Proposal of new Course Descriptions Renewable - DiVA Portal

Report 04/11

Proposal of new Course Descriptions

Renewable Technology, RET I & II MJ2412

Anneli Carlqvist

HPT Department

2011 April

KTH School of Industrial Engineering and Management Division of Heat and Power Technology

SE-100 44 STOCKHOLM

Abstract After three years of experience the work outcome in RET II and as a result of a KTH course taken in

“Teaching and learning in higher education, LU1”, an evaluation of the educational material of solar

part of the RET I and RET II course was done.

The intention was to investigate the lecture content and the relation of the assignments given.

The report is discussing he educational material and learning activities of the solar technology of the

RET I and RET II with emphasis on the alignment of the two courses where RET I is the basic course

managing the fundamentals of the topic, and RET II is the natural step up from the basic course,

managing the more advanced issues of the same topic. The work does not consider the lecturers

activities as for knowledge, competence or performance.

The main objective is to suggest new course descriptions for RET I and RET II with better alignment

between the courses and within the courses’ work tasks as for educational material and learning

activities. The goal is to get a coherent educational content that gives the students a stepwise

increasing level of knowledge of the area of topic and to achieve a higher learning quality and quantity.

Three years of supervising the student assignments has resulted in a basis of evaluation material. A

course in “Teaching and learning in higher education” at KTH provided material, ideas and possibilities

to develop a new course description.

The result is two course structures of the solar technology component in RET I and RET II. RET I aims

to focus on the solar fundamentals and low temperature solar thermal and PV applications for

domestic use. RET II would thereafter focus on high temperature solar thermal and Photovoltaic

applications for larger system applications. The social and economical view would also be an addition

to a more elaborate solar technology course.

The mandatory submitting work tasks are the assignments. In RET, the exercises, study visits and

assessments are all a part of the aligned learning content the students have individual responsible for,

to perform in order to be successful at the exam. The assessment can be passed at submitting,

keeping track of the student’s study advancement and activity. The study visits are meant to be of flat

plate and PV/parabolic solar collectors that are already on the market.

The RET II course is more demanding than the RET I course, where the components are spanning

over several separate but related topics. The study visit is replaced by a project assignment, where the

students have to practice their achieved knowledge from RET I and RET II

TABLE OF CONTENTS

Innehåll 1 Introduction .......................................................................................................... 8

2 Scope .................................................................................................................. 9

2.1 Limitations ..................................................................................................... 9

3 Objectives and Goals .......................................................................................... 9

4 Method of attack .................................................................................................. 9

5 Course material ................................................................................................. 10

6 assignments RET I and RET II .......................................................................... 10

7 Lectures ............................................................................................................. 11

8 Overview of the new course structure ............................................................... 11

9 RET I - Proposal .............................................................................................. 13

9.1 Main course objectives – ILO ...................................................................... 13

9.2 Lectures ....................................................................................................... 13

9.3 Course content ............................................................................................ 13

10 RET II - Proposal ........................................................................................ 14

10.1 Main course objectives – ILO ................................................................... 14

10.2 Lectures ................................................................................................... 15

10.3 Course content ......................................................................................... 15

11 APPENDICES ................................................................................................ 18

11.1 RET I Course program ............................................................................ 18

11.1.1 Introduction ........................................................................................ 18

11.1.2 Syllabus ............................................................................................. 18

11.1.3 Aim .................................................................................................... 18

11.1.4 Main course objectives - ILO ............................................................. 18

11.1.5 Primary content –TLA ........................................................................ 19

11.1.6 Course Literature ............................................................................... 20

11.1.7 Course Home page ............................................................................ 20

11.1.8 Prerequisites ...................................................................................... 21

11.1.9 Enlisting ............................................................................................. 21

11.1.10 Course content .................................................................................. 21

11.1.11 Student performance evaluation – Grading system ........................... 22

11.1.11.1 Essays for the pass grade ........................................................... 23

11.1.11.2 Laboratory for the pass grade ...................................................... 23

11.1.11.3 Study Visit for the pass grade ...................................................... 24

11.1.12 Exam ................................................................................................. 24

11.1.13 Limitations ......................................................................................... 24

11.1.14 Other .................................................................................................. 25

11.1.15 Administrative Personnel ................................................................... 25

11.1.16 Description of assessments and assignments ................................... 25

11.1.16.1 Essay assignment ........................................................................ 25

11.1.16.2 Laboratory assessment ............................................................... 26

11.2 RET II Course program ........................................................................... 27

11.2.1 Introduction ........................................................................................ 27

11.2.2 Syllabus ............................................................................................. 27

11.2.3 Aim .................................................................................................... 27

11.2.4 Main course objectives - ILO ............................................................. 27

11.2.5 Primary content –TLA (Teaching Learning Activities) ........................ 28

11.2.6 Course Literature ............................................................................... 29

11.2.7 Course Home page ............................................................................ 30

11.2.8 Prerequisites ...................................................................................... 30

11.2.9 Enlisting ............................................................................................. 31

11.2.10 Course content .................................................................................. 31

11.2.11 Student performance evaluation – Grading system ........................... 33

11.2.11.1 Essay for the pass grade ............................................................. 34

11.2.11.2 Laboratory for the pass grade ...................................................... 34

11.2.11.3 Project ......................................................................................... 35

11.2.12 Exam ................................................................................................. 36

11.2.13 Limitations ......................................................................................... 37

11.2.14 Other .................................................................................................. 37

11.2.15 Administrative Personnel ................................................................... 37

11.2.16 Description of assessment and assignments ..................................... 38

11.2.16.1 Essay assignment ........................................................................ 38

11.2.16.2 Laboratory assessment ............................................................... 38

11.2.16.3 Project assignment ...................................................................... 39

11.3 Design Account RET II ............................................................................. 40

11.3.1 present challenges ............................................................................. 40

11.3.2 Course description ............................................................................. 41

11.3.3 Outcome based teaching and learning .............................................. 41

11.3.4 Black box technique ........................................................................... 41

11.3.5 External lecturers ............................................................................... 42

11.3.6 Essay ................................................................................................. 42

11.3.7 Feed back .......................................................................................... 42

11.3.8 Student evaluation ............................................................................. 42

11.3.9 Laboratory and Project assignments ................................................. 42

11.3.10 References: ....................................................................................... 43

11.4 Evaluation RET 2011 ............................................................................. 44

11.4.1 Extract from Post mortem 2011 ......................................................... 44

11.4.2 Evaluation of two years project assignments. .................................... 46

11.5 Interviews, LU1 ........................................................................................ 47

11.5.1 Interview 1 – (Swedish) ..................................................................... 47

11.5.2 Interview 2 ......................................................................................... 53

INDEX OF FIGURES Figure 1. Course structure of RET I. ......................................................................... 12

Figure 2. Course structure of RET II. ........................................................................ 12

INDEX OF TABLES Table 1. RET II, Student performance evaluation ..................................................... 23

Table 2. RET II - Student performance evaluation .................................................... 34

1 INTRODUCTION

After three years of experience the work outcome in RET II and as a result of a KTH

course taken in “Teaching and learning in higher education, LU1”, an evaluation of

the educational material of solar part of the RET I and RET II course was done.

The intention was to investigate the lecture content and the relation of the

assignments given. Considering the fact that courses have a large number of distant

students as well as on-campus students from different countries and different

universities, hence different educational traditions and cultures, the lectures material

and assignment should be clear and related.

When evaluating the lecture material of RET I and RET II it is clear that both courses

try to cover all areas of solar technology, both low and high temperature as well as

photovoltaic. They are not coordinated regarding solar fundamentals, application

descriptions, technology and nomenclature. The definition of Advanced renewable

technology course opposite to Renewable technology course is not clear.

In discussion with RET II students in project group meetings, day to day

communication and interviews revealed common issues. For example, the students

had issues of how to approach the project problem statement and thereafter develop

methods themselves to submit the assignment for the pass grade. Better guidance

was requested. The educational tool of CENTRA, where recording the lectures

should provide students the ability to follow the courses have turned out not to be a

hundred percent success. The reasons are in large extent practical ones, as for play

back capabilities, sound quality, limited number of real time logged in students, no

recordings of the black board writing and managing the QA moments where the

behavior of the lecturer still is as in class teaching and not in compliance with how a

managing of a distant lecture should be performed. Lectures have been cancelled for

various different reasons, leaving the students with a minimal lecture material support

and no recordings in CENTRA. All this considered, the course would be more

effective if the written documents could provide the students enough material and

instructions to succeed the course (see further appendices 11.3 and 11.4).

2 SCOPE

The report is discussing the different aspects of the RET I and RET II with emphasis

on the alignment of the two courses where RET I is the basic course managing the

fundamentals of the topic, whilst RET II is the natural step up from the basic course,

managing the more advanced issues of the same topic.

2.1 Limitations The report only considers the educational material and learning activities of the solar

technology part of the RET I and RET II courses. The work does not consider the

lecturers activities as for knowledge, competence or performance.

3 OBJECTIVES AND GOALS

The objectives are to investigate and evaluate the courses’ educational material and

to suggest new course descriptions for RET I and RET II with better alignment

between the courses and within the courses’ work tasks as for educational material

and learning activities. The goal is to transfer knowledge and understanding of the

topic to achieve a higher learning quality and quantity. The structure of RET I and

RET II should accommodate the reality of the all participating students from

domestic, regional, national to international applicants.

