Energy SFW Domestic Solar Hot Water Systems (October 2008)

Skills for Work:
Energy
Intermediate 2
Domestic Solar
Hot Water Systems
Support Material
October 2008
Energy: Domestic Solar Hot Water Systems – (Intermediate 2)
Acknowledgements
SFEU is grateful to the subject specialists in Scotland’s Colleges and other
agencies and industry bodies who have been involved in the writing of this and
other support materials in the Skills for Work series. SFEU is also grateful for the
contribution of the Scottish Qualifications Authority in the compilation of these
materials, specifically for its permission to reproduce extracts from Course and
Unit Specifications and the Skills for Work Rationale.
© Scottish Further Education Unit 2008
Scottish Further Education Unit (SFEU)

Argyll Court
Castle Business Park
Stirling
FK9 4TY
website: www.sfeu.ac.uk
e-mail: sfeu@sfeu.ac.uk
SFEU is a Registered Scottish Charity No. SC021876 and a

Company Limited by Guarantee No. SC143514 VAT No. 617148346
These support materials were produced with assistance from the European Social Fund.
Scottish Further Education Unit 3



Energy (Intermediate 2)
Domestic Solar Hot Water Systems
F3FS 11
Introduction
These notes are provided to support teachers and lecturers presenting the
Scottish Qualifications Authority Unit F3FS 11, Energy: Domestic Solar Hot Water
Systems (Intermediate 2).
Copyright for this pack is held by the Scottish Further Education Unit (SFEU).
However, teachers and lecturers have permission to use the pack and reproduce
items from the pack provided that this is to support teaching and learning
processes and that no profit is made from such use. If reproduced in part, the
source should be acknowledged.
Enquiries relating to this support pack or issues relating to copyright should be

addressed to:
Marketing Officer - Communications

The Scottish Further Education Unit
Argyll Court
Castle Business Park
Stirling
FK9 4TY
Website: www.sfeu.ac.uk
Further information regarding this Unit including Unit Specifications, National

Assessment Bank materials, Centre Approval and certification can be obtained
from:
The Scottish Qualifications Authority

Optima Building
58 Robertson Street
Glasgow
G2 8DQ
Website: www.sqa.org.uk

Class Sets
Class sets of this pack may be purchased direct from the printer. Costs are
dependent on the size of the pack and the number of copies. Please contact:
Elanders Hindson
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Tel: 0191 280 0400

e-mail: info@elandershindson.co.uk
Disclaimer
Whilst every effort has been made to ensure the accuracy of this support pack,
teachers and lecturers should satisfy themselves that the information passed to
candidates is accurate and in accordance with the current SQA arrangements
documents. SFEU will accept no responsibility for any consequences deriving
either directly or indirectly from the use of this pack.

Contents
How to Use this Pack 10
Reference Section 11
What are Skills for Work Courses all about? 12
The Course in Energy (Intermediate 2) 15
Unit Outcomes, PCs and Evidence Requirements 18
Employability Skills Profile 21
Careers Scotland Support 22
Tutor Support Section 23

Introduction 24
Learning and Teaching with Under 16s 25
General Guidance on Unit Delivery 29
Unit Induction 31
Scheme of Work 32
Health and Safety Considerations 37
Signposting of Employability Skills 39
Guidance on Integrating Employability Skills 40
Generating Evidence and Assessment Opportunities for Employability Skills 41
Resources 51
Unit Planner 53
Student Support Section 60

Tutor Note on Student Activities 61
Welcome to Energy: Domestic Solar Hot Water Systems! 62
Domestic Solar Hot Water Systems 63
Solar Water Heating Systems - The Technology 67
Solar Water Heating Methods 70
Solar Water Heating Applications 71
Employability 77
Safety 78

Working in Teams 85
Glossary of Terms 95

How to Use this Pack

None of the material in this pack is mandatory. Rather, it is intended as a guide
and an aid to delivery of the Unit and aims to provide centres with a flexible set of
materials and activities which can be selected, adapted and used in whatever way
suits individual circumstances. It may also be a useful supplement to tried and
tested materials that you have developed yourself. The pack is available on the
SFEU website in Word format to enable you to customise it to suit your own
needs.
The pack is organised into several sections:
The Reference Section provides information on the rationale for, and ethos
behind, Skills for Work courses, the course rationale, the Unit Outcomes and
evidence requirements and the Employability Skills Profile for Energy
(Intermediate 2), showing where the specified employability skills and attitudes
can be evidenced and assessed throughout the Course and in this unit.
The Tutor Support Section contains a suggested approach to teaching the Unit,
advice on learning and teaching with under-16s, guidance on unit induction, unit
delivery and advice on integrating the development of employability skills
throughout the unit, a scheme of work with a series of suggested lesson plans and
advice on Health and Safety considerations. This section suggests resources
which may be useful for tutors and students.
The Student Support Section contains guidance and instruction on assembling

and testing a small scale domestic hot water system, drawings and safety
instructions, guidance on Health and Safety issues, a range of student activities
covering the practical outcomes of the unit and a glossary of terms used in
Energy: Domestic Solar Hot Water Systems.
You may wish to place material from the student notes on your own Intranet by
downloading this pack from the Skills for Work section of the SFEU website
http://www.sfeu.ac.uk/skills_for_work
Activities are identified with the symbol:

Reference Section

What are Skills for Work Courses all about?
Skills for Work Courses are designed to help candidates to develop:

• skills and knowledge in a broad vocational area
• Core Skills
• an understanding of the workplace
• positive attitudes to learning
• skills and attitudes for employability.
A key feature of these Courses is the emphasis on experiential learning. This

means learning through practical experience and learning by reflecting on
experience.
Learning through practical experience

Teaching/learning programmes should include some or all of the following:
• learning in real or simulated workplace settings
• learning through role play activities in vocational contexts
• carrying out case study work
• planning and carrying out practical tasks and assignments.
Learning through reflecting at all stages of the experience
Teaching/learning programmes should include some or all of the following:

• preparing and planning for the experience
• taking stock throughout the experience - reviewing and adapting as necessary
• reflecting after the activity has been completed - evaluating, self-assessing and
identifying learning points.
The Skills for Work Courses are also designed to provide candidates with
opportunities for developing Core Skills and enhancing skills and attitudes for
employability.

Core Skills
The five Core Skills are:
• Communication
• Numeracy
• Information Technology
• Problem Solving
• Working with Others
Employability
The skills and attitudes for employability, including self-employment, are outlined
below:
• generic skills/attitudes valued by employers
• understanding of the workplace and the employee’s responsibilities, for
example timekeeping, appearance, customer care
• self-evaluation skills
• positive attitude to learning
• flexible approaches to solving problems
• adaptability and positive attitude to change
• confidence to set goals, reflect and learn from experience.
• specific vocational skills/knowledge
• Course Specifications highlight the links to National Occupational
Standards in the vocational area and identify progression opportunities
Opportunities for developing these skills and attitudes are highlighted in each of
the Course and Unit Specifications. These opportunities include giving young
people direct access to workplace experiences or, through partnership
arrangements, providing different learning environments and experiences which
simulate aspects of the workplace. These experiences might include visits, visiting
speakers, role play and other practical activities.

