summative Assessment Task (ISAT) will also be assessed as a component of external assessment. Detailed information regarding external assessment and moderation is outlined in the National Policy on the Conduct, Administration and Management of the Assessment of the National Certificate Vocational Gazette Number 30287, dated 12 September 2007.

External assessment details and procedures are set out in the Assessment Guidelines: Renewable Energy Technologies Level 2.

4. WEIGHTED VALUES OF TOPICS

TOPICS WEIGHTED *TEACHING HOURS




VALUE

1. Introduction to Renewable Energy Resources and Energy Efficiency

20

22

2. Basic scientific principles and concepts 25 28

3. Safety 12 13

4. Basic principles of Photovoltaic (PV) systems

43 47

TOTAL 100 110

*Teaching Hours refer to the minimum hours required for face to face instruction and teaching. This number excludes time spent on revision, test series and internal and external examination/assessment. The number of the allocated teaching hours is influenced by the topic weighting, complexity of the subject content and the duration of the academic year.

5. CALCULATION OF FINAL MARK

Continuous assessment: Student’s mark/100 x 50/1 = a mark out of 50 (a)

Examination mark: Student’s mark/100 x 50/1= a mark out of 50 (b)

Final mark: (a) + (b) = a mark out of 100

All marks are systematically processed and accurately recorded to be available as hard copy evidence for, amongst others, purposes of moderation and verification.

6. PASS REQUIREMENTS

The student must obtain at least fifty (50) percent in ICASS and fifty percent (50) in the examination.

7. SUBJECT OUTCOMES AND LEARNING OUTCOMES

On completion of Renewable Energy Technologies Level 2 the student should have covered the following topics:

Topic 1: Introduction to Renewable Energy Resources and Energy Efficiency

Topic 2: Basic scientific principles and concepts

Topic 3: Safety

Topic 4: Basic principles of Photovoltaic (PV) systems 7.1 Topic 1: Introduction to Renewable Energy Resources and Energy Efficiency

7.1.1 Subject Outcome 1: Explain international and national climate change policies

Learning Outcomes:

Explain causes and impacts of climate change and global warming.

Explain mitigation and adaptation concepts using practical examples.

Explain international frameworks and policy on climate change.

List the priorities of the National Strategy on Sustainable Development.

Explain the Green Economy Accord and its commitments.

Explain the importance of the Integrated Resource Plan.

List and explain the goals of the National Energy Efficiency Strategy.




7.1.2 Subject Outcome 2: Explain the principals of power generation, transmission and the differences between energy resources

Learning Outcomes:

List and explain the three main components of electrical networks (high and low ‘voltage’ transmission lines).

Explain and identify key terms as used in electrical networks (high and low ‘voltage’ transmission lines) and in annual usage diagrams.

List and explain the main energy resources.

Distinguish between fossil and renewable energy sources.

Explain environmental problems associated with the use of fossil energy resources.

List the advantages and disadvantages of renewable energy resources.

Explain national grid development: power generation and high and low ‘voltage’ transmission lines and the term ‘smart grid’ (balancing supply and demand).

7.1.3 Subject Outcome 3: Explain the significance of solar radiation

Learning Outcomes:

Explain why the Sun must be considered as the principal source of energy.

Explain key terms relevant for solar radiation.

Measure irradiance from different sources of light in watts per square meter and convert into illuminance.

Explain key terms used in Sun geometry.

Interpret sun path diagrams for different locations.

Explain the effects of orientation and tilt of solar arrays on the amount of power produced by using diagrams and calculations.

7.2 Topic 2: Basic scientific principles and concepts

7.2.1 Subject Outcome 1: Explain energy concepts and investigate energy efficiency options

Learning Outcomes:

Explain the concepts of energy, power and work in scientific terms.

Apply the concepts of energy and power using electric household devises.

Explain the need and advantages of energy-saving practices.

Explain why behaviour change is an important step to achieve energy savings and environmental goals.

Explain how to audit a residential or commercial environment and recommend appropriate energy efficiency solutions.

Calculate and compare the power usage per time of use for various lighting devises or other electrical loads.

7.2.2 Subject Outcome 2: Apply the basic principles of electric charge in direct current circuits

Learning Outcomes:

Explain the properties of electric charge (q).

