Demand Energy Equality Solar PV workshops

Workshop Facilitators Guide

Houghton Research May 2014

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Contents

Using this guide ............................................................................................................................................................ 1
Workshop outline ........................................................................................................................................................ 2
Workshop Notes .......................................................................................................................................................... 4
Before the workshop .................................................................................................................................................... 4
Introduction and theory ................................................................................................................................................ 6
Summary of the construction process .......................................................................................................................... 8
Construction .................................................................................................................................................................. 9
Cracks .......................................................................................................................................................................... 10
Testing and encapsulation .......................................................................................................................................... 11
Summing up ................................................................................................................................................................ 12
Introductory Games .................................................................................................................................................... 13
Verbal feedback .......................................................................................................................................................... 13
Games to demonstrate basic principles...................................................................................................................... 14
A Theory of Change the Demand Energy Equality Philosophy ................................................................................ 17
Further Issues for Discussion ...................................................................................................................................... 17
Activity Risk Assessment ............................................................................................................................................. 21
Feedback form ............................................................................................................................................................ 23
Using this guide

The overall objective of this guide is to create confidence in facilitators to enable skills to be spread further.

More specifically, this guide is as an aid to workshop facilitators:
To set up and administer workshops effectively
To do that as safely as possible safety issues are highlighted in red throughout this guide
To deliver workshop that are fun and interesting
o By setting out a range of techniques including games and exercises to help students gain the
maximum understanding
o By suggesting ways in which the bigger issues of energy and the impacts on the environment can be
brought into the workshop

The guide starts with a Workshop Outline flow diagram which sets out a suggested structure for a workshop and
this is used to signpost the reader to more detailed information elsewhere in this guide. This is followed by notes
that give more detail about organising and running the workshop.

No workshop structure should be set in stone and facilitators should adapt it to their own needs perhaps by doing
things in a different sequence or by missing some elements out or adding others in. It is hoped that the guide will be
amended over time to reflect the experience of facilitators who are running workshops. If you have come up with a
new way of explaining or demonstrating something, a new game or a good response to a common question you
can add these to the guide by going to:
https://drive.google.com/folderview?id=0B27UrHep4ZUHMWJvci1WTGkxbHM&usp=sharing.
As it is an evolving document make sure you have the most recent edition by checking on the website.

The guide is designed to be used alongside the video tutorials on the Demand Energy Equality website and the DIY
Solar PV Handbook and these are referenced throughout the guide.

Note: The guide reflects the latest developments in the construction of DIY photovoltaic panels as practiced by
Demand Energy Equality. There have been some changes to the construction and some new materials are being
introduced. There has also been a body of experience built up in how to run a workshop. For both of these reasons
the guide does not always follow the same sequence or adhere to the same construction as the either video tutorials
or the handbook. A photographic summary of the most recent construction process is shown on the next page.

General points on running workshops

Pitching
A key skill for facilitators to develop is how to judge at what level to pitch the delivery of workshops and not to make
the technical information too overwhelming. At the same time, you do want to stretch people a little so that they
are acquiring new knowledge and learning new skills. The best sign that you are getting it right is that everyone is
engaged in what you talking about (looking at you and asking questions) so watch out if some individuals are very
silent it could mean you are talking over their heads. Alternatively you may have the odd individual who is very
knowledgeable or skilled so keep them engaged by using them get them to explain points or help less skilled
individuals.

Timing
Approximate timings are given in the workshop outline assuming a workshop which lasts 7 hours including breaks
and lunch (dont forget them!). Inevitably, workshops dont always start on time or some technical problem causes a
delay. So it is useful to have in your head which activities can be missed out or speeded up (e.g. introductory games)
and what activities must not be rushed or missed out (e.g. learning how to solder). Try to avoid a very rushed ending
as a lot of good work can be messed up by a careless mistake because people are rushing. It not always essential to
complete the panels e.g. final encapsulation and sealing up the panel could be completed after the workshop by
the facilitator it is more important that participants test the panels and understand how they work.
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Workshop outline

Before the workshop














The first hour of the workshop start with whole group sitting in a circle














Move to the workstations and plug in soldering irons so they can be heating up


INTRODUCTION AND THEORY
Introduce facilitators
Introduce participants
What is DEE and what are its aims
Outline the agenda for the day

Arrange room
Lay out work stations at each table
Cut cells to size
Opening up double glazed frames
Check on numbers attending
Print out feedback forms
Carry out risk assessment
What refreshments are available and
when
Where are the toilets
Where to smoke

Voltage, current and power
How much power do they produce - what
could you use them for
What is a series circuit
What is a PV cell and how does it work
Why we want to make an 18v panel

Workshop
Preparation
Basic Concepts
(See Step 4 video)
20mins

Housekeeping
5mins
Introductions
(See Welcome &
Introductions
video)
15mins
Workshop
admin
How to Solder
(See Step 5 video)
20mins
Tools and
Materials
(See Step 1 video)
5mins
Demonstrate good soldering technique
Describe common errors

Go through uses of tools
Describe the materials that will be used
and their purpose
See how fragile PV cells are
Try a game
see page
13
Chance to do some energy
education - see page 17- 18
181818
Try a game
see page 14
Chance to point out
some environmental
considerations see
page 19 & 20
Highlight main risks
Describe how you are going to minimise
risks
What to do if you burn yourself
Location of medical kit

Risk Assessment
5mins
BEFORE THE WORKSHOP

See FAQs on page 19
Try a game
see page 16
See Box on page 14
See form on page 21
3