A Curriculum for Excellence (Scottish Executive 2004) identifies aspirations for

every young person. These are that they should become:
• successful learners
• confident individuals
• responsible citizens
• effective contributors.
The learning environments, the focus on experiential learning and the

opportunities to develop employability and Core Skills in these Courses contribute
to meeting these aspirations.

The Course in Energy (Intermediate 2)

Course Rationale
This Course is intended to equip candidates with the necessary knowledge and
skills which will enhance their prospects for employment in the wide range of
opportunities within energy sectors. The Course will allow candidates to develop a
range of employability skills which are of particular relevance to energy industries.
Core Skills of Information Technology and Problem Solving will also be developed
throughout the Course where opportunities arise. The Course will offer a variety of
approaches to learning and teaching and will include a strong element of
experiential learning. It is intended that some of the Course will be delivered and
assessed in a different learning environment to that of the school through a
partnership arrangement with a college, training provider, or employer.
There are many technologies used in the production of energy and this course
has been designed to contain both an electrical generation practical/skills element
using wind turbines and a heat generation practical/skills element using solar
panels. These elements were selected to ensure candidates received a range of
skills using different technologies that are involved in the generation of energy.
Other systems used to generate energy from both the traditional/conventional and
renewable systems will be discussed and evaluated during the Course.
The primary target group for this Course is school candidates in S3 and S4.
However, the Course is also suitable for S5/S6 candidates and adult candidates
who are seeking to enhance their employability and vocational skills in the energy
sector.
The general aims of the Course are to:
• widen participation in vocationally-related learning for 14–16 year olds

• allow candidates to experience vocationally-related learning
• provide candidates with a broad introduction to the energy sector
• allow candidates the opportunity to develop skills relevant to the micro-
generation energy sector
• develop the candidates’ engineering skills
• encourage candidates to evaluate the impact of energy generation on the
environment
• encourage candidates to foster a good work ethic, including timekeeping, a
positive attitude and other relevant employability skills
• provide opportunities to develop a range of Core Skills in a realistic context
• encourage candidates to take charge of their own learning and development
• provide a range of teaching, learning, and assessment styles to motivate
candidates to achieve their full potential

• facilitate progression to further education and/or training
In particular, the specific aims of the Course are to:

• encourage candidates to consider a career in the energy sector
• develop an awareness of the role of conventional and renewable energy
systems in the UK
• develop an awareness of what opportunities there may be within the sector in
terms of the types and range of career options
• provide candidates with knowledge and skills which are directly relevant to
employment within the energy sector, eg. solar hot water and wind turbines
• provide opportunities for the personal development of skills and attitudes which
will improve the candidates’ employment potential within the energy sector
• develop the candidates’ awareness of their individual strengths and
weaknesses in relation to the requirements of the sector, and to reflect on how
this affects their employability potential
• raise awareness of the impact of the energy sector on the environment
• raise awareness of the responsibilities of the energy industry with regard to the
environment
Rationale for Course content
The production and use of energy is important in everyone’s life and is also an
important area of study and work. It is central to how we reduce our impact on the
environment when generating heat or electrical energy or power and to reducing
our CO2 emissions which are widely claimed to have an impact on climate change.
The generation of energy has traditionally been done through the use of fossil
fuels; oil, gas, and coal, with some renewable energy produced from hydro power.
Nuclear power was seen, and is still seen by some, as a method of generating
energy with zero carbon emissions, but the disposal of the radioactive spent fuel
is of major concern and this can counteract the advantages it has with zero
carbon emissions.
The development of most renewable energy systems is a recent innovation where

energy is generated from renewable energy sources, eg. wind, solar, geothermal,
bio-fuels, tidal, and wave. These systems have the advantage of generating
power with virtually zero carbon emissions. The bio-fuels and geothermal systems
can release power on demand, but most of the others depend of sources of
energy outwith the control of human beings, and consequently, do not have a
constant power output. For example, solar is not effective at night or when it is
particularly cold and cloudy; wind is not effective at low wind speeds or very high
wind speeds, and while tides are regular, they occur only a few times per week
and wind is required to generate waves in our oceans or seas.

The main themes of the course are: conventional energy production, renewable
energy production, converting energy from one form to another, industrial or
domestic energy generation facilities, practical work with solar panels and wind
turbines (integrating team work into the assembly process), and investigating
careers within the energy sector.
Optional areas covered are the size of an individual’s carbon footprint, oil and gas
extraction or conventional energy systems; their contribution to the total energy
generated in the UK and their environmental affects.
Candidates will study the overall status of energy in Scotland, and in the UK, in
general. They will explore the conventional methods of production, including their
efficiency levels, various energy conversion principles, and how energy can be
conserved. They will also explore the more recent developments in energy
production using renewable energy techniques and will develop practical skills in
the areas of plumbing, electrical, and mechanical engineering. Careers within the
energy sector have been integrated with employability skills which are developed
through practical activities.
The three optional Units offer different routes for candidates. They can opt for an
individual investigation and evaluation of their own carbon footprint, investigate
the size of the market segment taken up with conventional production techniques
and their sustainability, and explore the use of the national grid as a means of
transmitting electricity throughout the UK, or have an in-depth study into the
formation and extraction of one type of fuel in its raw state which is particularly
relevant to Scotland, ie. offshore oil and gas.

Unit Outcomes, PCs and Evidence Requirements

National Unit Specification: statement of standards
Unit:
Energy: Domestic Hot Water Systems (Intermediate 2)
Acceptable performance in this Unit will be the satisfactory achievement of the

standards set out in this part of the Unit Specification. All sections of the statement
of standards are mandatory and cannot be altered without reference to the
Scottish Qualifications Authority.
Outcome 1
Connect copper pipes from a pipe-work diagram.
Performance Criteria
a) Appropriate tools are selected for the task.

b) Tools and materials are used correctly for the intended purpose.
c) All steps to complete the task are followed in the correct sequence.
d) Health and safety requirements are adhered to throughout the activity.
e) A quality check is carried out on the completed work.
Outcome 2
Produce a team plan for the production and testing of a small scale domestic solar
hot water system to a given specification.
a) Contribute constructively to team discussions to establish roles and realistic

timescales.
b) Contribute constructively to team discussions on resources.
c) Contribute constructively to team discussions on tasks.
d) Co-operate with others to finalise a comprehensive plan of roles, resources
required, and tasks set out in sequence.

Outcome 3
Contribute as a member of a team to the assembly and testing of a small scale

domestic solar hot water system to a given specification.
a) Co-operate with others in the organising, sharing, and safe use of tools and
materials.
b) Co-operate with others in maintaining a safe, tidy working area.
c) Adhere to the agreed plan and work positively to complete tasks in the agreed
timescale.
d) In an agreed role, carry out practical tasks which contribute to the assembly of
the solar hot water system.
e) In an agreed role, carry out practical tasks which contribute to the testing of the
system.
f) Participate in a quality check of the finished work against the given
specification.
Outcome 4
Evaluate the solar hot water panel and the team working process.
a) Evaluate the strengths and weaknesses of the planning, assembly, and testing
of the solar hot water panel.
b) Evaluate the advantages and disadvantages of team working.
c) Evaluate own contribution to work of the team.
d) Identify action points for improvement in the production of the product and the
team working process.
Evidence Requirements for this Unit
Evidence is required to demonstrate that candidates have achieved all Outcomes

and Performance Criteria. Performance and written/oral evidence is required for
this unit. The evidence should be gathered at appropriate points throughout the
Unit in supervised, open-book conditions, in response to a given brief.