Describe potential difference (V) and relate V to other base quantities (using formulas).

Explain why the popular term ‘voltage’ is misleading.

Explain the term electric current.

Explain why the analogy of water flow to electric circuits (DC) is misleading.

Sketch basic circuit diagrams using symbols and explain their functions.




State and explain Ohm’s law.

7.2.3 Subject Outcome 3: Build simple DC circuits and perform calculations

Learning Outcomes:

Explain how a multi-meter can be used for testing, fault finding and measuring base quantities.

Sketch series, parallel and series-parallel circuit diagrams.

Use Ohm’s law and apply appropriate formulae in calculations

Conduct experiments to demonstrate Ohm’s law using multi-meters for testing, fault finding and measuring.

List and explain the factors that may cause variations between measured and calculated values.

7.3 Topic 3: Safety

7.3.1 Subject Outcome 1: Describe and apply safe work practices

Learning Outcomes:

Explain basic terms used in health and safety.

Identify and explain workplace health and safety.

Identify and explain potential workplace hazards.

Discuss the importance of clear and effective communication in the workplace.

Explain how work area is arranged to minimise accidents and injury.

Design a health and safety checklist that can be use at the workplace/ learning institution for accidents prevention.

Explain the effect and consequences of electrical shock or burns on the human body.

Explain the effect and consequences of electrical accidents involving property such as fires.

Explain and demonstrate the correct procedures for isolation of electrical equipment.

7.4 Topic 4: Basic principles of photovoltaic (PV) systems

7.4.1 Subject Outcome 1: Explain the basic principles of photovoltaic (PV) systems

Learning Outcomes:

Describe and sketch the different components of a PV system and their functions.

Understand the difference between transformer and inverter.

State the semiconducting materials used to produce the main types of solar cells.

Describe and explain the photovoltaic effect.

Compare different PV technologies regarding efficiency.

Calculate surface area required to generate 1kWp.

Interpret sample datasheets with reference to standards, certifications and warranties.

Identify and measure key electrical output parameters using multi-meters for testing and fault finding.

Explain and sketch the current/voltage (I/V) curve of a PV module in a diagram.

List and explain the factors that affect the performance of PV modules.

7.4.2 Subject Outcome 2: Using the Sun as a source of energy

Learning Outcomes:

Identify of training kit components and familiarize with experiment set-up.

Sketch basic PV circuit diagrams using symbols and explain their functions.

Demonstrate the function of solar cells as energy convertors.

Explain how to test and find faults in electrical circuits and its components.




Test the circuit in the experiments and its components (fault finding).

7.4.3 Subject Outcome 3: Explain the characteristic of solar cells under different conditions

Learning Outcomes:

Explain how and why a completely shaded solar cell functions as a diode.

Demonstrate the effect of shading by con-ducting experiments. Test the circuit in the experiments and its components (fault finding)

Demonstrate the effect of irradiance by conducting experiments. Test the circuit in the experiments and its components (fault finding)

Demonstrate the effect of tilt by conducting experiments. Test the circuit in the experiments and its components (fault finding).

7.4.4 Subject Outcome 4: Demonstrate the effect of series and parallel connections of solar cells under different conditions

Learning Outcomes:

Demonstrate the effects of series connections and shading by conducting experiments. Test the circuit in the experiments and its components (fault finding)

Determine off-load potential and the short-circuit current of four different single solar cells in series. Test the circuit in the experiments and its components (fault finding).

Demonstrate the function of bypass diodes by conducting experiments. Test the circuit in the experiments and its components (fault finding).

Demonstrate the effect of parallel connections and shading by conducting experiments. Test the circuit in the experiments and its components (fault finding).

Determine off-load potential and the short-circuit current of four different single solar cells in parallel. Test the circuit in the experiments and its components (fault finding).

7.4.5 Subject Outcome 5: Emulate the effect of diurnal variation and design a simple off-grid network

Learning Outcomes:

Emulate the effect of diurnal variation on the maximum possible energy yield of a stationary solar cell by conducting experiments.

Test the circuit in the experiments and its components (fault finding).

Design a simple off-grid network including an energy storage device.