From now on participants are working at their own speed with your aid




With some students or get everyone to watch perhaps at a separate table








TESTING AND ENCAPSULATION

CONSTRUCTION
Soldering tabbing
wire to cells
continues
Encapsulating
cells & sealing
panel
(See Step 12 video)
20 mins
Tabbing the
other side of
the cells
(see Step 8 video)
60 mins
Preparing the
window and
placing cells
(see Steps 6&7
videos) 30mins
Soldering
Tabbing wire to
cells
(See Step 5 video)
60mins
How to insulate the frame
How to mix and apply Q-sil to glass and
cells (spraying or with spatula)
Laying out cells showing how the weave
will work
Students try out soldering with facilitators
providing guidance
Build up a stock of cells with tabbing wire
on one side
How to trim tabbing wire to size and
avoid shorts
Soldering techniques to minimise chance
of breakages
Testing panel
(see Steps 10 &14
videos)
20 mins
Final tabbing &
cross tabbing
(see Step 9 video)
20 mins
How to complete the weave by connecting
the rows
Demonstrate use of multi-meter
How to test voltage of cells, rows of cells
and whole panel
How to test current in bright light
Correcting faults
How to encapsulate cells
How to fix terminals
How to seal the panel and exclude moist
air from the panel
Check everyone has seen the whole
process
Answer any final questions
Talk about use of the panels
Get students to provide verbal feedback
and/or fill in feedback form
Chance to
consolidate
understanding of
voltage and current.

Summing up &
feedback
20 mins

Chance to reiterate
Demand Energy
Equality message
see page 17
Chance to
consolidate
understanding of
series circuit

Try a game
see page 13
See page 23
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Workshop Notes
Before the workshop
Workshop admin
Insurance/personal injury: DEE does carry personal injury and professional indemnity insurance for workshop
facilitators working under its auspices but you should clarify this with DEE before the date of any workshop.
Professional indemnity insurance covers you if a participant sues you for providing inaccurate/misleading
information or advice. DEE does not cover damage to property if a workshop is happening outside its own premises
so you would need to check this with the property owners for your venue. If you are facilitating a workshop for
another organisation you need to be clear if they have personal injury and professional indemnity insurance. If there
is no insurance cover you should ask all participants to sign a waiver form saying that they taking part at their own
risk.
Risk Assessment: You should carry out a risk assessment before the workshop to identify potential hazards. A risk
assessment form is shown on page 21. Potential hazards and safety points are highlighted in red throughout these
facilitators notes.
Feedback: It is always useful to get feedback from participants about how the workshop went for them. It will help
you get better at running workshops. A standard DEE feedback questionnaire is shown on page 23. DEE is keen to
receive copies of feedback forms to learn how to improve workshops. It can also be useful to get the participants
together at the end of the day and ask them each to say a good thing and a bad thing about the day. It is particularly
important to have verbal forms of feedback where a group might include individuals with poor levels of literacy.
Workshop preparation
These are our suggestions for how to set up a workshop.
Ideally the venue for your workshop should have good lighting and sufficient space to ensure participants
can move about without knocking into each other. It is helpful if there is easy access to the outside for the
testing of panels in unrestricted daylight.
Safety: A source of water nearby is important for the emergency treatment of burns.

If working outside some kind of shelter from the wind is essential as PV cells can blow around. There needs
to be an electrical supply sufficient to power all the soldering irons.
Safety: You need to be able to keep all electrical equipment dry in the event of rain.

Ideally the workshop should be laid out with groups of up to four working at a table.

Each table needs to be big enough for four people to be able sit and work comfortably and to take the
double glazed unit with space on either end.

A four socket electrical extension lead needs to be laid to each table.
Safety: The socket end of extension leads should be secured with gaffer taped to the table (either the top or
a leg). Where possible the lead should be gaffer taped to the floor to reduce trip hazards (or lay a rug over
the lead).

Each group should have:
o a double glazed unit (already split),
o a quantity of pre-cut PV cell quarters with allowance for breakages,
o pre-cut lengths of tabbing wire (just over double the length of a quarter cell),
o silicon sealer gun and spatula,
o surgical gloves for wearing when handling Q-sil and silicon sealer (not to be worn for soldering),
o roll of insulating tape
5

Safety: Identify a safe place for the top glass panel to be stored until needed.

Each of the work stations at each table should have:
o a soldering iron in a stand,
o a ceramic tile,
o a flux pen if these are refillable type check that they are full,
o a pair of scissors.
Safety: Take care in the arrangement of soldering iron leads so that they are not in danger of dragging across
a neighbouring work station. Recognise that flux is toxic and so wear gloves when refilling flux pens.

The whole workshop will also need:
o a couple of digital multi-meters,
o a power drill and bit
o a few pairs of work gloves for handling glass panels
o Q-Sil,
o measuring syringes (for Q-Sil),
o additional spatulas,
o disposable containers for mixing,
o wooden mixing sticks,
o a medical kit including burns dressings.
Cutting cells to size
We are recommending that all 15.5cm square cells are cut down into regular quarter size pieces 7.25cm square prior
to the workshop. This makes it easier to construct a panel of modest size with a voltage sufficient to charge a 12v
battery. DEE can supply cells already cut to this size or you can cut your own using a Dremmel tool with a cutting
wheel.

Equipment: Dremmel tool and cutting wheel in jig, goggles, gloves and dust mask
Potential hazards: Silica dust from cutting cells, sharp edges on cells
Opening the double glazed window (see Step 2 video)
We are now recommending that this step is completed by the facilitator prior to the workshop as part of the
preparations as it is a hazardous operation. NOTE the safety aspects of this activity are not covered in the video
and the person doing it is not wearing gloves or safety glasses (we strongly recommend wearing both).

Equipment: Stanley knife, protective gloves and safety glasses.
Potential hazards: Sharp edges on glass panes, chipping off glass shards during the operation, dropping or cracking
the glass, sharp Stanley blade.