Performance evidence — Outcome 1
Performance evidence will be generated in response to an assignment consisting

of practical activities carried out in supervised workshop conditions. An assessor
observation checklist must be completed and signed for each candidate. The
practical activities will involve bending and joining of copper pipe for a small scale
solar hot water panel from a component drawing. In each task, candidates must
demonstrate that they can:
• select appropriate tools for the task

• use tools and materials correctly for the intended purpose
• complete all steps for the task in the correct sequence
• adhere to health and safety requirements throughout the activity
• carry out a quality check on the completed work
Performance and product evidence — Outcomes 2 and 3
Performance evidence will be generated in response to a group assignment which

will involve the planning, assembly, and testing of a small scale domestic solar hot
water system. Practical activities must be carried out in supervised workshop
conditions. An assessor observation checklist must be completed and signed for
each candidate to confirm achievement. A completed group plan and the finished
product should be retained by each group and used by the assessor in
discussions with each candidate. The achievement of each candidate is based on
his/her individual contribution to the process and not on the final group products.
The assessor checklist should be based clearly on the Performance Criteria for
Outcomes 2 and 3.
Written/oral evidence — Outcome 4
Each candidate must evaluate the product and process of team working. The
evaluation will take the form of a presentation, which could be written, oral,
diagrammatical, and electronic. It may be an individual evaluation or a contribution
to a group evaluation, provided that all Performance Criteria are met by each
candidate. The evidence will be a completed and signed observation checklist for
each candidate.
The National Assessment Bank (NAB) item for this Unit contains an appropriate
brief which covers the investigation and presentation requirements of the Unit and
an assessor observation checklist. Centres wishing to develop their own
assessments should refer to the NAB to ensure a comparable standard.
NB Centres must refer to the full Unit Specification for detailed

information related to this Unit.

Employability Skills Profile

In addition to the specific vocational skills developed and assessed in this Course,
employability skills are addressed as detailed in the table below. For the purposes
of the table, the Units are referred to as A, B, C and D as indicated.
Mandatory Units
Energy: Introduction =A
Energy: Domestic Solar Hot Water Systems =B
Energy: Domestic Wind Turbine Systems =C
Energy: Employability and Careers =D
Optional Units
Energy and the Individual =E
Energy: Oil/Gas Extraction =F
Energy: Conventional Production Technologies and the Grid =G
Employability skill/attitude Evidence
• maintaining good timekeeping and attendance A, B, C, D, E/F/G
• maintaining a tidy work place B, C
• seeking feedback and advice A, B, C, D, E/F/G
• following instructions B, C
• working co-operatively with others A, B, C
• selecting and using tools correctly and for the purpose B, C
they were designed
• using Personal Protective Equipment correctly and A, B, C
working safely
• following basic drawings correctly B, C
• checking quality of work A, B, C, D, E/F/G
• working to agreed deadlines A, B, C, D, E/F/G
• organising work effectively A, B, C, D, E/F/G
• working confidently A, B, C, D, E/F/G
• willingness to learn new skills or techniques B, C
• working independently A, B, C, D, E/F/G
• reflecting on own performance B, C
• learning from past experiences B, C
• awareness of a range of careers and job roles D
• developing investigation skills A, D, E/F/G
• developing presentation skills A, B, C, D, E/F/G
• developing creativity skills A, B, C, D, E/F/G

Careers Scotland Support

for School/College Collaboration for Scotland’s Colleges in
the Scottish Enterprise area
Since August 2006 Careers Scotland (SE and HI areas) has been funded by the
Scottish Government to support College/School Collaboration and encourage and
promote vocational educational choices for pupils in schools.
Careers Scotland (now part of Skills Development Scotland) has an important role
to play in selection, recruitment and pre-entry career guidance, as well as ongoing
support and pre-exit career guidance, to ensure the pupils’ experience of SfW is
capitalised upon in any future career planning.
Careers Scotland activity takes place locally and nationally under 4 objectives:
• Providing careers advice, guidance and employability support to pupils and

their parents pre, during and post vocational education experience, focusing
primarily but not exclusively on SfW pupils - demonstrating how these
educational choices have implications for future career options, and support
the achievement of future career goals and supporting effective transitions
• Providing targeted support to pupils at risk of becoming unemployed who
would benefit from undertaking a vocational course
• Partnership working to ensure vocational study is given parity of esteem with
other school and post school options, focusing on recruitment / selection and
retention of pupils on vocational courses
• Capacity building through relevant shared CPD events and resource
development to increase understanding of the process of uptake of vocational
options and facilitate more effective support to pupils navigating these options
For further information on Careers Scotland (SE)’s involvement in school/college

collaboration locally, please get in touch with your Careers Scotland Regional
contact:
South East (Edinburgh & Lothians; Forth Valley; Borders)

Stephen Benwell 01786 452043 stephen.benwell@careers-scotland.org.uk
North East (Tayside; Grampian; Fife)

Val Ormiston 01592-631155 valerie.ormiston@careers-scotland.org.uk
South West (Dumfries & Galloway; Ayrshire; Lanarkshire)

Jean Geddes 01698 742192 jean.geddes@careers-scotland.org.uk
West (Glasgow; Dunbartonshire; Renfrewshire)

Sandra Cheyne 0141 242 8338 sandra.cheyne@careers-scotland.org.uk

Tutor Support Section

Introduction
The purpose of this Unit is to enable students to identify, select and use tools to
carry out the assembly and testing of a simple domestic hot water system.
Students will connect copper pipes, pipework and fittings from a pipework
diagram, produce a team plan and carry out an evaluation of the solar hot water
panel production and the team working process. During the practical work
students will learn basic terminology used in the Energy industry and will also
develop work practices and behavioural attitudes that will enhance their
employability skills.
Students will be working in a practical environment and the requirement to

promote and ensure safe working practices are adhered to is essential at all
times.
Safe working practices should include:
• keeping the work place tidy and free from obstruction

• maintaining good working relationships with others
• maintaining a positive attitude to instruction
• using tools for their intended use only
• using tools correctly
• complying with safety instructions
• being appropriately dressed for workshop activities
• wearing the relevant Personal Protective Equipment (PPE)
In addition to being taught the correct techniques for the assembly and testing of a
small scale domestic hot water system students should be given support in all
aspects of the practical activities and employability skills.
The time allocations for each Outcome are intended as a guide only. The actual
time spent on each Outcome will depend on the ability and prior experience of the
student.
The Outcomes in this Unit are practical and students should be given plenty
of opportunities to handle and work with tools and equipment relevant to
domestic solar hot water systems. A key aspect of the practical activities is
the development of student confidence therefore students should be given
adequate support in all stages of practical work.