Test and fault finding of the off-grid network and its components.

Explain the relationship between irradiance, charging conditions of the storage device and the operation of consumers.

8. RESOURCE NEEDS FOR THE TEACHING OF RENEWABLE ENERGY TECHNOLOGIES

8.1 Physical resources

Well equipped classrooms and workshops are essential for this practical orientated subject. This applies in particular for Level 2 topic 4 for which didactic training kits are available or alternatively industrial components can be used. It is preferred that the latter, if possible, should be used in a structured environment, that is an actual or simulated workplace, or workshop environment. In case an appropriate workshop environment is not available sufficient table space in a larger classroom might be sufficient for using most didactic training kits. Alternatively, facilities of employers in the renewable energy field for training could be used as well.

Apart from a workshop or large classroom it would be ideal to have an appropriate number of didactic training kits and/or industrial components available including electrical tools and materials to create a




real life learning experience. For this subject, there are various experimental training systems commercially available and the scope of the training systems makes it possible to carry out all the photovoltaic experiments described under section 7.4, Topic 4: Basic principles of photovoltaic systems. Reliable training systems (see annex 1, resources and tools) offer clearly laid-out storage of the training components in a special case and allow a fast set-up and dismantling of the experiments. Easy-to-understand experiment instructions and solutions with background information for lecturers are usually part of the package but these are also provided in the student textbooks and the lecturer-guide books.

Normal classroom facilities are also recommended including the following training aids: (i) Flipchart, (ii) Data projector (preferable, but not absolutely essential), (iii) Calculators, and (iv) Blackboard.

8.2 Human resources

For Renewable Energy Technologies ideally, the lecturer has attended three or four of the training courses GIZ (German Development Cooperation – Skills for Green Jobs Programme) has offered in 2013/2014 (Training Today for Technologies of Tomorrow) or has attended similar up-skilling trainings. In addition, lecturers trained as artisans in the electrical sector with practical experience in renewable energy technologies will be a distinct advantage.

The minimum requirement is a lecturer registered post level 1 or higher educators at TVET institutions. He/She needs to be a good communicator with a thorough understanding of renewable energy technologies. Last but not least, he/she needs to be competent in or have at least three years experience in the area in which he/she will be facilitating and assessing learning.

8.3 Other resources

Exposure to a renewable energy technology installation company will add considerable value but is not essential. Guest visits by renewable energy technology experts employed in the industry would add further value. Practical exposure can be further enhanced by initiatives such as:

PowerPoint presentations on renewable energy technology.

Discussion of the vision and mission of renewable energy technologies in South Africa.

Using real financial data for installation and operation of renewable energy technologies for residential and small commercial industries.

Photos and other graphical aids.

Using information obtained via the Internet on renewable energy technologies.

8.4 Financial resources

The institution should make provision for:

Textbooks for all students and the required number of lecturer-guide books.

Consumables during practicals.

Maintenance of physical resources, and

Purchasing of new equipment such as didactical training kits and/or industrial components such as solar panels.




ANNEX 1

RESOURCES FOR TEACHING RENEWABLE ENERGY TECHNOLOGIES

While the student textbooks and the lecturer-guide books will provide all information needed to teach Renewable Energy Technologies the following links might be useful as with other technical subjects lack of staff training and expertise in the subject matter may otherwise deter some TVET colleges from adopting Renewable Energy Technologies in their NC(V) programmes. Good additional teachers’ guides on the subject are available for free in PDF-format from the respective websites below.

Links

Centre for Alternative Technology: www.cat.org.uk

Christiani: www.christiani-tvet.com

Griffin Education: www.griffin-education.co.uk

Hands On: www.handson.co.uk

h-tec: www.h-tec.com

Low Carbon Partnership: www.ourplanet.org.uk

Marlec Green Power Ed: www.marlec.co.uk/products/systems/green-power-ed/

Middlesex University Teaching Resources: www.mutr.co.uk

MINDSTORMS Education: www.mindstormseducation.com

Practical Action: www.practicalaction.org.uk/renewable-energy-resources

Rapid: www.rapidonline.com/Educational-Products

Renewable Energy Centre: www.therenewableenergycentre.co.uk/educational-resources/