Checking for K glass
Some newer double glaze units and particularly those made by Pilkingtons (look out for their logo) will include one
glass panel coated with a low emissivity coating - this is called K glass. You dont want K glass as the top layer
over your PV cells as it cuts the range of light coming through the glazing so you may want to test your glass. There
are gadgets for testing the glass and DEE owns one. If you are not running a workshop at DEE you can test the
glazing with a multimeter set to test resistance. The low emissivity coating is conductive so you will get a reading if
probes are applied to points on the surface of the glass whereas plain glass will give an infinity reading.




6

Introduction and theory

During this period you will be working with the whole group and it can be useful to start away from the tables and
workstations if space allows ideally sat in a circle.
Introductions and housekeeping
In the first 20 minutes you will be doing introductory activities and providing housekeeping information. The aim is
to make participants feel at ease with the people they are working with, well-orientated and comfortable in the
workshop space, and setting out a structure about how the day should work. Doing an introductory game (see page
13) can be an important way to establish a fun and unthreatening atmosphere to work in.

This is a good point to briefly introduce a bit of Demand Energy Equalitys philosophy.
Basic concepts
This is the main theoretical section of the workshop and should be pitched at the level of participants. Making it fun
is key to people gaining an understanding of the basic concepts and a couple of alternatives for games are suggested
(see page 14).

















There will be further opportunities to consolidate the understanding of these points as the workshop progresses.
You might try to identify any participants that would benefit from a bit of one-to-one explanation. There may also
be participants with a lot of expertise who you can use to help those with less.

Risk Assessment
Safety needs to be everyones responsibility and so your job is to make people aware of the risks and how they can
be minimised while at the same time not making people scared of the soldering irons. It is good to do this before
people move to the workstations and start fiddling with the tools and materials.

Safety points: The main sources of danger are the soldering irons and we use 80W irons that get 4 times hotter than
standard soldering irons. Point out which bits get hot and to emphasise the need to think before picking them up.
Tell people not to grab an iron if it is dropped on the floor. Point out that putting burns under running cold water for
several minutes is a simple and very effective means of reducing injuries and is the only treatment recommended by
the NHS. The NHS also dont recommend using any creams or dressings but say burns are best left exposed to dry
out. Though the soldering irons have heat resistant cables it is possible to burn through them which would cause an
electrical hazard.
Tools and materials
Move everyone to the workstations at the tables. Check if you have any left handed participants and that they have
a soldering iron stand on their left side. Ask people to plug their soldering irons in so they can be heating up. Go
through what each item is for.
Learning points
By the end of this stage participants should have the beginning of an understanding of:
The meanings of the terms voltage, current and power and what units are used to measure them
That the amount of current generated is determined by the surface area of the cell (a 7.25cm
square piece of cell will produce about 2 Amps in bright sunlight)
That a series circuit is like a chain and the current is constrained by the size of each cell so the
amount of current flowing through the smallest cell will limit the current for the whole panel
hence the need for them to be about the same size.
That in a series circuit the current flowing through each cell is the same but the voltage is
summed.
Why it is beneficial to have our panels with the output at 18v
How a PV cell works (this is optional as it can be a difficult concept for some participants to
understand)
Some idea of what a PV panel could be used for and what is unsuitable for

7

Start with the piece of PV cell get people to break it to appreciate how fragile it is. Emphasise that
everyone breaks them at some point so dont get anxious.
Show them the materials the quarter PV cells, pre-cut lengths of tabbing wire, flux pens and explain their
use.
Refer to the other materials they will be using later double glazed unit, silicon sealer, Q-sil
Some participants may want to know how to obtain the materials and how much they cost they can be referred to
the shop on the Demand Energy Equality website. DEE offer discount to community groups buying materials for
workshops.
How to Solder (see also Step 5 video)
This is the key skill that people need to learn so make sure everyone is around the table and paying attention. Take
your time to demonstrate good technique to participants by soldering a piece of tabbing wire to a cell. Describing
what you are doing and why - as you do it helps people remember the key learning points.






















Point out common errors:
Forgetting to apply flux
Not holding the soldering iron long enough on one spot for the tabbing wire and cell below to heat up
Not holding the soldering iron vertically
Wiping the soldering iron repeatedly along the tabbing wire (this can remove the solder) it is better to just
do one slow stoke.

Safety points: The main sources of danger are the soldering irons show participants how to hold the soldering iron
well up the handle and to place the iron back in the stand when not in use. Tabbing wire contains lead and flux is
toxic so encourage participants to wash their hands before handling food etc.
Learning Points
Key points for participant to see are:
Making sure the tabbing wire is flat and straight - kinks can be smoothed out by drawing the wire
between your finger nails.
Keeping surfaces to be joined as free from acidic skin oils as possible by not handling unnecessarily
Removing dirt and oxidation by applying flux if you use a pump action flux pen to do the pumping on
the table top not on top of the cell.
Ensuring that the surfaces to be joined are heated to a sufficient temperature to allow the solder to flow
(which is aided by the flux). This can be achieved by holding the soldering iron on a point to allow heat to
build up till you can see the solder melting before wiping the tip slowly along the tabbing wire
Holding the soldering iron vertically so that the square tip has maximum contact with the tabbing wire
(see photo below).
Slowly drawing the soldering iron along the tabbing wire (learning the right speed is a matter of trial and
error). It should be possible to see the solder go shiny as it melts and then form a wave as the soldering
iron is drawn along the tabbing wire.
Keeping the soldering iron tip clean by wiping it on the wet sponge or rubbing on the emery cloth.