4 METHOD OF ATTACK

Three years of supervising the student assignments has resulted in a basis of

evaluation material. A course in “Teaching and learning in higher education” at KTH

provided material, ideas and possibilities to develop a new course description.

5 COURSE MATERIAL

When evaluating the course lecture material of RET I and RET II, the lecture material

seemed to include the same components. Solar fundamentals, historical aspects,

photovoltaic, low and high solar temperature technologies were all considered in the

both courses. This approach risks leading to a repetition of the same components

and not a step-wise advancement of the topic area. More, the nomenclature has

changed cause to the independent work of the lectures.

6 ASSIGNMENTS RET I AND RET II

The alignment of the project was far off, comparing to the course content. The group

assignments have had a structure of Problem based topics, where the students

should use their previous knowledge of studies from other courses besides RET, to

retrieve information necessary to compute, evaluate and discuss the problem issued

and its solutions. On-campus students have been successfully as it seems that the

knowledge to handle the assignment connects with earlier courses of their KTH

education. Guidance of the assignment is easier accessed on campus students than

for distant students.

By discussing with students and considering their written input during the courses

and the course evaluations, there are some aspects worth mentioning:

First the educational backgrounds are different depending on the home universities

educational culture. A student’s bachelor degree in engineering can have a widely

different educational basis depending on the home University’s approach. Some

distant student’s educational prerequisites were perceived not matching the project

assignment’s intentions. The second is that more guidance and instructions how to

approach the assignment have been frequently requested by the distant students.

Many tools can be accessed on the Internet, therefore the assignments could be

emphasized on understanding of the theory and principles. The tools accessed on

the Internet can be used in laboratories and project assignments, as knowledge and

critical thinking exercises.

7 LECTURES

Two interviews were carried out during the “Teaching and learning in higher

education” at KTH. The intention was to learn about the student’s opinion of the two

courses’ learning components. The two students had not been informed of each

other. The results showed some similarities:

The students find the content of the power point presentation lacking in quality. The

lecturer repeated the written information of the power point, leaving the students

challenging the reason why he/she should attend. They could very well be attending

the lecture but were not present in mind, dealing with tasks and issues not related to

the lecture.

The lecturer’s in class behavior was sometimes not in line whit the needs of the

distant students, whilst the lecturer wrote on the black board and responding to a

student’s question forgetting to repeat the question on behalf of the on-line distant

student and CENTRA recording.

8 OVERVIEW OF THE NEW COURSE STRUCTURE

Both the courses, if aiming to be successful, should have a stronger alignment, as

they are dependent on each other. RET I could focus on the solar fundamentals and

low temperature solar thermal and PV applications for domestic use. RET II could

focus on high temperature solar thermal and Photovoltaic applications for larger

system applications. The social and economical view would also be an addition to a

more elaborate solar technology course. The goal is to get a coherent educational

content that gives the students a stepwise increasing level of knowledge of the area

of topic.

The structure of the RET I and RET II can be seen in Figure 1and Figure 2.

Solar fundamentals

Low Temperature Solar Technology

Calculation Excercises Study Visits

PV

Domestic use

Laboratory Assessment

Exam

RET I

Figure 1. Course structure of RET I.

In RET I, the mandatory submitting work tasks are the assignments. The exercises,

study visits and assessments are all a part of the aligned learning content the

students have to be themselves responsible to perform in order to be successful at

the exam. The assessment can be passed at submitting, keeping track of the

student’s study advancement and activity. The study visits are meant to be of flat

plate and PV/parabolic solar collectors that are already on the market.

Repetition Solar fundamentals

High TemperatureSolar Technology

Calculation Excercises

PV

Grid Connected

Laboratory Assessment

Social and Economical

Considerations

Project Assignment

Exam

RET II

Figure 2. Course structure of RET II.

The RET II course is more demanding than the RET I course, where the components

are spanning over several separate but related topics. The study visit is replaced by a

project assignment, where the students have to practice their achieved knowledge

from RET I and RET II (see further design account in appendix 11.3).

9 RET I - PROPOSAL

A more detailed course description can be viewed in chapter. 11.1

9.1 Main course objectives – ILO ILO = Intended Learning Outcome

At the end of the course the student should be able to:

ILO 1. Reflect upon the lectures content in relation to the students own experience,

knowledge and background.

ILO 2. Identify and describe the main components of domestic Photovoltaic systems

and low temperature solar thermal applications; their function, limitations and

possibilities.

ILO 3. Explain and discuss the operational relations of a domestic/residential

photovoltaic system and a thermodynamic processes of a solar thermal system.

ILO4. Evaluate and analyze different domestic/residential solar applications in

relation to insolation, choice of thermal storage, diurnal operation etc.

9.2 Lectures Lectures – 2hrs/occasion, in total 11 hrs

1. Introduction (Course responsible) 2. Basic Solar technology part 1 3. Basic Solar technology part 2 4. *The principals of domestic and residential systems

Collectors, thermal storage, heat load (External lecture, DU) 5. *Thermal Energy Storages (TES), Low temperature

Applications 6. Photovoltaic technology for domestic/residential use, 7. Laboratory assessment (KTH, Home University) 8. Study visit

9.3 Course content Fundamental Solar theory part 1 and part 2: Fundamental solar theory covers solar geometry, main principles of solar thermal

energy and photovoltaic technologies and their equations. The solar collector part

covers flate plate collectors, solar tubes, tilted and façade integrated solar collectors.

Litterature:, Soteris Kalogirou, Lecture slides/notes, CompEdu,

Research articles: To be added

Excercises: 10 example exercises of the solar fundamentals

*The principals of domestic and residential systems The lecture covers the solar collectors, thermal storages, building heat/cooling load,

safety systems.

Literature: Lecture slides/notes, Research articles.

Excercises: 5 example exercises of residential systems.

*Thermal Energy Storage TES, Low temperature applications

The lecture discuss the thermal storages used in domestic and residential systems,

diurnal, monthly, seasonal

Literature: Tabeshnia, H., (2011), “Solar assignment Advanced renewable

Technology”, March 4 2011, Lecture slides/notes.

Excercises: 5 example exercises of residential systems

Photovoltaic technology The lecture covers the photovoltaic technology, historic view, material, use.

Literature: Lecture slides/notes, CompEdu, Admasu, A., A., 2011, “Solar PV based

rural electrification in REMA rural village”, KTH MSc report

Excercises: 5 example exercises of photovoltaic technology

Laboratory assessment Calculations of flate plate collector, parabolic trough, PV domestic/residential use.

Study visit Suitable locations of flate plate solar collector and parabolic/PV collector systems in Stockholm

10 RET II - PROPOSAL

A more detailed course description can be viewed in chapter. 11.2.

10.1 Main course objectives – ILO ILO = Intended Learning Outcome

At the end of the course the student should be able to:



ILO 2. Discuss the social and economical impact of the implementation of CSP

technologies.

ILO 3. Identify and describe the main components of Photovoltaic and high

temperature solar thermal applications.

ILO 4. Explain, discuss and analyze the operational relations of photovoltaic systems

for grid connection and CSP systems regarding the thermodynamic processes.

10.2 Lectures Lectures – 2hrs/occasion, in total 16 hrs

1. Introduction (Course responsible) Repetition of RET-I basic course “Fundamentals of Solar technology”

2. *The principals of High temperature solar Technologies and ORC: concentrators, receivers.

3. *Thermal Energy Storage TES, High temperature Applications

4. Concentrating solar power production – Power production System applications, operation and service

5. Large Photovoltaic grid connected systems 6. a) Grid connected issues

b) Social and economical issues 7. Laboratory assessment 8. Project introduction

10.3 Course content Repetition of Basic Solar technology: During the lecture, a previous basic course educational material will be summarized,

emphasized on the components and equations used for harnessing solar energy.

Solar geometry, equations connected to solar thermal energy and photovoltaic

technology and their main principles.

Literature: The literature used in RET-I. The educational content of the Basic course,

RET-I.

Exercises: Exercises from RET-I.

*The principals of High temperature solar technologies, concentrators, receivers and ORC:

CSP technology choices, thermal fluid, and steam turbine concept. With high

temperature solar technology new challenges has to be approached when

developing concentrators, receivers and material. Organic Rankine Cycle works at a

lower temperature range than ordinary Rankine cycle, which yields other aspects to

consider regarding usability.

Literature: ORC, High Temperature Solar Technologies.

Extract from WP2, “Renewable Energy Technologies and Applications (2005),

“MacMahan, A. C. (2006), “Design and Optimization of Organic Rankine Cycle Solar-

Thermal power plants”.

Exercises: 10 exercises of the principals or ORC and high temperature solar

technologies

Lecture preparation: To be developed

*Thermal Energy Storage TES, High temperature applications Thermal storages are vital to solar thermal power production. It enables a prolonged

diurnal power production and it is a back-up system at low solar irradiation.

Literature: To be updated

Exercises: 5 exercises about the TES for high temperature applications


Concentrating solar power production – Power production, System applications, operation and service The market for steam turbines operating with Rankine cycle, producing power, has

increased rapidly during the last decade. The operation with solar irradiation as main

source of fuel yields challenges in turbine material, service as well as maintenance.