Learning and Teaching with Under 16s

Scotland’s Colleges have made significant progress in meeting the needs of
young learners. Our knowledge of the learning process has increased significantly
and provides a range of strategies and approaches which gives us a clear steer
on how lecturers can add to their skill repertoire. Lecturers can, and do, provide a
stable learning environment where young students develop a sense of self-
respect, learn from appropriate role models and see an opportunity to progress.
There are basic enabling skills for practical application which can further develop
the learning process for this group of students. So what are the characteristics of
effective learning and teaching which will help to engage young learners?
Ten ways to improve the learning process for under 16s

(This list is not exhaustive!)
1. Activate prior knowledge and learning – ascertain what the learner knows
already and teach accordingly. Young people do have life experience but it is
more limited than adult learners and they may not always be aware of how it
will assist them in their current learning.
Tips - Question and answer; Quick Quiz; Quick diagnostic assessment on

computer; present key words from the course or unit and see how many they
recognise or know something about.
2. Tune learners into the Big Picture – the tutor knows the curriculum inside
out and why each lesson follows a sequence, however the young learner does
not have this information and is re-assured by being given the Big Picture.
Tips – Mind map or concept map; use visuals, for example wall displays of
diagrams, photographs, flow charts; explain the learning outcomes in language
they will understand; We Are Learning Today (WALT) targets and What I’m
Looking For (WILF) targets; give clear and visible success criteria for tasks.
3. Use Advance Organisers – these are lists of the key concept words that are
part of the course or unit.
Tip – Highlight on any text the concept words that you will be using; make a
visible list and put it on display – concept words can be struck off or referred to
as they occur (NB this helps with spelling and independent learning as they do
not have to keep checking meaning); highlight essential learning and action
points.
4. Vary the teaching approaches. The two main approaches are instructing
and demonstrating, however try to provide opportunities to facilitate learning.
Tips – Ask students what they know now that they did not know before, or
what they can do now they could not do before, at appropriate points in the
lesson or teaching block; ensure there are problem solving activities that can
be done individually or in groups; ask students to demonstrate what they have

learned; use a range of question and answer techniques that allow

participation and dialogue, eg. provide hints and cues so that they can arrive at
answers themselves.
5. Preview and review of learning. This helps to embed previous learning and
listening skills and provides another opportunity to elicit learner understanding.
Consolidates and reinforces learning.
Tips – At the beginning of each lesson, or session, review previous learning

and preview what is coming up; at the end of each lesson or session, review
what has taken place and what will be focussed on next time – these can both
be done through question and answer, quizzes and mind mapping activities.
6. Language in the learning environment. Do not assume that the language

which is used in the learning environment is always understood by young
learners, some words may be familiar but do not have the same meaning
when used vocationally.
Tips - At appropriate points ask students what words mean; explore the
various meanings of words to find out if they may have come across this
language in another context; by looking at the structure and meaning of words
there is an opportunity for dialogue about learning and to build vocabulary.
7. Giving instructions in the learning environment. This is one of the most

difficult tasks a tutor has to do whatever the curriculum area. With young
learners this may have to be repeated several times.
Tips – Ask a student to repeat back what you have asked them to do before
beginning a task; ask them to explain the task to one of their peers; use the
KISS principle – Keep It Short and Simple so that they can absorb and process
the information.
8. Effective feedback. Feedback is very important for the learner to assess their
progress and to see how and what they can improve. Provide opportunities to
engage in dialogue about the learning function of assessment – provide details
of the learner’s strengths and development needs either in written or spoken
form. With younger learners identifying one or two areas for development is
sufficient along with acknowledgement of what has been done well.
Essentially, learners are helped by being given a specific explanation of how

work can be improved. You can also use summative assessment formatively,
ie. as an opportunity to identify strengths, development needs and how to
improve.
Tips – Ask students themselves to identify their own strengths and

development needs – self evaluation; peer evaluation of work can be
successful once they have been taught how to do it; the tutor can produce a
piece of work and ask students to assess it anonymously; have a discussion
about the success criteria for the task and ensure the students are clear about

them; allow learners to set criteria for success and then measure their
achievements against these.
9. Managing the learning behaviour. Under 16s are coming into Scotland’s
Colleges and training establishments from largely structured and routine-driven
environments in schools and early feedback from those undertaking Skills for
Work courses indicates that they very much enjoy the different learning
environment that colleges and other training providers offer. Remember
though that these are still young learners. They will still expect tutors to
provide structure and routine, and will perform best in a calm, orderly learning
environment. Young students will respond to firm, fair, and consistent
management. Such routines have to be established quickly and constantly
reinforced.
Tips - Health and safety is non-negotiable and consequences of non-

compliance with the regulations should be made clear and adhered to at all
times; set out your expectations from day one and provide a consistent
message; have clear beginnings, middles and endings for each session; be a
positive role model for your students, ie. be there before they are and manage
the learners with respect; always deliver what you promise; build up good
relationships and get to know the learners, make the curriculum interesting and
stress the relevance of the learning; set up a positive behaviour management
system. By following these guidelines you will build up two-way respect,
which, while sometimes challenging to achieve, can be very powerful and work
to everyone’s benefit.
10. Care and welfare issues. School/college partnerships mean increasing

numbers of young learners in college. Tutors have to be aware of their
professional responsibilities and mindful of young people’s rights. However
tutors have rights too, in terms of feeling safe and secure in working with
young people and there are basic steps staff can take to minimise risks. It is
essential that colleges ensure that tutors have a working knowledge of the
Child Protection policies (local authority and college documentation) and follow
procedures and policies diligently. School/College Liaison Officers will be
familiar with these documents and can provide support and advice. There are
also training sessions on Child Protection available from SFEU (see the
following page).
Tips - Avoid one-to-one situations with young students in a closed area; do not
do or say anything that could be misinterpreted; if the opportunity arises, do
some observation in schools to see and discuss how teachers use the
guidelines for their own protection as well as the young person’s.
Most young people are a delight to work with and they will positively enjoy the
experience of learning in college. However, there will inevitably be some who are
disengaged, disaffected and who have not yet had an opportunity to experience
success. ‘Skills for Work’ is a unique educational initiative that young people can
be motivated to buy into – you as the tutor are key to the success of these
programmes.

Skills for Work Workshops

To take this 10 point plan forward and to add to it, you can attend one of SFEU’s
‘Get Skilled Up’ half day workshops for tutors delivering Skills for Work Courses,
when we explore further the learning process and look at a range of specific
teaching and learning techniques to use with the under 16 age group. To find out
when the next event is visit our website www.sfeu.ac.uk or contact the Learning
Process team at SFEU on 01786 892000.
Child Protection Workshops

These are run on a regular basis by staff at SFEU in Stirling and also in colleges.
For more information on these workshops please contact members of the Access
and Inclusion team at www.sfeu.ac.uk or contact the team at SFEU on 01786
892000.