Good
technique
Poor
technique
8


Summary of the construction process








Soldering tabbing wire
to the top of the cells
Applying Q-sil
to the top of cells
Applying Q-sil
to the glass
Laying out cells
top down onto the glass
Soldering tabbing wire tails to
the backs of the cells
Applying non-corrosive silicon
to exposed tabbing wire
Putting in a connector block
for terminal wires
Sealing pane of glass to the
back of the panel with silicon
Completed
PV panel
9

Construction

The participants now need to apply what you have shown them and be taken through the steps of constructing the
panels. Text in green gives pointers to avoid common errors.
Soldering tabbing wire to the cells
Participants will need to become confident at soldering and build up a stock of cells with tabbing wire on one side.
So this is a time to be moving around checking and providing advice. This is also the time when some people will get
frustrated if they have difficulties soldering. So remind them of the key points to effective soldering and talk them
through it as they do it. Occasionally there are faulty soldering irons that dont get hot enough - so do check.
Point out: the need to avoid shorting the circuit by not soldering too close to the edge of the cell.
In some workshops it may be appropriate for some participants to continue this activity while others start the next
step.
Preparing the window and placing the cells
This step will involve showing some participants how to mix Q-sil in the correct 1:10 proportions and then use a
compressor to spray it or a spatula to spread it on the cells. This is the point where you can explain the need to
avoid galvanic corrosion. If spraying - cells can be temporarily attached to sheet of card with masking tape. A
coating of Q-sil will also need to be applied to the glass with a spatula. All of this is a messy sticky process and might
be done in a separate space or at a different table. It can be useful to have a grid drawn out on a sheet of paper to
place under the glass to aid the even spacing of the cells. You will need to spell out how each row runs in the
opposite direction to its neighbours to complete the series circuit (this provides an opportunity to explain series
circuits again).
Point out: the need to avoid shorting the circuit by not having cells touching each other or touching the metal frame
of the double glazing unit. Also highlight the need to avoid getting Q-sil on the backs of the cells and the tabbing
wire tails as this will hinder making good soldered joints in the next step.
Check that participants are laying out rows of cells running in opposite directions failure to do so can waste a lot of
time and materials.
Tabbing the other side of the cells
Once the tabbed cells are arranged on the glass it should be moved to a table where soldering irons set up. You
should now demonstrate how to trim the tabbing wire tails to the right length and how to solder them to the back of
the next cell. Show how it is possible to use the tip of a pair of scissors to the hold the tabbing wire in place while it
is being soldered.
Point out: the need to avoid shorting the circuit by not soldering too close to the edge of the cell. Emphasise the
need to not put too much pressure on the cells as they are likely to crack.
Final tabbing and cross tabbing
You might now show those participants who have been doing the previous step, how to connect the rows this is an
opportunity to really consolidate the understanding of what a series circuit is and how the electricity will flow
through it. You should also show how to use a connector block to attach a flex to each of the terminal tabbing wires.
The flex then passes through a hole in the metal window frame.
Point out: the need to avoid shorting the circuit by ensuring that no tabbing wire is touching the metal frame of the
double glazed unit after all the connections are completed. In particular insulating tape (or silicon sealer) should be
applied to the frame where the terminal wires exit the unit.
Safety points: The main sources of danger are the soldering irons keep participants aware of how they are holding
soldering irons and ensure they place them back in the stands when not in use. Point out that the stands get hot.
Remind them not to trail cables across each other or wave the soldering irons about.
Learning points
By the end of this stage participants should understand:
what causes a short circuit and how to avoid shorts
what causes galvanic corrosion and how to minimise corrosion
They should now have a good grasp of:
what a series circuit is and how the current flows through it

10

Cracks

Everyone who does these workshops breaks cells at some point and this is a guide to whether to replace cells that
get cracked. Early in the construction process before cells are stuck down and connected together you can afford to
be fairly conservative and to discard most cells that get cracked. But once they are connected together it is a time
consuming job to strip off the tabbing wire and to remove the cell. This a quick visual guide to help you decide
whether to replace a cracked cell.


Less than 10% broken off OK More than 10% broken off - REPLACE


Minor crack away from conductor strip OK Minor horizontal crack - OK




Long crack across conductor strip this is
OK providing there is tabbing wire across
the crack on both sides it effectively
becomes a parallel connection but check
for shorting.
Long crack parallel to conductor strip if
the crack progresses half the cell would
be lost - REPLACE
11

Testing and encapsulation
Testing the panel
It can be useful at this point to bring everyone together so that you can demonstrate how to test the partially
completed panel before it is encapsulated and sealed up. Wherever possible get participants to actually do the
testing with the multi-meter under your direction. This is best done in bright sunshine outside but in some
circumstances it can be carried out under a high wattage halogen light. (The handbook and the videos give detailed
descriptions of how to test the voltage of each cell, row and entire panel and find shorts. There are also instructions
on dealing with zero voltage cells). It is good to get participants to suggest what the voltage should be before testing
each element get them to count up cells adding the voltage together as they are tested. This is your opportunity
to really consolidate participants understanding of voltage.
Point out: the need to get the probe wires connected to the correct terminals on the multi-meter and to make a
good contact between the probes and the tabbing wires on the panel in order to get a correct reading.

You can also aid the understanding of current and series circuits by:












Encapsulating the cells
You should now direct one of the participants in applying noncorrosive silicon to the backs of the cells and
particularly over all the contacts and tabbing wire as a demonstration to other participants. This again should be
accompanied by an explanation of the need to prevent galvanic corrosion as a key factor in determining the
longevity of the panel.

