Renewable Energy Course Research Articles

Pengembangan e-Modul Panel Surya dengan Solar Tracker Single Axis pada Mata Kuliah Energi Baru dan Terbarukan Universitas Sebelas Maret

<p><em>The Mechanical Engineering Education Study Program FKIP Universitas Sebelas Maret, there is one of the new courses in the 2021 curriculum (independent curriculum, independent campus learning), namely New and Renewable Energy. The learning tools in the course are not yet fully available. Learning tools continue to progress with the times, and e-modules are one of them. In this research developed a new and renewable energy learning e-module with a focus on utilizing solar energy using solar panels. Solar panels used are static solar panels and solar panels with a single axis solar tracker. The purpose of this study is to develop learning e-modules and find out the feasibility to be used in New and Renewable Energy courses. This study uses the Research and Development research method, with a 4-D model research model (Four D model), namely Define, Design, Development, and Disseminate. The Define stage results that the New and Renewable Energy course requires supporting learning tools, in the form of e-modules, e-module users are students of Mechanical Engineering Education class of 2021, with theoretical and practical learning concepts. The Design stage selects the format, drafts, and makes the initial draft. The Development stage tested the design results to two material expert lecturers, and the validation test of two media expert lecturers, then tested to 11 students. In the Disseminate stage, the e-module is submitted to the Mechanical Engineering Education Study Program, Faculty of Teacher Training and Education, Sebelas Maret University, Surakarta. For the results of this development research, in the expert test this e-module material obtained a score of 90.52% with a very decent category, in the media expert test a score of 88.88% was obtained with a very decent category. The results of the trial to students obtained a score of 84% with a very decent category.</em><em></em></p>

The Renewable Energy course at the Technical Engineering School of Barcelona

A “Renewable Energy Course” has been offered for several years at the Technical Engineering School of Barcelona (EUETIB). This paper reports on our experience as teachers of the “Renewable Energy Course”. The course program and its methodology are also described. The main objectives of the course “Renewable Energy ” are to allow engineering students to learn fundamentals and essentials on Renewable Energy, the present situation on Renewable Energy in Catalonia and what kinds of renewable energy are basically used in Barcelona. Due to “Ordenança Municipal de Medi Ambient Urbà” we decided pay attention especially on Solar Domestic Hot Water Systems (SDHWS). The aim of our paper is to share our experience on: - What kind of knowledge we considered the most reasonable for a course on renewable energy. - What kind of methodology we used during the course.

The student response on the use of renewable energy graphical interface simulator in learning environment

Introduction The purpose of this study is to evaluate students’ responses regarding the usefulness of a graphical user interface (GUI) tool in the context of their respective learning environments. The Energy Computator GUI (EC-GUI) helps to simplify the STEM student’s learning processes. The EC-GUI serves as a simulator that can assist in computing formulas, designing graphs, acting as a unit converter, and automatically deriving parameters. Methodology Furthermore, a survey, which included closed and open questions, was carried out on a selection of students majoring in STEM subjects at Universiti Malaysia Terengganu (UMT) who were enrolled in the Renewable Energy course. A total of 54 respondents participated in the survey and 90.8% of them expressed satisfaction with the EC-GUI provided. The research involved using two distinct kinds of analysis: a parametric analysis, the paired sample t -test, and a non-parametric analysis, the Wilcoxon signed-rank test. Results The study findings indicated that the majority of the respondents felt that the difficulty level of the subjects did not change after using the EC-GUI. However, it helped to simplify the learning process for students in STEM fields. The p -value of the appropriate teaching aid tool was less than 0.05, indicating that the results were significant both before and after using the EC-GUI. Conclusion The study suggests that a similar GUI tool could be implemented in Malaysia’s teaching and learning processes as it is easy to build and use.

Incorporating Virtual Reality into the Teaching and Training of Grid-Tie Photovoltaic Power Plants Design

The current difficulty in obtaining financial resources to acquire equipment for training personnel and the requirement of well-trained engineers in the industry looking toward sustainability, creates an opportunity to innovate in teaching tools, such as the proposed in this article, where a virtual world is projected, integrating the planning and design of a photovoltaic power plant (PV). The user can interact while immersed in the virtual scene as if the PV system were already installed, illustrating technical characteristics of selected equipment and its installation details, while the user is interacting with didactic activities focused on visual, auditory, and kinesthetic learning. This paper summarizes an initiative within the teaching–learning context, which aims to show the advantages of using modern tools, such as virtual reality, to achieve teaching goals in a renewable energy course.

Modelling and Implementation of Proactive Risk Management in e-Learning Projects: A Step Towards Enhancing Quality of e-Learning

The introduction of e-Learning to higher education institutions has been evolving drastically. However, the quality of e-Learning becomes a central issue in order to provide all stakeholders with the necessary confidence to compete with traditional learning methods. Risk management plays a vital role in the successful implementation of e-Learning projects and in attaining high-quality e-Learning courses. Little research has been conducted about implementing risk management in e-Learning projects. This work proposes a quality assurance framework for e-Learning projects. This framework comprises a proactive risk management model that integrates risk management into the e-Learning process. This integration helps in obtaining high-quality e-Learning courses by preventing negative e-Learning risks from being materialized. The model is verified to evaluate its effectiveness through a Renewable Energy Course that was converted from a traditional face-to-face into e-Learning course. Quantitative and qualitative measures are performed to analyze the data collected through the implementation of the project. The results show that the proposed model is managed to mitigate the majority of probable risk factors leading to high-quality e-Courses development and delivery.