Literature: Lecture material, Research articles

Exercises: 3 exercises about the power production


Large Photovoltaic grid connected systems: Photovoltaic is not only used for vacation or domestic use. Large systems where

photovoltaic technology is used in arrays to produce electricity are currently produced

and projected worldwide. The lecture discuss the present projects, the limitations,

challenges and the different aspects of operating large PV systems in an engineering

point of view.

Literature: Reports and articles

Exercises: To be developed


Grid connected issues Operating CSP plants in the electrical grid face different challenges as its

intermediate operation causes fluctuation in the power production.

Literature: Lecture material, Research articles, reports


Laboratory assessment Alt. 1 The student will be reading literature about exergy and performing an

introductory computing exercise on the exergy theme.

Alt. 2 Managing input solar input data

Alt. 3 Simulation of CSP

Laboratory preparation: To be developed

Project introduction An introduction of the intention and aims of the project, giving the student a chance to

ask and discuss the project start-up

Alt. 1 Scenarios: investigating social and economical situations, national, regional,

local

Alt. 2 Simplified computing of a CSP plant – thermodynamic processes

Literature: Project description

Project preparation: To be developed

11 APPENDICES

11.1 RET I Course program

Renewable Technology RET I,

MJ2411 11.1.1 INTRODUCTION It is today clear that alternative power productions to the fossil fuel technology are

gaining commercial increasing interest all around the world. Solar technology for

domestic and industrial use is the alternative technologies that reduce the use of

fossil fuel. There is a growing interest for research and commercial implementation

for both grid applications as well as stand-alone concepts of solar technology.

11.1.2 SYLLABUS The course “Solar Technology basic course” is a part of the Master program of 60

credits according to the Bologna process. “Solar Technology basic course” aims to

provide basic theory of solar energy harvesting regarding solar collectors, thermal

storages and Photovoltaic for domestic and residential use. This course syllabus is

valid from 1 of September 2011. Changes in the syllabus can be revised and

changed before the beginning of the subsequent semester and should be posted in

appropriate course forums 1 month before the course start.

11.1.3 AIM The course discusses the existing domestic and residential concepts in relation to

solar thermal energy harvesting, thermal storages and electricity production for

domestic/residential use. It aims also to give an overall picture of Photovotaic

systems. The course means to enhance the student’s awareness of solar

technologies.

11.1.4 MAIN COURSE OBJECTIVES - ILO At the end of the course the student should be able to:



ILO 2. Identify and describe the main components of domestic Photovoltaic systems

and low temperature solar thermal applications; their function, limitations and

possibilities.

ILO 3. Explain and discuss the operational relations of the photovoltaic system and

the thermodynamic processes of a domestic/residential solar thermal system.

ILO 4. Evaluate and analyze different solar applications in relation to insolation,

choice of thermal storage, diurnal operation etc.

11.1.5 PRIMARY CONTENT –TLA TLA = Teaching Learning Activites

The learning activities aim to give the student the knowledge and understanding to

compute and evaluate different aspects of photovoltaic and solar thermal technology.

Individual calculations, where a number of pre-designed problems give the student

the possibility to exercise previous achieved theory. Laboratory assignment and

study visits aim to give the student a chance to hands-on experience of solar

collector rigs. The exam will test the individual level of knowledge and learning of the

student.

Lectures – 2hrs/occasion, in total 11 hrs

9. Introduction (Course responsible) 10. Basic Solar technology part 1 11. Basic Solar technology part 2 12. *The principals of domestic and residential systems

Collectors, thermal storage, heat load (External lecture, DU) 13. *Thermal Energy Storages (TES), Low temperature

Applications 14. Photovoltaic technology for domestic/residential use, 15. Laboratory assessment (KTH, Home University) 16. Study visit

Lecture essays LA/TLA (understand the different concepts, system and relations),

activities (reflect), Assessment (essay)

Lectures marked with an * should have a written essay.

Laboratory LA/TLA (Connect the components of the systems and understand

the relations), activities (retrieve, simulations, evaluate),

Assessment (Lab report)

Calculations LA/TLA (Apply the correct equations to the theory), Activities

(individual calculations) Assessment (peer review)

Project LA/TLA (Compile, compute, evaluate, analyze and discuss a solar

technology prospect at a geographical site, deliver the work’s

outcome in a shortened project report)

Exam LA/TLA (Solve problems, knowledge of the principals ), Activities

(Individual Test )

11.1.6 COURSE LITERATURE The main literature is Soteris Kalogirou, Solar Energy Engineering - Processes and

Systems, Elsevier (2009). Available on-line through KTH Library at:

http://knovel.com/web/portal/browse/display?_EXT_KNOVEL_DISPLAY_bookid=277

4&VerticalID=0

Additional literature is lecture slides/notes, CompEdu, CENTRA recordings, research

and technical articles:

CompEdu, Computerized Educational Platform in Heat and Power Technology,

available at www.energy.kth.se/compedu

CENTRA is an on-line tool for web seminars, e-meetings and virtual classes, where

recordings of the presentations can be accessed in real time or as downloads or on-

line at another chosen time. http://centra.energy.kth.se/

Course participants will be invited to the CENTRA session by mail with a link to the

session’s url-address. The session is limited to a maximum number of 15 attendants.

Research and technical articles will be uploaded in BILDA, archived in “Documents”.

Updates of the course administrative and educational content will be communicated

on the message board in the course’s BILDA page (see further information about

BILDA in chapter 11.2.7.

11.1.7 COURSE HOME PAGE The course will be administrated through BILDA, http://bilda.kth.se

BILDA is the primary communication platform for this course. Any type of inquiry may

http://knovel.com/web/portal/browse/display?_EXT_KNOVEL_DISPLAY_bookid=2774&VerticalID=0


http://www.energy.kth.se/compedu

http://centra.energy.kth.se/

http://bilda.kth.se/

be posted with the Ask a Question function. Students should consult the message

board and FAQ regularly for periodic updates.

All mandatory reports and assignments should be submitted through BILDA, the

submitting tool is found in the link “Content”. If student groups are created for the

assignments, only one group member has to submit the document, as the group

submitting tool in BILDA will assure automatically credit to all the student group

members.

It is advised to log onto BILDA regularly as updates from course administration will be

posted on the message board. On BILDA you can find FAQ and the possibility to post

questions to the course administration.

On the course hompepage http://www.kth.se/student/kurser/kurs/MJ2412

course information and useful links can be viewed.

11.1.8 PREREQUISITES The course participants should have a Bachelor degree. The students should also

have studied courses in heat transport and fundamentals of thermodynamics.

11.1.9 ENLISTING After the student has been admitted to the course, enlisting to the course is done

through the “My Pages” portal on the KTH student web pages. The student should

respond YES or NO to participating in the course.

11.1.10 COURSE CONTENT Fundamental Solar theory part 1 and part 2: Fundamental solar theory covers solar geometry, main principles of solar thermal

energy and photovoltaic technologies and their equations. The solar collector part

covers flate plate collectors, solar tubes, tilted and façade integrated solar collectors.

Litterature:, Soteris Kalogirou, Lecture slides/notes, CompEdu,

Research articles: To be added

Excercises: 10 example exercises of the solar fundamentals

*The principals of domestic and residential systems

http://www.kth.se/student/kurser/kurs/MJ2412

The lecture covers the solar collectors, thermal storages, building heat/cooling load,

safety systems.

Literature: Lecture slides/notes, Research articles.

Excercises: 5 example exercises of residential systems.

*Thermal Energy Storage TES, Low temperature applications

The lecture discuss the thermal storages used in domestic and residential systems,

diurnal, monthly, seasonal

Literature: Tabeshnia, H., (2011), “Solar assignment Advanced renewable

Technology”, March 4 2011, Lecture slides/notes.

Excercises: 5 example exercises of residential systems

Photovoltaic technology The lecture covers the photovoltaic technology, historic view, material, use.

Literature: Lecture slides/notes, CompEdu, Admasu, A., A., 2011, “Solar PV based

rural electrification in REMA rural village”, KTH MSc report

Excercises: 5 example exercises of photovoltaic technology

Laboratory assessment Calculations of flate plate collector, parabolic trough, PV domestic/residential use.

Study visit Suitable locations of flate plate solar collector and parabolic/PV collector systems in Stockholm

11.1.11 STUDENT PERFORMANCE EVALUATION – GRADING SYSTEM 10 hp:

Exam F-A 1,5 hp (solar part)

Project part Fx-A 1,0 hp

Laboratory Pass/Fail 0,5 hp

Essays Pass/Fail 0,5 hp

3,5 hp (7,5 hp total in

course)

Fx for Fail, additional assignments have to be done to pass

E for the pass grade E

D for the pass grade D

C for the pass grade C

B for the pass grade B

A for the pass grade A

Table 1. RET II, Student performance evaluation

Grade laboratory Grade Essays Study visits Grade Exam

Pass

Fail

Pass

Fail

Pass

Fail

A

B

C

D

E

F

Pass grade must be achieved for laboratory and essay assignments before the

student can be registered for final grade in the course. The pass grade of laboratory

and assignment does not affect the level of final grade.

11.1.11.1 Essays for the pass grade The lectures where obligatory essay should be performed are marked with * in

chapter 1.5. At each essay occasion, the student should submit a 1 page essay,

where the student reflects on the lecture’s content in the view of own experience,

knowledge, background, native country’s applications and approach. The essays will

be checked for plagiarism at submission. If copied essays are found, fail grade is

automatic given and the students informed.