Sealing the Panel
The second factor in prevention of corrosion is trying to exclude moist air and this should be explained alongside
sealing the second pane of glass onto the panel. Any moisture left in the panel is also likely to cause condensation on
the glass reducing the light reaching the cells. You should explain how the gases given off by the curing silicon sealer
will displace much of the ordinary moist air within the panel and that after about 20 minutes the holes drilled in the
frame should be sealed.
Point out: that connector blocks with terminals wires leading out of the panel should have been fitted before it is
sealed up. Check that the panel has been completely sealed after 20 minutes it can often get forgotten at the end
of the workshop. Check that there are no gaps in the sealant around the edge of the frame.







Seeing the impact of orientation and shading understanding a series circuit

Having tested the panel and ensured that there are no shorts, remain outside. Connect the panel directly to a
12v sound system and demonstrate that it can power the system. See what happens when the panel is tipped
out of the optimum orientation the sound diminishes. If you include the multimeter in the circuit you can also
measure the amps.

Now see what happens when the panel is partially shaded by covering a cell with your hand the sound is lost.
Seek explanations from the participants. The correct explanation is that in the shaded cells the current is no
longer flowing and because this is a series circuit this prevents any current from flowing through the entire
panel.

This demonstration can also lead to a discussion about the positioning of the panel to get the maximum output.


Learning points
By the end of this stage participants should have an understanding of:
How to use a multi-meter to test a circuit for shorts
How orientation and positioning can affect the output of a PV panel
What the terms series circuit, voltage, current and power mean
What galvanic corrosion means and how to minimise it.

12

Safety points: Care should be taken when carrying PV panels outside and manipulating them during testing. Gloves
should be worn when handling the panel and when handling the second pane of glass.

Summing up

It is important to ensure there is enough time at the end of the workshop to get together and check out how
everyone has got on.
Has anyone missed out on a part of the process and needs to be filled in about what they have missed? You
could get some participants who did that part to describe what they did this will help them remember
what it was all about.
Are there things that people still do not understand? Getting participants to explain is often helpful.
Has anyone got any final burning questions? see page 19 for FAQs on solar PV
Often participants want to know how to obtain more materials to make panels and they can be referred to the
online shop for prices etc. - http://www.demandenergyequality.org/shop.html

It is helpful to point out that a PV panel would need to be set up in a system with a controller, battery etc and that
they can use the information on the website to see how to do this and/or attend a DEE off grid workshop.

DEE also want to encourage participants who have attended workshops to become facilitators themselves and offers
opportunities to shadow experienced facilitators to gain confidence before running their own workshops.

If time allows do a quick verbal feedback on the day see page 13 and also hand out feedback forms for people to
complete before leaving.


13

Introductory Games

The purpose of an introductory game is to familiarise participants with each other and the facilitators and to link this
to a bit of information about each person (which helps people remember names). Using a game at the start of the
workshop also helps set the tone everyone is important and can contribute this is going to be fun and interesting.
Game 1 - Simple go round
Each person (including the facilitators) takes a turn to say their name and to say something that has happened to
them in the last day or week. So you might ask everyone to describe: The most exciting thing that happened to
them in the last week or What they had for breakfast. It is also useful to know: How they heard about the
workshops.

Take care when choosing what you ask of participants. For example with groups from particular backgrounds where
it might be inappropriate to ask for anything that exposes their personal circumstances.
Game 2 Throwing a ball (or a beanbag, or a hat)
Get participants to throw a ball to someone else in the group, the catcher of the ball has to introduce themselves to
the group (as above). After everyone has had a turn, people continue to throw the ball but now the thrower has to
say the name of the catcher (or to ask for the name of the catcher).
Game 3 - Go round with key information
Sometimes you dont know much about the group and it can be useful to get a bit more real information about their
level of expertise. So for instance you might ask participants to give their name and How they want to use what
they learn today. This indirectly will give you some idea of expertise. A direct question about what they know can
make some people feel inadequate and lower their confidence.


Verbal feedback
This has the disadvantage of being in front of everyone but is useful in that it provides instant feedback and might be
easier for anyone with literacy problems.
Simple go round with positive and negatives
Sit in a circle the facilitator emphasises the importance of getting both positive and negative feedback (it is only by
hearing the bad points that the facilitator can improve the workshops). Each person then takes a turn to say one
good and one bad thing about the day.
In pairs then go round
This takes a little longer but is more likely to bring out negative points. Participants are paired up and tell each other
their negative and positive points. Then everyone tells the whole group their partners good and bad points about
the day.

It is very important that the facilitator is listening and accepting of criticism e.g. by saying: thats a good point. The
facilitator might also respond to the whole group (after everyone has had their say) by listing points they have heard
and that they will address.


14

Games to demonstrate basic principles
The black standard text sets out the explanatory words used by the facilitator. The red italic text describes the
physical actions for the participants.
Game 1 Resistance game current, voltage, power
Most participants form a loose group representing copper atoms in a wire. A participant in partnership with the
facilitator represent the electrical current, they each carry a cup of water representing one volt. They link arms and
move at a steady pace through the group of copper atoms pushing through them trying to maintain their speed (but
as they do so they spill some water).

So me and my partner represent the current - as we are two units passing a point in a second we represent a current
of two amps and we each have one cup of water so we each have a voltage of 1. We are having some problems
moving through you lot representing the copper atoms. We are spilling some of our water so we are losing a bit of
our voltage.

So lets try this again. I am going to give my cup of water to my partner so we now have a current and voltage of?
Hopefully get answer of 1 amp at 2 volts. Previously we had 2 amps at 1 volt. Lets see what happens.

Now one participant carrying a cup moves between the copper atoms. It is easy and little water is spilt.

So a lower current at a higher voltage moves more easily through the wire with little drop in the voltage. Resistive
losses and voltage drops are major problem in low voltage circuits. The National Grid operates at very high voltage
for this reason.