General Guidance on Unit Delivery
The emphasis on this unit is on a practical approach in which the students

complete practical tasks and exercises to develop skills for the assembly and
testing of Domestic Solar Hot Water Systems. The unit is also designed to
highlight the employability skills that are valued by employers.
The Unit should be delivered in a workshop environment with students being

appropriately dressed. Students must wear overalls, safety footwear and other
PPE (Personal Protective Equipment) as required in the workshop. The students
should be made aware that employability skills such as attendance, punctuality,
working with others, seeking advice and reviewing their progress will also be
developed, supported and monitored. It is important that students evaluate their
progress with employability skills and at the same time start to evaluate their
practical skill development and state what they were good at and what they were
not so good at in both areas.
There should be adequate time to progress skills used in Domestic Solar Hot
Water Systems whilst at the same time giving each student a good insight to the
energy industry both locally and nationally.
Associated knowledge and skills to be developed include:
• names and use of tools
• workshop practice
• understanding specifications
• commonly used Domestic Solar Hot Water Systems terminology.
This Unit may be integrated for delivery with other units of the course and
delivered as a complete course. This approach will be at the delivering
centre’s discretion and will result in this support pack being used in
conjunction with that of other units.
The unit is also an ideal opportunity to progress Core Skills within the context of
Domestic Solar Hot Water Systems:
Numeracy Skills: Students will be interpreting numerical data from diagrams and
specifications and the assembly and testing of hot water systems will require
numerical interpretation.
Working with Others: During the assembly and testing of Domestic Solar Hot
Water Systems operations students will be actively encouraged to evaluate team
work.

Problem Solving: Functional checks will present problems to the student and
they will be required to arrive at efficient and cost effective solutions.
Communication: students will be interpreting a specification and drawings and

will be required to follow oral and written instructions.
IT: Students will be provided with opportunities to research the Internet to seek
additional information about the Energy industry and Domestic Solar Hot Water
Systems tools and procedures.

Unit Induction
An induction session in week 1 will prepare students well for the unit and help to
clarify aims and expectations, what the unit is all about and any uncertainties they
may have about the unit and how it will be delivered. Induction may include the
following:
• an outline of the Unit content – what they’re going to be doing

• how it fits in to the Energy (Intermediate 2) Course
• your plans for teaching the Unit – how they’ll be learning the skills
• assessment methods and schedule
• where employability fits in – start by asking them what they think!
• a section on health and safety
• you might also think about inviting a representative from a service provider to
speak to the class about the types of employment available in their
organisation, about employment and educational opportunities prospects in
this area of the energy industry, and to reinforce the value that employers put
on employability skills.
• the importance of regular attendance and good timekeeping to encourage the
students to get into good habits – as if they were at work and in employment!
Note – Health & Safety
Students need to understand their roles and

responsibilities in relation to health and safety.
Students may already have an appreciation of health
and safety issues in one of the other course units but it
should be pointed out to them that in this unit they may
be dealing with a different set of potential hazards and
that each practical activity will start and end with health
and safety issues relevant to the lesson’s practical skill.

Scheme of Work
The content of the Unit begins with identifying and selecting the correct tools and
materials for connecting pipework and fittings used in domestic solar hot water
systems. The students will then connect copper pipes and other pipework and
fittings from given diagrams. This is followed by developing skills to produce a
team plan to assemble and test a small scale domestic hot water system.
Thereafter, students will carry out the practical activities to assemble and test a
domestic hot water system to a given specification. Finally students will evaluate
their completed product and the team working process.
The Outcomes should to be taught in the order listed in the Unit. The review and
evaluation of employability skills should be integrated in all the activities
undertaken in the unit.
At the beginning and throughout each Outcome of the Unit the following should be
emphasised and adhered to:
Safe Working Practices in the

The Care and Use of PPE
Workshop
• workshop safe working practices • footwear
• workshop housekeeping • overalls
• health and safety • eye protection
• accident procedures • hand protection
• fire alarm procedures • gloves

Outcome 1 (approximately 8 hours)
Connect copper pipes from a pipework diagram.
Appropriate tools and materials are • health and safety, safe working
selected for the task practices and employability
• safety instructions
• match tools on the sample board
• match materials on the sample
board
Tools and materials are used correctly • health and safety, safe working
for the intended purpose practices relating to the handling
and use of tools
• allow students to practise tool usage
on simple tasks
All steps to complete the task are • establish tasks to be done and their
followed in the correct sequence correct sequence
Health and safety requirements are • risk assessment of pipework
adhered to throughout the connecting of exercises
pipework and fittings from the given
diagrams • adherence to health and safety
requirements in the workshop
• connect copper pipes
• connect various pipework and
fittings
A quality check is carried out on the • conduct quality checks using pro
completed work forma worksheet

Produce a team plan for the production and testing of a small scale
domestic solar hot water system to a given specification
Contribute constructively to team • identify and establish the types

discussions to establish roles and and nature of team roles as part
realistic timescales of a team
• agree individual team roles
• identify and quantify agreed
project timescales as part of a
team
Contribute constructively to team • interpret the given specification

discussions on resources and drawings for a domestic solar
hot water system
• identify and establish resource
requirements as part of a team
Contribute constructively to team • identify and establish tasks as
discussions on tasks part of a team
• identify and agree task sequence
as part of a team
Co-operate with others to finalise a • compile and agree a team plan of
comprehensive plan of roles, roles, resources, tasks and task
resources required and tasks sequence for the assembly and
testing of a domestic solar hot
water system

Contribute as a member of a team to the assembly and testing of a small

scale domestic solar hot water system to a given specification.
Cooperate with others in the • sourcing and use of tools in a

organising, sharing and safe use of correct and safe manner using
tools and materials tools solely for the purpose for
which they are designed
• wearing appropriate PPE
• preparing appropriately to carry
out tasks
Cooperate with others in maintaining • maintaining a tidy workplace
a safe, tidy working area
• showing health and safety
awareness
Adhere to the agreed plan and work • maintaining good attendance

positively to compete tasks in the
agreed timescale • maintaining good timekeeping
• adhering to team plan
• completing tasks to agreed
timescales
In an agreed role, carry out practical • adhering to agreed team roles

tasks
• adhering to specification
• carrying out tasks to assemble a
domestic solar hot water system
In an agreed role, carry out practical • carrying out tasks to test a

tasks which contribute to the testing domestic solar hot water system
of the system
Participate in a quality check of the • carrying out a quality check on the
finished work against the given domestic solar hot water system
specification against the specification

Evaluate the solar hot water panel and the team working process
Evaluate the strengths and • team evaluation and recording of

weaknesses of the planning, what went well, what did not go
assembly and testing of the solar hot well in the planning phase of the
water panel project
• team evaluation and recording of
what went well, what did not go
well in the assembly phase of the
project
• team evaluation and recording of
well of the testing phase of the
project
Evaluate the advantages and • evaluate and record the
disadvantages of team working advantages of the team working:
well
• evaluate and record the
disadvantages of the team
working: what went well, what did
not go well
Evaluate own contribution to work of • individual evaluation and
the team discussions recording of what went well; what
did not go well during team
discussions
Identify action points for • team identification of action points
improvements in the production of the for improvements in the
product and the team working production of the product
process
• team identification of action points
for improvements in the team
working process
• individual/team presentation of
action points