11.1.11.2 Laboratory for the pass grade The laboratory should be performed. A laboratory report according to a template

supplied by the teacher/teacher assistant should be submitted. A deadline will be set

for submission. For the pass grade the student should: Include all the requested

items according to lab instructions.

11.1.11.3 Study Visit for the pass grade

Participating the study visit is mandatory. If failing to participate additional

assessments will be given.

11.1.12 EXAM Enlisting to the exam is done in BILDA course page by the link “Content” and fill in

the “Enlist to exam”. http://bilda.kth.se

The exam consists of 2 parts and is covers three renewable areas, bio mass, wind

and solar technology. The first part is theoretical (≈ 55 points) without help and one

calculation part (≈ 45 points). On the problem part you will are allowed to have the

course handouts but not solved examples or solved assignments. In total the exam

gives 100 points.

To pass you need at least 50 points.

E: 50-53

D: 54-67

C: 68-81

B: 82-90

A: 91-100

11.1.13 LIMITATIONS To pass the assignments, the students have to submit their work at the establish

deadlines. If the deadlines are not met, the student is welcome to re-enlist the next

time the course is given.

If fail is given for an assignment, the student has the opportunity to update the

assignment at a new deadline set by the course responsible.

If Fx is given for an assignment, the student has the opportunity to update the

assignment with appropriate content. The grade can thereafter NOT be higher than D

If the exam is failed, the student has the right to re-exam at a later date set by course

responsible.


11.1.14 OTHER After the course is completed, you can print a transcript by logging in to My pages

www.kth.se/student/studok with your kth.se-account.

The course is developed continuously and the right to count participation or partly

completed assignments may differ from year to year.

11.1.15 ADMINISTRATIVE PERSONNEL To be updated

Course Responsible :

KTH Lectures :

External lectures :

Teaching Assistants :

11.1.16 DESCRIPTION OF ASSESSMENTS AND ASSIGNMENTS

11.1.16.1 Essay assignment

Aim The course has a number of international students, with different backgrounds,

experience and knowledge. The assessment is to write maximum 1 A4 page essay,

where the aim is to reflect on the lecture content in the light of your own background,

experience and knowledge.

Goal The goal is to exercise a critical thinking, when dealing with information related to a

specific educational environment. The solar technology components in the northern

latitudes are not used in the same way as in latitudes of the tropic circle. The student

should discuss the content of the lecture in relation to use of solar technology in the

native country’s applications and approach.

Target group Students taking the course “Advances renewable technology” in class or as a

recorded CENTRA session.

Evaluation

The essay should be submitted through BILDA. The trainer will read and evaluate the

essay. The essay will be checked for plagiarism as well meeting the aim and

objectives.

11.1.16.2 Laboratory assessment


experience and knowledge. The laboratory exercise aims to give the student

additional knowledge and soft skills in solar technology.

Goal The goal is to give the student knowledge of solar applications.

Task Through laboratory documents, discussion and exercises achieve knowledge of the

components of solar applications.



Evaluation The laboratory exercise is voluntary.

11.2 RET II Course program

Advanced Renewable Technology MJ2412

11.2.1 INTRODUCTION It is today clear that alternative power productions to the fossil fuel technology are

gaining increasing commercial interest all around the world. Solar technology for

domestic and industrial use is the alternative technologies that reduce the use of

fossil fuel. There is a growing interest for research and commercial implementation

for both grid applications as well as stand-alone concepts of solar technology.

11.2.2 SYLLABUS The course “Solar Technology advanced course” is a continuation of “Solar

Technology basic course” and a part of the Master program of 60 credits according to

the Bologna process. “Solar Technology basic course” introduced the basic theory of

solar energy harvesting regarding solar collectors, thermal storages and Photovoltaic

for domestic and residential use. The “Solar Technology advanced course” aims to

give an overview of the concentrating solar power (CSP); production, the possibilities

to use solar thermal for district heating/cooling as well as large scale Photovoltaic

system and the social economical impact. This course syllabus is valid from 1 of

September 2011. Changes in the syllabus can be revised and changed before the

beginning of the subsequent semester and should be posted in appropriate course

forums 2 weeks before the course start.

11.2.3 AIM The course discusses the existing CSP concepts in relation to solar thermal energy

harvesting, thermal storages for district heating/cooling and electricity production. It

aims also to give an overall picture of large Photovoltaic systems for grid connection.

The course means to enhance the student’s awareness of solar technologies

regarding power production, district heating/cooling use and its social and

economical impact.

11.2.4 MAIN COURSE OBJECTIVES - ILO At the end of the course the student should be able to:

ILO1. Reflect upon the lectures content in relation to the students own experience,


ILO 2. Discuss the social and economical impact of the implementation of CSP

technologies.

ILO 3. Identify and describe the main components of Photovoltaic and high

temperature solar thermal applications.

ILO 4. Explain, discuss and analyze the operational relations of photovoltaic system

for grid connection and CSP system regarding the thermodynamic processes.

11.2.5 PRIMARY CONTENT –TLA (TEACHING LEARNING ACTIVITIES) The teaching/learning activities aim to give the student the knowledge and

understanding to compute and evaluate different aspects of photovoltaic and solar

thermal technology. Individual calculations, where a number of pre-designed

problems give the student the possibility to exercise previous achieved theory.

Laboratory assignment aims to give the student a chance to experience different

solar collector rigs. The course’s learning activities are leading up to the project work

where the student should asses what he/she has learned from the basic and

advanced courses in solar technology being able to work with a prospect of

designing, evaluating, analyzing and discussing a CSP system and its feasibility. The

exam will test the individual level of knowledge and learning of the student.

Lectures – 2hrs/occasion, in total 16 hrs

9. Introduction (Course responsible) Repetition of RET-I basic course “Fundamentals of Solar

technology”

10. *The principals of High temperature solar Technologies and ORC: concentrators, receivers.

11. *Thermal Energy Storage TES, High temperature Applications

12. Concentrating solar power production – Power production System applications, operation and service

13. Large Photovoltaic grid connected systems 14. a) Grid connected issues

b) Social and economical issues 15. Laboratory assessment 16. Project introduction

Lecture essays LA (understand the different concepts, system and relations),

activities (reflect), Assessment (essay)

Lectures marked with an * has an essay assessment

have a written essay.

Calculations LA (Apply the correct equations to the theory), Activities

(individual calculations) Assessment (peer review)

Laboratory LA (Connect the components of the systems and understand the

relations), activities (retrieve, simulations, evaluate), Assessment

(Lab report)

Project LA (Compile, compute, evaluate, analyze and discuss a solar

technology prospect at a geographical site, deliver the work’s

outcome in a prospect report)

Exam LA (Solve problems, knowledge of the field ), Activities (Individual

Test )

LA = Learning activity

11.2.6 COURSE LITERATURE The main literature is Soteris Kalogirou, Solar Energy Engineering - Processes and

Systems, Elsevier (2009).

Available on-line through KTH Library at:

http://knovel.com/web/portal/browse/display?_EXT_KNOVEL_DISPLAY_bookid=277

4&VerticalID=0

Additional literature is lecture slides/notes, CompEdu, CENTRA recordings, research

and technical articles:

CompEdu, Computerized Educational Platform in Heat and Power Technology,

available at www.energy.kth.se/compedu

CENTRA is an on-line tool for web seminars, e-meetings and virtual classes, where

recordings of the presentations can be accessed in real time or as downloads or on-

line at another chosen time. http://centra.energy.kth.se/



http://www.energy.kth.se/compedu

http://centra.energy.kth.se/

Course participants will be invited to the CENTRA session by mail with a link to the

session’s url-address. The session is limited to a maximum number of 15 attendants.

Research and technical articles will be uploaded in BILDA, archived in “Documents”.

Updates of the course administrative and educational content will be communicated

on the message board in the course’s BILDA page (see further information about

BILDA in chapter 11.2.7.

11.2.7 COURSE HOME PAGE The course will be administrated through BILDA, http://bilda.kth.se

BILDA is the primary communication platform for this course. Any type of inquiry may

be posted with the Ask a Question function. Students should consult the message

board and FAQ regularly for periodic updates.

All mandatory reports and assignments should be submitted through BILDA, the

submitting tool is found in the link “Content”. If student groups are created for the

assignments, only one group member has to submit the document, as the group

submitting tool in BILDA will assure automatically credit to all the student group

members.

It is advised to log onto BILDA regularly as updates from course administration will be

posted on the message board. On BILDA you can find FAQ and the possibility to post

questions to the course administration.

On the course hompepage http://www.kth.se/student/kurser/kurs/MJ2412

course information and useful links can be viewed.

11.2.8 PREREQUISITES The course participants should have a Bachelor degree and passed RET-I;

Renewable Technology basic course. The students should also have studied courses

in heat transport and fundamentals of thermodynamics.


http://www.kth.se/student/kurser/kurs/MJ2412

11.2.9 ENLISTING After the student has been admitted to the course, enlisting to the course is done

through the “My Pages” portal on the KTH student web pages. The student should

respond YES or NO to participating in the course.

11.2.10 COURSE CONTENT Repetition of Basic Solar technology: During the lecture, a previous basic course educational material will be summarized,

emphasized on the components and equations used for harnessing solar energy.

Solar geometry, equations connected to solar thermal energy and photovoltaic

technology and their main principles.