Harnessing technology in collaborative renewable energy education

ABSTRACT A state-of-the-art eLearning renewable energy course, which consists of a number of topics and a practical component with several experiments, has been designed to showcase the paradigm for reform and modernisation of engineering curriculum in Jordan. The online experiments were physically distributed in four universities that cover most of the geography of the country. The experiments can be conducted by students over the internet at any time from anywhere by any student in the country. The eLearning course was piloted and delivered to students jointly in four universities over a period of two years. The experiments encompassed topics on wind and solar photovoltaics power generation, solar tracking control, hybrid energy and fuel cells. The teaching effectiveness from the perspective of the students was investigated and feedback from faculty members, technicians and students supporting the delivery of the courses was explored. The results actually show a promising endorsement by students of this innovative approach and demonstrate clearly their passion for reform, renovation and novelty. The new model for the online course may be integrated into the corresponding curriculum and engineering study plans as its evaluations by both professors and students were found significantly favourable.

A photovoltaic system experiment in a laboratory environment

Solar photovoltaic energy sources are rapidly gaining potential growth and popularity compared to conventional fossil fuel sources. This work presents a photovoltaic system laboratory experiment developed for engineering students to emphasize the need for enhanced renewable energy education. The experiment exposes students to photovoltaic system components, working principles, and maximum power operating point. It is designed to complement a renewable energy course. Results along with animation from the hands-on experiment are presented in this study.

Renewable Energy Education in India

Abstract The issue of renewable energy sources that have great potential to give solutions to the longstanding energy problems of India has been considered. It has been stated that renewable energy sources are an important part of India’s plan to increase energy security and provide new generation with ample job opportunities. India’s plans to move towards green technology and address environmental concerns associated with the country and the world have been characterized. The peculiarities of the renewable energy education in India as a subject and as a specialized branch of engineering or science at different education levels in both government-funded and private institutes across India have been outlined. Science and engineering education system with detailed structure of the degree (undergraduate, postgraduate, doctoral and post-doctoral) course has been described. Comparative study of renewable energy education systems of other countries has been performed. It has been stated that currently in India science colleges offer undergraduate renewable energy course as BSc. (Renewable Energy) and Postgraduate level course (MSc) that are offered in different science institutes in the specialization of Renewable Energy, Energy Management, Energy Studies, Physics (Energy) etc. Doctoral and postdoctoral research is offered by a few science institutions in India which is a more focused research (issues) in solar energy or wind energy field. The process of studying in a number of Indian institutes specializing in renewable energy has been described and compared to other world educational establishments of Spain, Mexico, and Russia. Advantages and disadvantages of renewable energy specialization education have been defined. It has been determined that there is an immediate need for the development of requisite demonstration which should be provided at appropriate levels in which both on-job as well as traditional training in these areas should be given to the expansive audience with the aid of modern andragogy techniques.

Risk-averse stochastic unit commitment with incomplete information

ABSTRACTDue to the sustainable nature and stimulus plans from government, renewable energy (such as wind and solar) has been increasingly used in power systems. However, the intermittency of renewable energy creates challenges for power system operators to keep the systems reliable and cost-effective. In addition, information about renewable energy is usually incomplete. Instead of knowing the true probability distribution of the renewable energy course, only a set of historical data samples can be collected from the true (while ambiguous) distribution. In this article, we study two risk-averse stochastic unit commitment models with incomplete information: the first model being a chance-constrained unit commitment model and the second one a two-stage stochastic unit commitment model with recourse. Based on historical data on renewable energy, we construct a confidence set for the probability distribution of the renewable energy and propose data-driven stochastic unit commitment models to hedge against the incomplete nature of the information. Our models also ensure that, with a high probability, a large portion of renewable energy is utilized. Furthermore, we develop solution approaches to solve the models based on deriving strong valid inequalities and Benders’ decomposition algorithms. We show that the risk-averse behavior of both models decreases as more data samples are collected and eventually vanishes as the sample size goes to infinity. Finally, our case studies verify the effectiveness of our proposed models and solution approaches.

DSP-Based Hands-On Laboratory Experiments for Photovoltaic Power Systems

This paper presents a new photovoltaic (PV) power systems laboratory module that was developed to experimentally reinforce students' understanding of design principles, operation, and control of photovoltaic power conversion systems. The laboratory module is project-based and is designed to support a renewable energy course. By using MATLAB real-time software tools in combination with digital signal processor (DSP) hardware tools, the module enables students to: 1) design and build dc–dc and dc–ac power converters; 2) design and implement control algorithms for maximum power point tracking (MPPT) and voltage and current regulation; and 3) design and fabricate a printed circuit board for voltage and current sensing, isolation, and gate driving. In these hands-on experiments, by designing and building their hardware and software integrated systems themselves, students learn by doing and experience the engineering transformative process of building a product out of an idea. This paper is motivated by the dearth of literature on the application of project-based learning methodology to PV systems. The module description, the pedagogical and evaluation methodologies adopted, and reflections on the implementations are discussed.

The potential, practice and challenges of tertiary renewable energy education on the World Wide Web

The Australian Cooperative Research Center for Renewable Energy (ACRE) through its tertiary training projects seeks to help meet the increasing global need for more tertiary trained scientists, engineers and policy makers with the knowledge and skills to develop and implement renewable and energy efficient systems and policies. As part of this objective it is developing a range of undergraduate and postgraduate university courses in renewable energy technology and systems, energy policy, energy efficiency and greenhouse issues which will be available internationally via the World Wide Web. This paper will present the approach and objectives of ACRE in developing its internationally focused, web-based, renewable energy courses. This includes a description of the course structure and examples of the web-based courses developed so far. A discussion of the potential, the practice and the challenges of offering tertiary renewable energy education on the web is given.