Health and Safety Considerations

General safety in the workplace
This deals with the issues of:

• General Health and Safety
• Personal Protective Equipment (PPE)
• Safe working techniques (including tool-handling)
• First Aid
• Fire Alarm
• COSHH
• Good housekeeping in the working environment
• Manual handling
Each student will require the minimum PPE of safety boots and overalls for most
workshop activities. In some cases students may require additional equipment
such as goggles, gloves, safety spectacles or ear defenders.
Safe working techniques will include general workshop behaviour and protocol.
This will include the correct handling and transportation of tools; tool safety;
workshop layout; and procedures for starting and finishing practical activities.
First Aid considerations should include awareness of the nearest first aid station,
first aider, first aid procedures, accident and near miss reporting and avoidance of
potential accidents.
Fire Alarm evacuation procedures should be practised and students made

familiar with the audible warning sound, alarm points, location of fire fighting
equipment, fire exits, assembly areas and correct conduct under alarm conditions.
The Control of Substances Hazardous to Health (COSHH) must be stressed if

students are subjected or exposed to any chemicals, fumes, dust or irritants.
Good housekeeping is the welfare of all participants and the general working
conditions in the workplace. This will include safety, PPE, behaviour, conduct,
storage and condition of tools and equipment, walkways and handling and
disposal of waste oil and scrap materials.
Manual handling techniques should be discussed and encouraged as a matter of

good safety practice.

Personal Safety
The students need to appreciate that they are responsible for their own safety and
the safety of others. This will include their conduct and behaviour in all activities.
Safe working practices in workshops and the safe use of tools and equipment
should be emphasised.
In all the activities students are asked to perform they should be encouraged to
make sound judgements on issues such as:
• the effect of their actions on fellow students

• are the tools and equipment in good usable condition?
• are they being asked to carry out an action they are unfamiliar with?
• should they seek advice from an appropriate person?
Students’ personal dress should be hardwearing and give protection against

grease/oil/heat etc. This clothing should not have any loose sleeves.
Students should be dissuaded from wearing sports trousers and tops as these
items are nearly always manufactured from plastic materials and are not suitable
for engineering workshop use.
No jewellery of any form should be worn and neither should any piercings be
worn.
Further information on Health and Safety can be found in the SFEU

publication Energy: Course Guidance and Employability Skills.

Signposting of Employability Skills
Throughout the pack there are numbered flags like the one shown
here, showing which specific employability skill can be highlighted 1, 5, 6, 7
and/or assessment evidence recorded when students are busy with
the various activities in the Unit.
Maintaining good
Following basic Reflecting on own
1 timekeeping and 8 15
drawings correctly* performance*
attendance*
Maintaining a tidy Checking quality of Learning from past
2 9 16
workplace* work* experiences *
Seeking feedback Working to agreed Awareness of a

3 10 17
and advice* deadlines* range of careers
and job roles
Following Organising work Developing
4 11 18
instructions* effectively * investigation skills
Work cooperatively Working Developing
5 12 19
with others* confidently* presentation skills*
Selecting and using
Willingness to learn
tools correctly and Developing
6 13 new skills or 20
for the purpose they creativity skills*
techniques*
were designed*
Using Personal
Protective Working
14
7 Equipment correctly independently*
and working safely*
* The employability skills marked with an asterisk* are directly assessed in this
Unit.

Guidance on Integrating Employability Skills
The unit is designed around practical assignments which should enable the
students to develop and apply practical, technical and communication skills as a
foundation for future learning and progression. As instances arise naturally within
the completion of practical work or activities, job roles and career paths may be
discussed so that all students are aware of progressions within the energy sector.
These discussions will also encourage an interest in energy in general.
It is important in that the students develop the ability to reflect on how they
performed in the completion of tasks. In the context of this Energy: Domestic Solar
Hot Water Systems unit this will involve reflection on the development of both
practical and employability skills. The skill of evaluation lets the students analyse
what they did well, what they did not do so well and how they can improve. This
means they will develop an awareness of their individual strengths and
weaknesses.
The unit also encourages the students to apply new skills, knowledge and
understanding of energy in the completion of practical assignments by using skills
of evaluation and problem-solving in a vocational context.
It is strongly advised that course teams meet together to discuss and agree a co-
ordinated approach to the teaching and developing of the employability skills
throughout the Course and to ensure that the team has a common interpretation
of the skills and attitudes.
You will find or create countless opportunities to help students develop their
employability skills. The following pages show some ways of going about it to get
you thinking!

Generating Evidence and Assessment Opportunities for Employability Skills

Employability Delivery Advice Possible Activities/Contexts
Skills
• Good timekeeping and attendance is relevant throughout the Unit.

1 • Turning up for classes on
• Discuss the importance of good timekeeping within the energy sector and time
get students to assess their past timekeeping record. They should identify
what improvements, if any, are needed. This should take place at the start • Returning from breaks on
of the Unit and will set the expected standards. time
Maintaining • Staff should make their expectations clear right from the start of the Unit. • Arriving on time to visits
good • A good initial activity is to have the students write the class guidelines • Sticking to planned work
timekeeping themselves by identifying pros and cons of good and poor attendance and schedules regarding timing of
and timekeeping – the benefits in the workplace of one and the consequences of activities
attendance the other. They may have done this during course induction.
• Staying in class for the
• These guidelines or ground rules can be posted in the workshops and
duration of the planned
classes and referred to on a regular basis.
activity (no extended toilet
• Relate the ground rules to the world of work, eg. arrive on time, back from breaks)
breaks on time etc. The measure of a student’s success in this aspect is for
them to be honest in their appraisal of their performance and in making
progress. ‘Distance travelled’ should be adopted, rather than a particular
minimum percentage of classes attended.
• Attendance and timekeeping should be monitored throughout the Course.
Students should be given feedback on their performance – both good and
bad – in this regard. If you take note of patterns of performance it should be
easy to give the students accurate feedback.


Skills
• Discuss the need to keep a tidy work area or workspace from a Health and • Tidying workspace, generally
Safety and a ‘personal organisation’ point of view. as the work proceeds
2
• Educate the class to keep the work area tidy at all times. • Clean and store tools
• Allow them to reason for themselves about the potential consequences of correctly
Maintaining a an untidy work area! • Clean workbenches
tidy work place • Perhaps one at a time, in pairs, or in small teams the students could be on • Keep walkways clear and
‘tidy up’ duty. clean
• Emphasise to the class that this is often the routine in the actual workplace. • Disposal of scrap material
• If students get into a good routine with this it should be only on rare into the proper bin
occasions that you have to pull them up on their tidiness. • Tidying up after a specific
• If the workplace is clean at the start of the lesson then the workplace should spill of materials
be left in the same clean state for the next class.
• Seeking feedback and advice from teaching staff is relevant to all Units in • Ask questions
the Course. • Check work progress with
3
• Discuss the benefits of getting feedback from staff and asking for advice. staff
This can increase the students’ level of confidence in what they are doing • Check tool safety with staff
and can reinforce their views of the direction they are taking. Success can
Seeking • Seek tutor feedback
be greatly increased by using knowledge and experience gained from
feedback and others. • Confirm instructions when
advice unsure
• Young students can be wary of seeking advice for fear of highlighting their
own lack of understanding or of being singled out for ridicule perhaps based
on past experience.
• Staff should emphasise that in the workplace it is essential that they seek
advice if they are not sure about something as the consequences of not
doing so could be quite serious eg. misusing tools, poor techniques can
result in injury.