Litterature: The literature used in RET-I. The educational content of the Basic course,

RET-I.

Exercises: Exercises from RET-I.

*The principals of High temperature solar technologies, concentrators, receivers and ORC: CSP technology choices, thermal fluid, and steam turbine concept. With high

temperature solar technology new challenges has to be approached when

developing concentrators, receivers and material. Organic Rankine Cycle works at a

lower temperature range than ordinary Rankine cycle, which yields other aspects to

consider regarding usability.

Literature: ORC, High Temperature Solar Technologies.

Extract from WP2, “Renewable Energy Technologies and Applications (2005),

“MacMahan, A. C. (2006), “Design and Optimization of Organic Rankine Cycle Solar-

Thermal power plants”.

Exercises: 10 exercises of the principals or ORC and high temperature solar

technologies


*Thermal Energy Storage TES, High temperature applications Thermal storages are vital to solar thermal power production. It enables a prolonged

diurnal power production and it is a back-up system at low solar irradiation.

Literature: To be updated

Exercises: 5 exercises about the TES for high temperature applications


Concentrating solar power production – Power production, System applications, operation and service The market for steam turbines operating with Rankine cycle, producing power, has

increased rapidly during the last decade. The operation with solar irradiation as main

source of fuel yields challenges in turbine material, service as well as maintenance.

Literature: Lecture material, Research articles

Exercises: 3 exercises about the power production


Large Photovoltaic grid connected systems: Photovoltaic is not only used for vacation or domestic use. Large systems where

photovoltaic technology is used in arrays to produce electricity are currently produced

and projected worldwide. The lecture discuss the present projects, the limitations,

challenges and the different aspects of operating large PV systems in an engineering

point of view.

Litterature: Reports and articles

Exercises: To be developed


Grid connected issues Operating CSP plants in the electrical grid face different challenges as its

intermediate operation causes fluctuation in the power production.

Literature: Lecture material, Research articles, reports


Laboratory assessment Alt. 1 The student will be reading literature about exergy and performing an

introductory computing exercise on the exergy theme.

Alt. 2 Managing input solar input data

Alt. 3 Simulation of CSP

Laboratory preparation: To be developed

Project introduction An introduction of the intention and aims of the project, giving the student a chance to

ask and discuss the project start-up

Alt. 1 Scenarios: investigating social and economical situations, national, regional,

local

Alt. 2 Simplified computing of a CSP plant – thermodynamic processes

Literature: Project description

Project preparation: To be developed

11.2.11 STUDENT PERFORMANCE EVALUATION – GRADING SYSTEM 10 hp:

Exam F-A 1,5 hp (solar part)

Project part Fx-A 1,0 hp

Laboratory Pass/Fail 0,5 hp

Essays Pass/Fail 0,5 hp

3,5 hp (7,5 hp total in

course)

Fx for Fail, additional assignments have to be done to pass

E for the pass grade E

D for the pass grade D

C for the pass grade C

B for the pass grade B

A for the pass grade A

Table 2. RET II - Student performance evaluation

Grade

Laboratory

Grade

Essays

Grade Project Grade Exam Grade Final

Pass

Fail

Pass

Fail

A A

B

A

B B

C C

D

E

C

D D

E E

Fx Fx Fx

Pass grade must be achieved for laboratory and essay assignments before the

student can be registered for final grade in the course. The pass grade of laboratory

and assignment does not affect the level of final grade.

The project grade has lower priority of the exam grade. To achieve grade A in the

course, the highest grade has to be given in the project and the exam.

For the other grades the grade Exam has priority over the grade Project:

Grade Project (B-C) and Grade Exam (A-B) yields final grade of B. Grade project (B-

C) and Grade Exam (C-E) yields final grade C. Grade Project (A-B) and Grade Exam

(D-E) yields final grade C. Grade Project (D-E) and Grade Exam (C-E) yields final

grade E.

11.2.11.1 Essay for the pass grade The lectures where obligatory essay should be performed are marked with * in

chapter 11.2.5. At each essay occasion, the student should submit a 1 page essay,

where the student reflects on the lecture’s content in the view of own experience,

knowledge, background, native country’s applications and approach. The essays will

be checked for plagiarism at submission. If copied essays are found, fail grade is

automatic given and the students informed. Further information can be accessed in

Appendix 11.2.16.1.

11.2.11.2 Laboratory for the pass grade The laboratory should be performed. A laboratory report according to a template

supplied by the teacher/teacher assistant should be submitted. A deadline will be set

for submission. For the pass grade the student should: Include all the requested

items according to lab instructions. Further information can be viewed in chapter

11.2.16.2.

11.2.11.3 Project Pass grade F-A:

A prospect report should be submitted containing all aspects of the project work

according to the project description supplied by teacher/teaching assistant. Further

information can be viewed in chapter 11.2.16.3.

For the pass grade E the student should demonstrate The student should be able to identify and describe the main components of

photovoltaic systems and high temperature solar thermal applications. The student

has to be able to list and explain the operational relations of the solar thermal system

regarding the thermodynamic processes. Further the student should be able to list

equations used for computing the basic thermodynamic processes of a large scale

solar thermal system.

For the pass grade D the student should demonstrate The student should be able to identify and describe the main components of



regarding the thermodynamic processes. Further, the student should be able to

compute basic thermodynamic processes of a large scale solar thermal system.

For the pass grade C the student should demonstrate The student should be able to identify and describe the main components of



regarding the thermodynamic processes. Further the student should be able to define

the proper operational specifications in regard to the thermal dynamic processes and

prove to compute basic thermodynamic processes of a large scale solar thermal

system.

For the pass grade B the student should demonstrate The student should be able to identify and describe the main components of

photovoltaic systems and high temperature solar thermal applications. Define the

proper operational specifications in regard to the thermal dynamic processes and


system. Further the student has to be able to explain the operational relations of the

solar thermal system regarding the thermodynamic processes and evaluate system

performances regarding the relation to insolation, thermal storage capacity, output

power and efficiencies.

For the pass grade A the student should demonstrate The student should be able to identify and describe the main components of

photovoltaic systems and high temperature solar thermal applications. Define the

proper operational specifications in regard to the thermal dynamic processes and


system. Further the student has to be able to explain the operational relations of the

solar thermal system regarding the thermodynamic processes and evaluate system

performances regarding the relation to insolation, thermal storage capacity, output

power and efficiencies.

11.2.12 EXAM Enlisting to the exam is done student “My pages”.

The exam consists of 2 parts and is covers three renewable areas, bio mass, wind

and solar technology. The first part is theoretical (≈ 55 points) without help and one

calculation part (≈ 45 points). On the problem part you are allowed to have the course

handouts but not solved examples or solved assignments. In total the exam gives

100 points.

To pass you need at least 50 points.

E: 50-53

D: 54-67

C: 68-81

B: 82-90

A: 91-100

11.2.13 LIMITATIONS To pass the assignments, the students have to submit their work at the establish

deadlines. If the deadlines are not met, the student is welcome to re-enlist the next

time the course is given.

If Fail is given for an assignment, the student has the opportunity to update the

assignment at a new deadline set by the course responsible.

If Fx is given for an assignment, the student has the opportunity to update the

assignment with appropriate content. The grade can thereafter NOT be higher than D

If the exam is failed, the student has the right to re-exam at a later date set by course

responsible.

11.2.14 OTHER After the course is completed, you can print a transcript by logging in to My pages

www.kth.se/student/studok with your kth.se-account.

The course is developed continuously and the right to count participation or partly

completed assignments may differ from year to year.

11.2.15 ADMINISTRATIVE PERSONNEL To be updated

Course Responsible :

KTH Lectures :

External lectures :

Teaching Assistants :

11.2.16 DESCRIPTION OF ASSESSMENT AND ASSIGNMENTS

11.2.16.1 Essay assignment


experience and knowledge. The assessment is to write maximum 1 A4 page essay,

where the aim is to reflect on the lecture content in the light of your own background,

experience and knowledge.

Goal The goal is to exercise a critical thinking, when dealing with information related to a

specific educational environment. The solar technology components in the northern

latitudes are not used in the same way as in latitudes of the tropic circle. The student

should discuss the content of the lecture in relation to use of solar technology in the

native country’s applications and approach.



Evaluation The essay should be submitted through BILDA. The trainer will read and evaluate the

essay. The essay will be checked for plagiarism as well meeting the aim and

objectives.

11.2.16.2 Laboratory assessment


experience and knowledge. The laboratory exercise aims to give the student

additional knowledge and soft skills in solar technology.

Goal The goal is to give the student knowledge of solar applications.

Task Through laboratory documents, discussion and exercises achieve knowledge of the

components of solar applications.



Evaluation The laboratory assignment document should be submitted through BILDA..

11.2.16.3 Project assignment


experience and knowledge. The aim is to give the student project group a problem

based on a real situation, to solve by retrieving knowledge from learning objectives of

the course material, investigation, discussions, and project group decision making.

Goal The students should be able to compute, analyze, evaluate and discuss the results of

the stated problem and prove their ability through a written report. The report

template should be provided by the trainers.

Target group Students taking the course “Advanced Renewable Technology” in class or as


Evaluation The report/document should be submitted through BILDA. The trainer will read and

evaluate the report. The report will be checked for plagiarism as well meeting the aim

and objectives.