Power is current times voltage (write up on white board). We measure power in Watts. In both of our examples we
have a power of? Hopefully get the answer of 2 watts.

To charge a 12 volt battery with a PV panel, the panel needs to have a higher voltage than 12 at least 14 and
preferably nearer 18 volts.
Explanation of the design of the PV panels - series circuit and voltage

Show participants a piece of PV cell. The amount of current measured in amps generated by the piece of cell
is a product of light falling on it and the area of its surface. The bigger the area of the cell exposed to bright
sunshine the bigger the current it will generate. A complete cell will generate a current of about 8 amps in
bright sunshine. The voltage of the cell is relatively constant at around 0.5 volts in bright sunshine if I
break this cell each fragment will generate less current but still at 0.5 volts. If I break it again the amps will be
reduced but the volts still remain at 0.5v. for each fragment.

So we are going to work with quarter cells that generate about 2 amps in bright sunshine. If we connect
these together in a chain positive to negative in series the maximum amount of current will remain the
same 1.25 amps but the voltage will add up (start drawing diagram on the white board). So we want to get
something like 18 volts how many quarter cells do we need to connect together? Hopefully get an answer
of 36. We arrange the cells in rows connecting positive (back of cell) to negative (front of cell) in a chain a
series circuit. We end up with a panel that generates a maximum of 2 amps at 18 volts How would you
calculate our maximum power output? Hopefully get the answer of 2A X 18v which is 36W. Write the sum on
the white board.

Though voltage is fairly constant in a PV cell it does diminish in low sunlight so having the design voltage of
our panels at 18v means that the panels actual voltage will exceed the point where it can charge a 12v
battery for more time than say a 14v panel (see the graph on the next page).



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1. Voltage of PV panels compared to battery voltage on a sunny day



Game 2 Water flow analogy current, voltage, power
This is an alternative Game 1 it would be confusing to do both games.
Electricity is a flow of negatively charged particles called electrons. If we think of this flow as analogous to a flow of
water then the quantity of water passing one point in a second would be the current (measured in Amperes or
Amps). Water flowing through a pipe is like electrons passing along a copper wire.
Lay out two lines of chairs with a narrow gap between (just wide enough for one person to pass between) this
represents a pipe or a wire. Ask participants to represent the electrons- they might jump about as they are
excited. They then walk between the chairs (and around in a circle back to where they started and so on) the
number of people passing a particular point in a second represents the current.
Ask - why does water flow? possible answers because it is falling or because it being pumped This is equivalent to
voltage a voltage difference is what pushes the electrons along a wire you could think of voltage as electrical
pressure. Increasing the voltage makes the current flow faster. In our analogy if we increased the pressure on the
participants (electrons) they might flow faster.
Ask one or two participants (representing voltage) to push the others to make them move faster between the
chairs they may bump into each other or crash into the chairs.
So the size of the pipe / or wire may restrict the flow of water /or electrons (this is resistance and might generate
heat) but you are moving faster representing a bigger current. So how might we reduce the resistance? Possible
answers move the chairs further apart or make the wire/pipe bigger.
So how can we use this current?
The facilitator stands at the far end of the rows of chairs with their arms stuck out. The participants are asked to
move between the chairs and as they push through the facilitators arms the facilitator rotates (like a water
wheel).
So now the flow of electrons is doing some work (rotating the water wheel) the amount of effort or power that is
required to make me turn is measured in Watts.
18v PV panel
14v PV panel
Battery Voltage
So an 18v panel will be
charging at these times
when the 14v panels
actual voltage will still
be too low.
16

If we want to charge a 12 volt battery we need our flow of electrons at a higher pressure a higher voltage than the
battery so in practice this means we need a voltage of at least 14 volts and preferably something nearer to 18 volts
to push the electrons into the battery.
Summing up
We have a flow of electrons CURRENT measured in Amps
We have electrical pressure VOLTAGE measured in Volts
And we have potential to do work POWER measured in Watts
The relationship between the three is: Amps x Volts = Watts

This could be followed by the same explanation of the design of the panel as shown in the box on the previous page.

There are many additional resources on the internet such as this short film about voltage and resistance:
http://www.youtube.com/watch?v=zYS9kdS56l8


Matching generation and demand game

This is a game to demonstrate what PV panels could be used to power and to start to understand energy demand.

Give each participant a piece of paper. Half the participants are told they are going to be PV panels like the ones we
are going to build (36W). Ask them to write on their piece of paper what their maximum power output is going to be
in Watts.

The other participants are going to be electrical appliances (you might choose those that are in the room) but it is
useful to include at least some of the following:
- mobile phone charger 5W
- laptop computer 40W
- kettle 2500W
- a compact fluorescent light bulb 11W
- an LED light 3W
You could just write up the list of appliances on the white board with the power requirement. However time
allowing, it can be a useful learning experience to ask the participants to look at the labels on the appliances to find
out what wattage they require. In some instances they will need to do the sum amps x volts to get power
requirement. Ask these participants to write down their appliance and power requirement on their piece of paper.

Each appliance takes a turn to see how many panels it needs to meet its power requirement (-the kettle clearly has a
problem). Discuss the type of appliance and their power requirement.

Now introduce the idea of storing the electricity in a battery. Ask each PV panel to think about how many hours
they might be generating at full power on a summers day and others to think about a winters day. They need to do
the sum hours x watts to get watt hours. This is what they can put into a battery in a day.

The appliances need to work out how many hours they will be used in an ordinary day and do the sum hours x
watts to get watt hours. This is what they need to take out of a battery in a day.