Skills
• Students should be praised for seeking advice and reassured that staff
welcome their questions and it also helps them to demonstrate another
employability skill: positive attitude to learning.
• Tutors should explain that they may not be able to give advice or help
straight away (as they may be helping somebody else) but they will respond
as soon as they can.
• Discuss the benefits of following instructions, from regulations that are • Health and Safety
4
mandatory to class or work processes that have been devised by procedures
experienced staff. Include the pitfalls of doing their ‘own thing’. • Work schedule or sequence
• It can be difficult to keep the attention of under-16s. When you want them to • Practical work and trade
Following cultivate the skill of following instructions it’s important to transmit the
instructions techniques
instructions clearly and concisely.
• Checking quality
• Trying to get students to think of the reason behind an instruction can help
• Planning and preparation
them to remember it.
• Get them to repeat the instruction or explain it in their own words to make
sure they’ve understood and know what’s required.
• If an individual student is struggling with an aspect of their work they may
appreciate personal assistance and quiet one-to-one instruction. This would
be an opportunity for you to note their positive response to any instructions
you give them at that time.


Skills
• Team working is a mandatory part this Unit.
• Discuss the advantages and disadvantages of working in a team, eg. • Assembly and test of solar
5
advantages could include sharing of workload, support from each other, hot water system
generating more ideas, the disadvantages could be that a consensus is • Social interaction
needed on all points and the uneven workloads that can be put on team • Students working in harmony
Working co-
members sometimes.
operatively • Sharing of experiences
with others • Working co-operatively with others (sometimes referred to as Working with
• Peer support
Others) is mainly about communication and taking others into
consideration.
• Get the class into the habit of working as a team where appropriate eg.
when tidying up during and at the end of practical sessions.
• Get them to speak to each other – and to you – about the sharing of
workspace, tools, equipment and materials.
• Monitor the teams as they assemble and test the solar hot water system.
• Watch out for specific instances of the students working co-operatively
together – including demonstrating a specific awareness of health and
safety issues. You should note this evidence.
• Identify the roles undertaken by team members and discuss how these
roles were allocated.
• Mixing different school groups will help to reinforce the idea of working
cooperatively with everyone in the workplace – not just friends.


Skills
• Discuss the need to select the right tool for the job and why it must only be • Tool acquisition procedures
used for the purpose for which it was designed. followed during practical
6
• The sourcing of tools means that each centre must inform the students of workshop sessions
the procedures to be followed for the acquisition of tools and equipment. • Correct number of tools used
Selecting and • The correct use and movement of tools must be demonstrated before • Carrying tools safely
using tools students are allowed to practise the skill. • Using tools safely
correctly and • Each tool has a function that it was designed for and use or misuse of the • Clean and store tools safely
for the tool for any other task/purpose should be discouraged. The dangers of and correctly
purpose they misuse of tools must be stressed.
• No tools left out at end of
were • Students should be encouraged to report any faulty or worn tools. session
designed
• Each tool must be clean and free from defects at the start of the practical
activities and at the end.
• Students must be made aware that if a tool is worn or becomes unusable
that they are responsible for reporting the fault.
• Tools should always be returned to their proper storage place.

Health and Safety is important to employers and is a key part of the • Induction procedure
learning and teaching of each of the practical based Units. • Behaviour in workshop
7
• Routinely wearing PPE
• Discuss the role of Health and Safety in the workplace and the use of
Personal Protective Equipment (PPE) to reduce the chance of injury. The • Wearing correct PPE
Using requirements and the role of students and staff should be made clear. • Cleanliness
Personal • From the first workshop session to the last and so there should be ample • Clear walkways
Protective opportunity to collect evidence of health and safety issues.
Equipment • Manual handling
correctly and • Discussion on what PPE might be required for specific tasks and the • First aid procedures
working importance of PPE in the protection of everyone.
• Fire procedures
safely
• Tool and equipment safety
• Personal hygiene
• Identification of hazards
This is an essential aspect of this unit. • Reading drawings

• Discuss the role of drawings in communication and the need to be able to • Carrying out quality checks
8 extract relevant information from them.
• Planning sheets
• Students should be issued with drawings and sketches for all practical
• Following instructions in the
activities.
Following correct sequence
basic • Using drawings as a means of communication.
drawings • Correct interpretation reinforced.
correctly

• Discuss how the checking of their tasks can lead to a higher quality of work • Quality checking as work
and hence meet the standards required. progresses
9
• Students constantly check against the drawings for dimensions, materials, • Quality checking at the end
fits and sequence of operations. of practical activities
Checking • Students should be made aware of acceptable standards in terms of the • Quality checking at the end
quality of quality of practical, investigative and presentation work. of non-practical work
work • Checking and reporting on
fitness for purpose
• Discuss the need to keep to deadlines and the effects that can result if they • Checking progress against
are not maintained. Demonstrate the importance in the real world of deadlines
10 keeping to deadlines eg. industry employs project managers whose main • Be aware of time remaining
role is to keep work on schedule. until deadlines
• Students made aware of the benefits of keeping to deadlines and of the
Working to • Plan work schedule to meet
possible consequences of work going beyond deadlines.
deadlines
agreed • Staff discuss progress in meeting the deadlines with students.
deadlines
• Discuss how organising and planning work leads to a greater chance of
meeting deadlines and meeting quality standards. Staff should emphasise a • Creating work schedules
11 logical approach to organising work where any process is a combination of • Monitoring progress against
smaller steps taken one at a time. This will help the students develop their schedules
organisational and planning skills.
Organising
work
effectively

• Discuss the benefits that working confidently can give eg. being able to ask • Carrying out practical tasks
questions or give their point of view without the fear of feeling stupid, being • Leading a group
12 able to stand up in front of others and give a presentation, to work without
• Drawing up work schedules
constantly needing reassurance.
• Discussions with staff and
• Students will have the opportunity to work confidently as they perform
Working peers
practical tasks.
confidently
• Discuss the benefits of learning new skills and how it is essential in a • Listen to instructions
constantly changing world to maintain employment or gain promotion. • Applying feedback
13
• New skills and techniques will be acquired during the practical tasks. • Asking questions
• A positive attitude to learning can be stimulated by the enthusiasm and • Practising skills
expert knowledge of the staff member.
Willingness to • Discussions with tutor
learn new • Introduce practical activities very early on.
skills or • Interesting tasks and the assembly and testing of the solar hot water
techniques • Assisting others
system will be enjoyed and will help with attention, following instructions,
asking questions, taking advice, carrying out quality checks and a desire to • Genuine participation in
learn more. review process
• Perseverance
• All of the other employability
skills
• Individual activities and