11.3 Design Account RET II 11.3.1 PRESENT CHALLENGES The present course has been struggling with fast increasing number of students in a

short time period. The department has not been able neither to meet this number, in

a proper administrative way, nor to meet the different backgrounds of the students

[several international Universities]. Delivering an adequate teaching model and

learning content in an environment that differs from the normal lecture room teaching

behavior, encounter a new set of challenges that has to be accepted by a various

number of teachers; in-house lecturers and external lecturers.

Examples of obstacles not foreseen are the behavior in the lecture room when

dealing with the recording of the lecture. Normal behavior as for planning, creating

power point slides, speaking, explaining and answer questions in a lecture room is no

longer natural. The distant student’s need for clarity and explicitly has to become a

priority. The on-campus student would also benefit of a stricter executed teaching

managing. The course has suffered from non-existent alignment between the

intended learning outcome, and the in-house and external lecturers’ educational

material. Power point slides have been poorly managed, questions from students

have not been repeated to satisfy the distant students’ need for a good clarity, project

assignments have not been in alignment or adjusted according to unforeseen events.

More, the present course has too much in common with the previous basic course

that is mandatory for the students.

The content of the learning material has to be better administrated, aligned and

managed, as it is difficult for the teacher to achieve the same quality in distant

student guidance as face-to-face on-campus guidance.

The laboratories and the study visits are in large extent mandatory for the on-campus

students and face another challenge when including distant students, following the

issue of quality assurance.

When working towards on-campus students and distant students, assignments and

projects tasks impose other demands. It is not possible to have a preconceived

opinion of the students’ capability to solve tasks and assignments in an old fashion

Swedish/KTH manner. Different educational paradigms of international universities

yield a need for more explicit and clear content of the learning material. An

understanding of the local Universities’ situation and students’ prerequisites should

be actively pursued.

11.3.2 COURSE DESCRIPTION The advanced solar technology is based on the basic solar technology, where the

solar fundamentals are discussed. The advanced course take the solar technology a

step further, discussing larger systems, ranging from district heating to grid

connected electricity production. The utility is no longer domestic based for a local

market; it is aiming for commercial interaction with systems using fossil fuel on a

regional to international market. The educational material include medium to high

temperature applications as well as photovoltaic applications in large systems. The

advanced course concludes the goal to let the student be acquainted to the

contemporary solar technologies in commercial and research market.

The course description is primary a result from KTH instructions of the CDIO-model

(Edström, K., 2006) and developed from a literature base of educational issues,

referenced in following sections.

11.3.3 OUTCOME BASED TEACHING AND LEARNING The course is outlined according to the theory of outcome based teaching and

learning, as discussed in Biggs & Tang, page 5 & 7. The basic and the advanced

course should be aligned as well as the individual course’s content. The lecture

content should be aligned with the activities such as assignments, exercises and

work tasks aiming to stepwise lead the student forward to a higher success rate in

their deep approach learning progress (Biggs et al., 2010).

11.3.4 BLACK BOX TECHNIQUE The previous section’s approach demands an agreement between the teachers

about the goals of the course and aims of the assessments. By considering the tool

of “black box” technique (LU1, 2010a”), the teachers involved in the course should

discuss the previous skills and knowledge of the students groups, developing output

requirements to produce common course content, meeting the learning objectives.

The expected resulting delivery from the black box discussion is explicit lecture/

assessment preparation descriptions (see Biggs et al, 2010, p. 113, box 7.1; Ryan, et

al., 2005), including the time considered to do the preparation tasks (Gibbs, 1999,

Chickering et al., 1987). The lecture/assessment preparation descriptions procedure

will give on-campus as well as distant students the possibility to prepare and

recuperate learning activities beforehand and later in the course.

11.3.5 EXTERNAL LECTURERS The external lecturers should be informed of the course goals and aims and invited to

meet the learning objectives by implementing suitable soft skills and additional

curriculum aligned with the course content.

The KTH and external lecturers are advised to consider descriptive and functional

knowledge in developing the lecture/assessment descriptions (Biggs et al., 2010).

11.3.6 ESSAY In two lectures the student is asked to write an essay (Biggs et al., 2010) that reflects

on the lecture’s content in relation to his/hers background, knowledge, home land

situation etc. In the light of having an international student base, the assessment

aims to give the student an opportunity to submit an active input from their own

national perspective. The essay is also a way to retrieve an indirect evaluation of the

learning outcome, where the student’s input can be a step to improvement and

development of the learning objectives.

11.3.7 FEED BACK Prompt feedback to the students is strongly recommended (Biggs et al., 2010; Gibbs,

1999; Chickering et al., 1987) to increase the student’s interest and motivation.

11.3.8 STUDENT EVALUATION The student evaluation is carried out by pass/fail grade and seven grade system [A-

Fx] (Ekecrantz, S., 2007).

11.3.9 LABORATORY AND PROJECT ASSIGNMENTS The laboratory and project assignments include the learning objectives to achieve

another perspective of the thermodynamic processes in a solar thermal application.

Implementing the earlier learning outcomes from the course, the student should be

able to grasp the idea of Exergy and be able to perform a laboratory and deliver a

group assessment according to CDIO (Edström, K., 2006).

11.3.10 REFERENCES: Biggs, J., Tang, C., 2007, Teaching for Quality Learning at University”, third edition,

Open University Press, p. 5,7,24, 97, 99, 104, 135,163, 284

Chickering, W. A., Gamson, Z. F., 1987, ”Seven principles for Good practice in Undergraduate Eduction, p. 1,3. Edström, K., ”Doing course evaluation as if learning matters most”, KTH

Edström, K., 2006, “Instruktioner för formulering av kursmål (learning outcomes)”,

Learning Lab, KTH, Stockholm, September 2006.

Ekecrantz, S., 2007, “Målrelaterade betyg, att arbeta med betygskriteries och

bedömning I sju grader”, Universitetspedagogiskt centrum”, pp. 7-25.

Gibbs, G., 1999, “From Assessment Matters in Higher Education, eds. Brown and Glasner. ISBN 0749411139, pp. 44-46 LU1, 2010a, ”ObjectivesII”, page 16.

Ryan, J., Carroll., J., 2005, “Teaching international students: Improving learning for all”. ISBN 04153350654 , ch. 4, p. 26.

11.4 Evaluation RET 2011 11.4.1 EXTRACT FROM POST MORTEM 2011 COURSE STRUCTURE After looking through the lecture material of RET I and RET II it is clear that both

courses try to cover all areas of solar technology, both low and high temperature as

well as Photovoltaic. It is not coordinated regarding solar fundamentals, descriptions

and nomenclature. The definition of advanced renewable course opposite to

renewable course is not clear. Distant students educated in a different educational

system demand another approach regarding lectures, content structure, assignments

and work tasks. Many tools can be accessed on the Internet, therefore the

assignments should be emphasized on understanding of the theory and principles.

The tools accessed on the Internet can be used in laboratories and project

assignments.

Suggestion: The content of RET I and RET II should be revised to aim for a better

structure alignment. RET I could focus on the solar fundamentals and low

temperature solar thermal and PV for domestic use. RET II could focus on high

temperature solar thermal and Photovoltaic for larger system applications. The social

and economical view would also be an addition to a more elaborate solar technology

course. The goal is to get a coherent educational content that gives the students a

stepwise increasing level of knowledge of the topic.

PROJECT ASSIGNMENT During the three years I have been working with the project assignment of RET II,

resulted in mainly two experiences; the alignment of the project was far off,

comparing to the course content and distant student’s prerequisites did not match the

project assignment’s intention. The on-campus students manage to solve the

problem statements in the project description. Necessary knowledge was not given

from the lectures in the first case. In the second case the teaching assistant was left

with inadequate information and material (based on previous year project task with

focus on KTH students’ problem solving capability) to develop an assignment aligned

with the course’s intentions and lectures. Yet again the on-campus students

managed to solve the problem statement but the distant students had problems in

several cases to achieve the pass grade. Also unnecessary time to administrate the

project assignment increased.

Suggestion: To meet an international student base, the explicitly of the information given and

alignment to the course content have to be improved. Parameters and coefficients

that are used in the project should be explained in lectures and/or lecture notes.

− Links to useful web pages should be included in the BILDA web page.

Engineering toolbox, KTH library ASHRAE Handbook of Fundamentals,

Simulation tools etc.

− Individual laboratory and project assignments should be developed.

− The best reports of the previous years should be archived, creating a basis of

educational material for evaluation, reuse or improvement.

STUDENT FEED BACK During the course LU1 “Lärande och pedagogik”, two interviews were performed with

two students from RET II. Some common results from both interviews were lack of

administrative quality, i.e the course administrative documents as for exercises,

previous exams, additional material, laboratories and project were not available for

the students in time. The students were not able to schedule and plan their studies.

The lecture content was sometimes a repetition from several previous courses and

some teachers repeated the information on the .ppt presentation, which lead to

student ignoring the lecture. The interviewees also expressed a wish to have

Photovoltaic in the RET II course.

QUOTES FROM RET II ENGLISH AND SWEDISH STUDENTS 2011 : More information about the laboratories content, what should be done and

time schedule should be given at the course start.

” We are distance based students. I are scarifying lot for these studies. It is

difficult to get much help from KTH in rational way (due to communication

barriers). I am having lots of contradictions of doing this. Because it is difficult

to express explain our problems in words. However, your help is very useful to

us and it is highly appreciated.”