Each appliance takes a turn to see how many panels it needs to meet its energy demand (-the kettle clearly still has a
problem). Appliances might want to get together to see if a combination of them can have their energy demand met.
Discuss the type of appliance and their energy requirement.

Highlight that power (Kilowatts) x time (hours) gives energy (kilowatt hours). This is an opportunity to make the
point that minimising demand is much easier that generating energy. Depending on the group you may also be able
to get into a discussion about when you need the energy and when you can generate it.
17

A Theory of Change the Demand Energy Equality Philosophy

Demand Energy Equality believes that in order to achieve a fair energy system people need to be better educated
about energy: what it is, where it comes from, how it relates to their needs and desires, who controls it, where the
money is made, what ecological constraints we face, where energy might come from in the future. And what they
can do about it.
We do not believe that those on the lowest incomes will be adequately assisted or protected by future energy policy
in the UK. At worst, we believe they will continue to be exploited and disempowered.
Our theory of change is one of empowerment:
1. First, we aim to inform and educate people about energy, giving them the confidence and expertise to
understand it as more than an abstract concept. Through this knowledge we begin to enable people to take
action to reduce the negative impact accessing energy has on their autonomy and vulnerability, primarily
through reducing their demand where possible.

2. Second, we aim to inspire people to take an interest in the contexts in which they access their energy, and in
which energy inequality exists. These contexts include energy inequality & poverty, climate change and peak
fossil fuels: each will inform the primary necessity of energy demand reduction to deal with the oncoming
energy crisis.

3. Third, we aim to engage people in grass-roots solutions and actions aimed at bringing control of energy
generation, distribution and use closer to the households and communities that use that energy. This will
range from DIY & open-source hardware, domestic energy saving measures or local or national campaigns
informed by a greater understanding of energy politics.

4. Fourth, we aim to facilitate and support a skill & knowledge share model to enable individuals and groups to
establish the confidence to own and pass on learned knowledge and skills, and to be better placed to
organise and empower themselves.

5. Fifth, we aim to constantly develop and support this movement through continued open-source resource
development, open-source source hardware and technology innovation, research into energy policy and
infrastructure change and appropriate solutions-based critiques of current trends that disrupt dominant
discourses.

Through each of these five steps we hope to build a capable, inspired, self-sufficient movement of engaged
individuals and households ready to meet the oncoming energy crisis as best as possible: more informed, better
skilled and therefore more empowered than before.

Further Issues for Discussion

There are times during the workshop when participants are busy soldering but still can participate in discussion
here are few issues you might want to discuss.
Access to energy technologies
In recent years, the installation of PV systems on peoples homes has been supported through what is called a Feed
in Tariff or FIT. The FIT pay people for every kWh of electricity they generate from their PV panel whether they use
it in their home or export it to the grid. They get an additional payment for each kWh they export to the grid.
Though the FIT is gradually been reduced, it has made PV panels a very attractive investment for those who can
afford to install them (typical costs for system being 8-12,000) and so only accessible to the relatively rich. Some
people have been getting as much as an 8% return on their investment because of FITs. The source of the money to
18

pay the FIT is all electricity consumers regardless of their income or whether they might actually benefit from FITs.
So this is effectively a tax on everyone, including the poor, that only benefits the relatively rich (see the graph
below). Is this fair?
Diffusion of FIT supported installations by wealth of household

Source: Leicester, Goodier and Rowley 2011

One way, poorer people have gained access to the technologies supported by the FIT is through community energy
projects which have used this support mechanism to develop larger scale projects which benefit many more people
in a community (e.g. Bristol Energy Coop).
Cutting demand or renewable energy generation or nuclear power?
There is fierce debate whether renewable energy or nuclear power or fracking etc. etc. are the best way to cut
carbon emissions. There is very little discussion about whether reducing demand might be a cheaper and more
effective compared with any generation option. Here is just one example to show the effectiveness of cutting
demand.

CO
2
savings through cutting the use of energy in kettles v generating electricity using PV

Two thirds of us, when we make a cup of tea, boil double the amount of water that we
actually need. This is hugely wasteful given that 60.2 million cups of tea are brewed in the
UK each year.

We currently have about 2 GW installed capacity of PV panels displacing generation by
fossil fuels and their CO
2
emissions.

So which would save the most CO
2
boiling the right amount of water in our kettles or
generating clean green electricity with our 2 GW of PV panels?

The answer is that boiling the right amount of water in our kettles would save 84 times the amount of CO
2
as the
savings attributable to our PV panels.
19

Frequently Asked Questions about Photovoltaic Cells

How do Solar PV Cells work?
Photovoltaic (PV) cells convert solar radiation from the sun into electricity. A typical PV cell consists of a wafer of
semi-conducting material, usually silicon, manufactured with two electrically different layers. When sunlight hits the
cell it excites the electrons within the silicon, creating an electric field across the layers and causing a flow of
electricity.


For a more detailed technical account of how a PV cell works see Dan Quiggins UCL lecture within the google drive
folder you downloaded this guide from (here). See pages 34-46.

What are PV cells made of?
Most mass produced PV cells are made of very thin wavers of very pure silicon crystals. Silica is a very abundant
material found in sand and quartz. To make a cell two different types of silicon need to be created, so the silicon is
doped with very tiny quantities of other substances typically either phosphorus or boron. Higher efficiency PV cells
are made of crystals of other substances, such as gallium arsenide. Neither gallium nor arsenic are abundant
materials and arsenic is very toxic.

Are there different types of PV cells?
Most mass produced rigid PV cells are either Monocrystalline and Polycrystalline cells see below. There are also
developments where cells are produced in a thin film which can reduce cost but usually at the expense of lower
efficiency. Innovations that use silicon spheres are enabling the production of flexible PV arrays in the form of fabric.
The so called third generation PV is based on nanotechnology engineering at a molecular and atomic level. This
could lead to PV cells made, for example, from extremely thin stacked plastic sheets, converting solar energy to
electricity with very high efficiency and very low cost.