Renewable Energy UK: www.reuk.co.uk/education.htm

Science Enhancement Programme: www.sep.org.uk

Solar-Active: http://new.solar-active.com

Solar Pathfinder: www.solarpathfinder.com

Technology Enhancement Programme: www.tep.org.uk

TTS: www.tts-group.co.uk

U4energy: www.u4energy.eu

US Department of Energy: www.eere.energy.gov/education/

US Energy Kids: www.eia.doe.gov/kids/

Resources for photovoltaic experiments (Topic 4: Basic principles of photovoltaic systems)

Commercially available equipment for use in practical activities ranges from low-cost components such as PV cells, motors, leads, turbine blades, etc., through kits and laboratory apparatus, to vocational training versions of ‘real’ PV training systems. It is recommended using the latter as low-cost components and ‘hobby’ kits are rather for use in primary and secondary schools.

For example, IKS (WEB: www.iks-photovoltaik.de, EMAIL <[email protected]>) manufactures a well-designed set suitable for all experiments set under Topic 4: Basic principles of photovoltaic systems. The training set Solartrainer Junior comprises of modular experiments designed to demonstrate the workings of a PV system on a miniature scale. The set offer clearly laid-out storage of training components in a special case and allows a fast set-up and dismantling of the experiments. Easy-to-understand experiment instructions and solutions with background information for lecturers are part of the package.

Kindly consider that products illustrated below are just examples which have been proven adequate for vocational schools but products from other manufactures might be suitable and available as well.




The training set Solartrainer Junior (IKS)

More sophisticated training systems, with can be used NC(V) programmes and in the occupational campuses of TVET colleges, make use of industrial components and information material is attached for these systems in PDF-format as well. Unfortunately, there are only a few distributors in South Africa who would be able to supply this kind of didactic training equipment.

The training set Solartrainer Profi (IKS)




Apart from these commercially available training options it is recommended to have indursty comments for use in practical activities and training roofs available. The latter can easily be constructed as it has been done in various workshops in the Port Elizabeth College, Central Johannesburg College and Boland college. Industrial PV components are available country-wide and it is recommended to illustrate and practice PV system installation challenges with these set-ups. The following image shall illustrate possible set-ups.

Lecturer training: PV installation with industry components on a training roof (corrugated)

Lecturer training: Roof hook installation on a training roof (tiled)




Lecturer training: PV installation with industry components on a training roof (tiled)

Lecturer training: the final PV installation with industry components on a training roof (tiled)

Last but not least, a resource list with tools and other equipment for an electrical workshop is provided below and it is recommended to have these items available.

Tools Description

Workbench Steel construction

Bench vices Hardened jaws (150 mm)




Hacksaws Hacksaws and blades (18, 24 and 32 TPI)

Junior Hacksaws Junior hacksaws and blades

Files Flat, round, half-round, square , file handles and file brush

Screwdrivers (set) Flat, phillips, offset and torx

Punches (set) centre, prick and pin

Spanners (set) Ring, open-ended, combination and ratchet spanner

Shifting spanner 150 and 450 mm

Pliers Combination, long-nose, side cutters, water-pump, vice grip, wire strippers and crimping tool

Stanley knife Including spare blades

Hammer Claw hammer, ball peen (Medium and large) and 4lb hammer, rubber mallet

Tape measure Including digital

Steel rulers Various length

Allen key (set) Metric

Spirit level 300 mm and 1 m

Engineer's square Small and large

Jig saw Including blades

Portable Electrical Drilling Machines

650 – 900 Watt

Bench Grinders 1,75 kW

Drilling machine Battery operated 14 – 18 Volts

Multi-meter Digital and analogue

Soldering iron Including solder and solder wick

Batteries Alkaline, lead acid, nickel iron

Vernier calliper Analogue and digital

Draw tape Nylon

PVC pipe bending spring 20 and 25 mm

Ladder Fibre glass or aluminium, 3 meter

Safety equipments Helmet, safety glasses and goggles, ear plugs, dusk masks, half-mask respirator (including spare cartridges), gloves, safety shoes, protective clothing, safety harness (single and double lanyard shock absorber hook harness)

First-aid kit Including refill

Safety signs wear eye protection where appropriate etc.

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