11.4.2 EVALUATION OF TWO YEARS PROJECT ASSIGNMENTS. The students have worked in a project group to retrieve background material,

compute, evaluate, analyze, discuss, conclude and report a CSP plant design. The

intention was to make a preliminary investigation for a decision basis of a

geographical site and suitable technology (2009 and 2010).

The results and conclusions of two year’s consecutive practical experience are the

following:

• Lack of knowledge of the thermodynamic processes.

• The students lack knowledge of the difference between thermal and mechanical power. (the thermal power transferred to mechanical power in a turbine). Computing the thermal power in a Rankine cycle is confused with the electrical power from the generator to the grid.

• Confusion have also been seen when students try to compute the optical efficiency and the thermal efficiency of a solar collector system. Misunderstanding of different insolation nomenclature like average insolation to useful insolation has been done, when computing with efficiencies.

• Lack of understanding the enthalpies in a Rankine cycle, leading to confusing of the condensing process of waste heat in a Rankine cycle and the computing of the thermal energy from the heat source to the Rankine cycle (heat exchanger)

• Different terms are used in computing for the same thermal power, yielding false results.

• The calculations of the thermal energy storage, mass flow, volume, time for charging and discharging and use of storage layout is confusing.

11.5 Interviews, LU1 Interviews performed in the course “Teaching and learning in higher education”, LU1,

2nd Semester 2010.

11.5.1 INTERVIEW 1 – (SWEDISH) Lärare Could you please describe a little about yourself och akademinsk bakgrund (name,

country, academic background and work experience)

Student Går nu på fjärde året på KTH, maskinteknik, jag har varit i USA och pluggat i ett

halvår, jobbat ett halvår och pluggat på Stockholms universitet i ett halvår, ungefär så

är min bakgrund.

Lärare När vi kommer till kursen närmare bestämt. Tyckte du att nivån på kursen var rätt

nivå. Det är personligt, tänk inte på de andra och tänk på din bakgrund och din

erfarenhet. Hur tycker du att nivån på kursen var, med din bakgrund och erfarenhet?

Student Pratar vi första eller andra kursen?

Lärare Andra men relaterat till första. Jag förmodar att du gått ettan först och gått över till

tvåan.

Student Ja

Lärare Hur uppfattar du innehållet i andra kursen relaterat till hur du uppfattar det borde vara

jämfört med vad du gick igenom i första kursen med tanke på vad du förväntar dig av

hela programpaketet.

Student Jag tycker att vi har gått vidare men återkopplar till första kursen. Jag tyckte att första

kursen i sig gick lite långsamt fram. Man kunde ha lärt sig mer under den period man

läste, man kunde ha klämt ut mer från föreläsningstimmarna

Lärare Andra kursen är indelad i tre delmoment. Tänker du på någon särskilt delmoment ?

Student

Hm, Biomassan i båda lägren, skulle jag säga. Vindkraften i andra kursen, det lilla vi

har haft nu i tvåan är väl, ja, Jag har läst 7,5 p vindkraft innan så det är svårt för mig

att säga att vad jag lärde mig i första kursen och vad som kom från tidigare kurs, så

det är svårt för mig att uttala mig om just den. Solkraften, James Spelling, hans

föreläsning tyckte jag var väldigt bra. Mycket ny information men återknöt till första

kursen. Biomassan i första kursen hade vi Reza. Han säger att det är ett väldigt stort

område och som vi inte hinner gå igenom på detaljnivå. Ändå slutar alla föreläsningar

1 h för tidigt, eller dylikt när vi har haft tre timmars pass, slutar vi till och med 2h för

tidigt. Då blir det lite kontrast till att han säger vi hinner inte så mycket, ändå skär han

ned så ordentlig. Det kan vara att han är en effektiv föreläsare och han hinner med

det som direktiven säger eller så gör han det enkelt för sig.

Lärare På andra kursen, tyckte du att det var på en mer avancerad nivå än första kursen?

Student Det är också lite svårt. I andra kursen tittade vi också i power generation och

förbränning och man fick kunskap därifrån. Då pratade man om att det var ett helt

paket i förra perioden man skulle tillgodoräkna sig och de skulle vara väl tillsammans

och det var de väl också, vi pratade om förbränning där och hela förbränningscykeln.

Så det är svårt att pin pointa om det var, hur det var där. Det kändes som väldigt

mycket repetition och inte så mycket nytt.

Lärare Var det bra kontakt med första och andra kursen ?

Student Det tycker jag James Spellings föreläsning kändes som att han tog det från början

men ändå inte , nä, ett stort plus

Lärare Vad förväntade du dig att lära dig av kursen. Stämde det med vad du förväntade dig

vad du läste i PM och efter kursen ?

Student Absolut Kurs PM:et stämde överens med kunskapsinnehållet i kursen vad jag

kommer ihåg. Jag tänker främst på första kursen då den är avklarad och då jag håller

på att plugga andra kursen just nu. Där var det någonting jag blev lite besviken på.

När jag hör, innan jag läste kurs PM, och så tänkte jag renewable technology, så

känns det som, speciellt RET, så borde det vara mer än de tre som vi tittar på. Ok att

de tre är de största just nu, men hur ser framtiden ut och vi skall väl vara lite cutting

edge då det är en Masterutbildning här. Jag saknar, jag är intresserad av vågkraft,

vad är det, jag har aldrig läst om det, jag vill höra mer om det, folk säger att det kan

vara framtiden. Kan vi inte få lära oss vad är problemen, vad är det, det finns stor

chans att vi kommer att jobba med det, vi är det nya som skall jobba. Ok att

potentialen för vindkraft och solkraft att det kommer att byggas mycket sån’t, absolut,

men det finns andra saker. Det skulle vara jätteintressant att höra vad är det som

testas nu, och då får man säga att det här vet man inte om det kommer att stämma,

det visar sig inte just nu. Men vissa tror att det är så här och så får man höra vad det

är för teknik. Och göra det för tekniskt skall vi inte vara rädda för det är ju en teknisk

utbildning. Det är något jag saknar genomgående över hela Masterutbildningen, att

det är för lite tekniskt och det går för mycket på ytan och man går inte in och tittar på

vad som händer.

Lärare Hur uppfattar du dina, förkunskaper, med förberedande kurser och baskunskaper för

att klara av första och andra kursen ?

Student Absolut, jag är även besviken över mitt B i första kursen. Kurserna är framförallt ettan

var inte en svår kurs, på det sättet, det var inte så mycket nytt som man är van att

läsa på skolan. Visserligen är det ett nytt upplägg med många småkurser parallellt

jämfört med föregående år med mer fokuserat med 12 p matte och stora block men

det var ett högre tempo. Vi hade 6p värmelära med ett enormt högre tempo och de

6p är mer värda än de 6p från första kursen var värda. Det var mer information att

lära sig, det var svårare att lära sig och man fick lägga ned mer tid på det. I och med

att man säger att de tre ämnena är så stora som man säger i andra kursen då är det

väl bara att brassa på.

Lärare Skulle du uppskatta att få ett projektuppgift där du får stöd av lärarna men du själv

skall efterforska den nödvändiga tekniska kunskapen som du måste ha för att lösa

problemet eller skulle du vilja ha att lärarna ger dig den tekniska kunskapen och du

löser ett generellt problem ?

Student Där skulle jag föredra att få det givet. Vi är här för att lära oss mer än, vi är i och för

sig här för att lära oss leta, men mycket tid kommer att gå åt att läsa abstract på

Science direct och vi kommer att slösa bort tid på tekniska rapporter, vi skall kunna

läsa dem absolut, men man måste läsa några stycken för att komma fram till rätt

saker. Har man en lärare som vet vad han pratar om och kan ge oss den tekniska

kunskap kan man suga åt sig den på en gång istället för att slösa bort tiden på annat.

Man kan använda tiden mer effektivt. Såsom man har i värmeläran, termoläran.

Lärare Hur använde du tiden i första kursen och andra kursen

Student I de tidigare teoretiska ämnena måste man plugga kontinuerligt, för att klara tentan. I

första kursen verkade det som upplägget var att om man bara att läsa igenom slidsen

och sedan gå och skriva (tentan). Rättningen i första kursen var kanske att skulle ha

läst mer ord för ord, ja kanske en kuggfråga kan man tycka eller dylikt. Men det var

ändå sådant upplägg på kursen att detta kan man läsa på vardagar, gå och skriva

tentan och klara sig bra.

Lärare Hur skulle du kunna beskriva dina studiestrategier. Läser du studielitteraturen eller

tar du ut nyckelpunkter som du tar ut för att klara det du är tilldelad ?

Student Det beror väldigt mycket på hur examinationen ser ut och vad det är för form av kurs.