What is the difference between Monocrystalline cells and Polycrystalline cells?
Monocrystalline cells are made from a single large crystal of silicon - they seen as more efficient and slightly better in
low light conditions but they can be more expensive. Polycrystalline cells are made from cast blocks of silicon that
contain many small crystals and are slightly less efficient than Monocrystalline cells. In practice, for a typical
residential property, there is little difference in the performance of these different products.

What are the relative carbon emissions of PV cells compared with other electricity generating technologies?
A literature review was conducted for the Intergovernmental Panel on Climate Change and published in 2011. It
looked at the CO2 emissions per unit of electricity generated by different generation technologies. It found that the
CO2 emission values, averaged over all the life cycle emissions studies in the review were as follows.

Technology Description Grams of CO2 /kWh electricity
Wind
Onshore
12
Nuclear
Various generation II reactor types
16
Solar PV
Polycrystaline silicon
46
Natural Gas
Various combined cycle turbines without scrubbing
469
20

Coal
Various generator types without scrubbing
1001



What are the environmental impacts of manufacturing PV cells?
Current mass production of silicon PV cells is very energy intensive as the manufacturing process involves heating
silicon to very high temperatures. Sawing silicon wafers creates a significant amount of waste silicon dust. This
process may generate silicon particulate matter that will pose inhalation problems for production workers and those
who clean and maintain equipment. Despite the use of respiratory masks, workers remain overexposed to silicon
dust. The gas sulphur hexafluoride is used to clean the reactors used in silicon production. The Intergovernmental
Panel on Climate Change considers sulphur hexafluoride to be the most potent greenhouse gas per molecule; one
ton of sulphur hexafluoride has a greenhouse effect equivalent to that of 25,000 tons of CO2.
(source: http://www.solarindustrymag.com/issues/SI1309/FEAT_05_Hazardous_Materials_Used_In_Silicon_PV_Cell_Production_A_Primer.html)

What are the relative costs of generating electricity with PV cells compared to other technologies?
UK energy costs for different generation technologies 2010

Source: Parsons Brinckerhoff 2010 - Powering the Nation
* We would question whether carbon capture can be effectively costed as it still has not been successfully developed
This comparison is for large scale use of PV in a solar farm costs for small residential installations of PV could be
higher still.

What impact do batteries have on the environmental impacts of off-grid PV systems?
All the panels we produce in the workshops will be used in off-grid PV systems including batteries. The manufacture
of batteries is very carbon intensive resulting in about 180grams of CO2 emissions /kWh over their lifetime. So it is
much better for the environment to obtain second hand batteries. DEE sell second hand batteries that are almost as
good as new as they have been maintained as backup power.

How much cheaper is a PV panel produced with recycled materials by Demand Energy Equality compared to a
commercial panel?
PV panels are usually compared by the peak power they generate in bright sunshine in peak Watts. So you can
compare the cost of generating a peak Watt. The price of commercial panels has fallen considerably in recent years
with cheap panels being manufactured primarily in China. You can now buy commercial panels in the UK for about
1 per peak Watt. We estimate that the current PV panels being made in Demand Energy Equality workshops cost
30p per peak Watt but we must remember that participants give their labour for free. However this cost is
affordable to far more people than commercially manufactured products.
Technology Cost range pence/kWh
New Nuclear 8-10.5
Onshore Wind 8-11
Natural Gas with carbon capture 6-13*
Coal with carbon capture 10-15*
PV solar farm 12.5-18
21


Activity Risk Assessment









Potential Hazards Risk level What precautions can we
take?
Weather
considerations?
H&S
talk?
Site
See Site Risk Assessment.

Building Solar Panels
Burns from soldering equipment


6 Leader will be responsible for
supervising at all times.
Children will be asked to keep
a safe distance away.
Have water on hand to
immediately deal with any
burns.
Have first aid kit nearby
Yes
Sharp Glass 6 Leader supervising the
workshop will be experienced
and able to minimise chance
of cuts from glass and a first
aid kit will be nearby.
Yes
Chance of small electric shock 3 Low voltage and amps
therefore electric shock only
startle workshop leader will
brief participants
Yes
Using Drills and Jig Saw 6 AC 240 warnings will be given
along with careful guidance
as to use of equipment by
workshop leader. First aid kits
will be nearby and children
will be asked to maintain a
distance. Those not confident
in the task will not
participate.
Yes

This form is a risk assessment for a specific task at non-specific sites and therefore should be used in conjunction
with the relevant site assessments, site guidelines and task guidelines.
Assessed by:

Date of completion:

Task: Building a solar panel and teaching
others in a workshop format

Site: ..............

Group: .................
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LIKELIHOOD (L)
5 Inevitable
4 Highly Likely
3 Possible
2 Unlikely
1 Remote Possibility
SEVERITY (S)
5 Very High - Multiple Deaths
4 High - Death, serious injury,
permanent disability
3 Moderate RIDDOR over 3 days
2 Slight First Aid treatment
1 Nil very minor



SEVERITY
LIKELIHOOD
1 2 3 4 5
1 1 2 3 4 5
2 2 4 6 8 10
3 3 6 9 12 15
4 4 8 12 16 20
5 5 10 15 20 25


RISK RATING
SCORE
ACTION
1-4 Broadly Acceptable No action required
5-9 Moderate Reduce risks if reasonably practicable
10-15 High Risk Priority Action to be undertaken
16- 25 Unacceptable Action must be taken IMMEDIATELY

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