I första kursen var det att skumma pdf:erna, då de var flytande text i princip, och det

är därifrån det viktigaste kommer ifrån. Jag har nästan inte köpt en bok som inte varit

med på tentan, känns det som. De böckerna köper jag och läser varenda ord för att

veta var sakerna finns och kunna hitta på tentan. Då behöver man inte leta på tentan,

så fungerar jag. Det är så också på föreläsningarna. Om föreläsaren skriver på

tavlan, skriver jag ned allt vad som föreläsaren skriver. Då får man syn, hörsel och

det sitter i handen. Det är en enorm hjälp i tidigare kurser att titta på, man vet var

man sett saker förut och man kan applicera på problemlösning sedan. Detta är en

helt annan kurs och kursteknik där man förklarar vad som står på Power pointen. Jag

föredrar svarta tavlan mot CENTRA. Att skriva på sin dator som om det var en svart

tavla men med CENTRA connection då följer man med och då får man alla tre

läringsintrycken och det fungerar utmärkt. Det som händer med CENTRA är att

föreläsaren kommer 13 min över och skall sätta upp CENTRA och det fungerar inte,

oj klockan är halv och vi börjar då. Det är som att vi, 50-100 personer på

föreläsningar, vår tid är inte så mycket värd. Och då känner man sig lite försummad.

Jag arbetar alltid tillsammans med folk, jag tentapluggar tillsammans med folk och

löser uppgifter tillsammans med folk.

Lärare Du pluggade på Sotckholms universitet och i USA. Ser du någon skilnad ,

erfarenhetsskillnad mellan universiteten

Student I USA har de en helt annan ekonomi. Där är det en professor som lär ut i ett klassrum

på 20-30 personer och det blir personligt på ett helt annat sätt. Han ser till att alla

följer med. Det kan också vara ett frustrerande om man har förstått det för två gånger

sedan men han ser till att det blir ett annat personligt stadium på det sättet, men det

är en ekonomisk fråga. Det som är lite onödigt det som hänt här är att man tar in

gästföreläsare som inte kan hantera engelska, och det tar en tid innan man förstår

vad han säger. Det spelar ingen roll hur duktig man är om man inte kan språket. I

USA läste jag strömningslära och det blir teoretisk. Även om man inte förstod

bakgrunden till alla ekvationener man fick så ville han att man skulle förstå de olika

delarna av till exempel Bernoullie ekvationen.

Lärare Hur studerar du kurslitteraturen och om vad jämför med kurslitteraturen i USA. Var

det någon skillnad i stdieteknik

Student Jag studerade inte tillsammans med så mycket folk där då jag inte kände så många.

Jag läste böckerna mer. Jag slog direkt upp i böckerna mer för att lösa problem. På

KTH, diskuterade jag problemen först, och fick man inte någon lösning där gick man

till föreläsaren och om man inte fick svar där gick man till böckerna och slog upp det.

Det beror enbart på att jag inte hade den studiecirkeln jag hade på KTH. Snabbast

gick det på KTH – Att prata med någon, där man försöker att förklara frågan inser att

det kanske inte var något förresten, det lär man sig på och det hjälper mycket. Det är

svårt att jämföra kurser rakt av

Lärare Hur agerar du i klassrummet i USA relativt KTH.

Student

Det var högre aktivitet generellt sett i klassrummet i USA än i föreläsningssalen på

KTH. Fler frågor ställdes per timme fast vi var färre i USA än på KTH. Jag själv

ställde nog precis lika många frågor per timme, ja det är nog samma för mig

personligen. Då det ställdes fler frågor så fick man svar på fler frågor.

Lärare Hur kan kursen förbättras ?

Student Den viktigast poängen är väl att särskilja vad som är föreläsningsmaterial och

kurslitteratur. Det är ok att ha pdf:er som kurslitteratur men det är inte ok att ha det

som föreläsningsmaterial., på något sätt. Alla power point vi ser på skolan skulle

aldrig duga på en presentation någon annan stans i den verkliga världen. Vi vet

egentligen inte hur en riktig presentation går till för vi har aldrig sett någon. Varför inte

då göra presentationerna under föreläsningarna som en riktig presentation.

En riktig presentation då har man ppt som ett supplement och hjälper att få fram det

man säger. Nu går det åt andra hållet, Det står så mycket på ppt:en att man måste

förklara vad som står där. Ppt borde vara ett tankestöd. Ha några statements på

tavlan; Vattenkraft är bra och då pratar man varför vattenkraft är bra och så får man

fram en bullet där dammar är bra och då förklarar man varför dammar är bra.

Man har ett statement högst upp där man förklarar statements och under det och

viktigaste först och det är det man pratar om istället för att ha hela meningar, hela

stycken, hela sidor i värsta fall där man sitter och läser och inte lyssnar och sedan

lyssnar man men man läser inte. För mycket text och för mycket animationer hur allt

hoppade fram, onödigt. James Spellings animationer var väldigt bra och som visade

hur allt fungerar.

Gästföreläsare är jättebra men de måste veta vad vi kan innan. Ge dem en ex-tenta

eller kontrollskrivning som vi haft innan så att de vet vilken nivå vi är på. Kommer det

en gästföreläsare som inte vet vad vi kan, börjar de om från början och dt har vi hört

många gånger redan. Att föreläsarna håller tiderna kan förgylla en hel dag. Det kan

man tycka är självklart men det är bra. Jag gillar att man som i ettan gick från

föreläsningen och inte förstod två ord men sedan satte man sig och jobbade med det

så klickade det till. Det är den nivån då man lär sig som mest enligt mig – då får man

ut mest av föreläsaren och mest av vår tid. Alla behöver inte förstå allt under

föreläsningen. Det är ok att bara brassa på och sedan får man lära sig sen. Speciellt

på en räkneövning där man kan ställa frågor på ett helt annat sätt.

11.5.2 INTERVIEW 2 Teacher Could you please describe a little about yourself (name, country, academic background and work experience) Student My name is X.X. I am French and I am doing a double degree here. In my home school we study every field of engineering, we have a very generic approach. I have a very broad background, we do not go so much in detail (therefore I am here). In France we do 2 years of basic subjects (very intensive) and then 3 years of specialization. Teacher 2. Was the course content given at an appropriate level? Student I think so generically, but if you want my opinion on how I experienced it; I was expecting more “details”, more theory. Teacher (Do you think that the RET II was at the same level as RET I then?) Student No it was more advanced. RET I was more superficial and general, we did not go much into mathematical description of the system. In RET II we are more able to do models. Teacher (As RET I and II are divided in three parts, do you feel that there is something that stands out, positive or negative regarding the contents?) Student I was expecting to hear about photovoltaic in RET II. The parts about boilers felt like a repetition since we heard about those in the first semester. Wind-power is very well explained. Everything is recorded and we get electronotes this was also really good. Teacher 3. What do you expect to be your learning outcome of the course? Student Concerning RET I I felt I got what I expected. For RET II I would have expected to see more about photovoltaic and maybe for biomass to study some examples since here in Sweden you have lots of examples at hand (how they stock it, burn it etc...).

Teacher 4. Do you think you have the right prerequisites for attending the course? Student I think I had the right background, I received a very broad preparation at my home university. The good thing was that here I got to learn things I did not know about before. Teacher (How did you plan your study time for each part (wind, biomass, solar) Student I missed some parts of RET I because of timetable crushing, therefore I studied at home those lectures. This was my homework. I spent 2 days for preparing the exam. I was actually surprised about my high grade. The home assignments did

not require so much work either. Teacher 5. Which are your studying strategies Student I try to go to all lectures. If I don’t manage it, I try to get the PowerPoint slides. I don’t read the book unless the teacher insists hardly on it! I It was confusing when the teacher was referring to the different resources (book and compendium) so I decided to use only the PowerPoint. Teacher (Do you work in group or alone?) Student Usually I work alone, I have no problem working in group. But if I do something new I try first to understand it by myself then I can discuss with others. Teacher (Do you memorize or try to understand concepts?) Student I go for the concept understanding, I never memorize, only order of magnitudes in order to have an idea if my calculations are reasonable or not. Teacher 6. How do you view the teaching and learning in your university compared to KTH approach ? Student Here only the results are presented. For example, the teacher here gives us the formulas without really explaining where it comes from and how you arrive to that. In France they will spend hours in explain how you arrive to the formula. I think this last has the advantage that in real life we might not have the formulas so we will have to figure them out. In France we had more laboratory activity Teacher (Is there a difference concerning the lectures?) Student Here there a lot of teachers coming for lecturing so it is very subjective. I often don’t follow what the teacher says, I look at the slides and take notes, sometimes it feels not interesting what the teacher says. Teacher (Why do you think it is not interesting ) Student Sometimes they spend too much time on meaningless details, it goes too slow.

Teacher How do you approach the literature at your home university? Student In France we get the slides before the course, or a paper from the teacher about the lectures, so sometimes we do not even go to the lecture because we already have the notes. Otherwise I write on the electronic version of the slides. Teacher (is it accepted in France to have a laptop in use during the lectures? And do you do something else with it?) Yes it is accepted, depending on the teacher. they Student might ask you to show what you did or are doing with your laptop. If I could not use the laptop I would not really know what to do, it is so good to be able to take notes straight on the slides, I am not used to write notes by hand anymore

Teacher 8. How active are you in the classrooom at KTH comparing to your home university ? Student I am not used to interrupt the teacher, I go and ask during the break, that is how I do in France and here, independently on the size of the class. Teacher 9. Is there a particular area you think should be emphasized/improved more in the course? Student Biofuel and photovoltaic. I am though globally happy about these courses. I have complained a lot, but, you know I am French, we like to complain ☺. I would like to have more personal interaction with the teachers, the interaction on BILDA is OK (the FAQ section is especially good), but I prefer to ask questions face to face to the teacher. I would like to see more numerical methods, use of MatLab and modelling, as well as operation planning and so on, to have more insight on what we will do when we will work