• Discuss the advantages and disadvantages of working individually, eg. research
14 advantages could include taking full responsibility, having complete • Discussions with tutor
ownership and not depending on others, to disadvantages such as not
being able to share problems with others and having little social interaction.
Working • Self evaluation
independently

• After practical tasks

• Discuss how self reflection can lead to improvements in the work they are • After assembly tasks
15
doing and in life in general.
• After testing
• Students often find reflecting and evaluating quite difficult. The use of
appropriate questions can aid this process. Reasonable time needs to be
Reflecting on allocated to teaching these skills and provide plenty of opportunities for
own development.
performance • Getting the students to complete a reflective diary (not assessed) will help
them to develop this skill on a regular basis.
• Practical tasks
16 • Discuss how past experiences can be a useful way of learning, these • Assembly tasks
experiences don’t need to be successful - poor experiences or failure can • Testing energy systems
still be useful learning situations.
Learning from • Students should be aware that learning can come from past experiences
past that were unsuccessful or demoralising as well as those that were
experiences successful and fulfilling.
• Tutors should try and bring out the positive when things go wrong
• Students often find giving presentations a daunting task. They should • Short talks
progress from a group presentation onto individual presentations. Staff • Tutor support and
19 should demonstrate how presentations should be planned and practised. discussions
Students may feel comfortable using mobile phone technology to video a
• Planning
presentation, load it onto a computer and run it on the screen.
Developing • Staff should demonstrate how to give a presentation.
presentation
• Give students opportunities to give very short talks throughout the Course
skills
to help develop these skills.
• Give encouragement to help them overcome fears.
• Use a range of media to help overcome fears eg. PowerPoint or video.

• Creativity should be introduced as a skill which comes up with novel

solutions to a problem. Creativity in design is the most usual way to • Planning work
20 demonstrate this but other ways can be used to show creativity eg. a new • Carbon footprint
procedure to assemble a system, giving a presentation, methods of
• Use of technology
reducing their carbon footprint, integrating energy systems etc.
Developing • Creativity will be recognised when students give presentations, ie. the
creativity skills methods they use should increasingly involve the use of technology eg.
from initially giving a simple talk, moving on to using PowerPoint, digital
pictures or/and video etc.
• Staff should demonstrate creative solutions to problems.
• Staff should give students feedback on how to increase their level of
creativity.
• Encourage novel ways of doing things.

Resources
It is expected that this unit will be taught in an experiential manner within a fully
equipped, safe and suitably arranged workshop. Resources required for individual
lessons are set out in each lesson plan.
It is particularly important that, as the handling of tools and materials is an integral

part of the unit, any participating centre has such resources and ensures safe
working practices.
Useful Websites
• Careers, Safety and Employability
Careers Scotland
http://www.careers-scotland.org.uk/home/home.asp
SEMTA (Sector Skills Council for Science, Engineering and Manufacturing

Technologies)
http://www.semta.org.uk/
The Scottish Electrical Charitable Training Trust

http://www.sectt.org.uk/
EAL Engineering and Technology industry vocational qualifications

http://www.eal.org.uk/
Health and Safety Executive

http://www.hse.gov.uk
COSHH – Control of Substances Hazardous to Health

http://www.hse.gov.uk/coshh/
Employability Framework for Scotland

http://www.scotland.gov.uk/Topics/Business-Industry/Employability
• Tools and Materials
Wikipedia: free encyclopaedia

http://en.wikipedia.org/wiki/Main_Page
Tool-up (commercial site)

http://www.tool-up.co.uk/

Encyclopaedia
http://www.encyclopedia.com/
Technology Student
http://www.technologystudent.com/index.htm
FENC – aims to be the leading community for vocational blended learning

http://www.fenc.org.uk/
Working in Groups
http://www.physics.udel.edu/~watson/scen103/colloq2000/workingingroups.html
Working with Others

http://www.ltscotland.org.uk/nq/coreskills/wwo.asp

Unit Planner
The following Unit Planner is intended as a guide only to how centres might go
about delivering the unit and covers:
• Connect copper pipes from a pipework diagram

• Produce a team plan for the production and testing of a small scale domestic
solar hot water system to a given specification
• Contribute as a member of a team to the assembly and testing of a small scale
domestic solar hot water system to a given specification
• Evaluate the solar hot water panel and the team working process
• Employability skills
Each practical session should start with the health and safety requirements that
will be applicable to that particular lesson and any additional PPE that might be
required.
The Unit planner is based around the production of a simple domestic solar hot
water system. For each Outcome, appropriate tools and equipment are listed. This
list is for guidance only and can be supplemented as necessary.
During the practical activities the use of tools and equipment for assembly and
testing of a domestic hot water system will provide opportunities to discuss the
varying roles and responsibilities within the energy industry. This could include the
tools and practices used by local energy firms.
Activities – refers to the named activity found in the Student Support Section or,
where indicated, in the NAB for the Unit.
Practical Tips
It is expected that as each basic practical skill is demonstrated that good practice
will be emphasised, and that any good trade specific hints or tips are also included
in the lesson. It is also advised that some or all of the following should be
integrated with the range of practical activities:
• The use of employed apprentices attending college to aid workshop sessions

• The use of various speakers/experts/tradespersons to aid employability skills
and knowledge of local industry
• The use of ICT if appropriate
• The use of energy websites images and videos

Outcome 1
Connect copper pipes from a pipework diagram
Objectives:
• Safe working practices, health and safety requirements and employability – to

establish a level of knowledge and understanding of health and safety and
employability.
• Identify and select and use appropriate tools and materials
• Identify and follow the correct sequence of tasks
• Connect pipework and fittings
• Carry out a quality check
Resources:
• Pipework diagrams
• Student Support Section Materials
• Pipework and fittings
- Copper pipe
- Hep2O pipe
- PVC pipe
- Speedfit pipe
- Elbows
- Tees
- Brackets
• Tools
- Large hacksaw
- Junior hacksaw
- 9 Inch footprints
- Plastic pipe cutters
- Engineer’s pliers
- Gland pliers
- Copper pipe cutters
- Measuring tape
- Half round file
- Adjustable spanner
- Hammer
- Bending machine
- Screwdriver

Learning and teaching process:
• use group discussion to determine the level of student knowledge of health

and safety issues; develop this to discuss the need for general health and
safety in the workshop environment; emphasise the student’s own health and
safety and that of others in the workplace in order to create a safe learning
environment for everyone. Use this opportunity to promote awareness of
employability skills such as attendance, punctuality and especially behaviour in
relation to safety requirements.
• use the pipework diagram and form small discussion groups relating to a
simple risk assessment when connecting copper pipes i.e. identifying hazards,
persons at risk, risk, risk rating (low/medium/high), existing control measures
and any action required.
• match tools on the sample board
• match materials on the sample board
• allow students to practise tool usage on simple tasks
• correct sequence of tasks is established
• practical exercises to connect pipework and fittings
• students to carry out a quality check on completed products
Activities
• Tools used in the installation of a solar hot water system

• Materials used in the installation of a solar hot water system
• Practical exercise to connect pipework and fittings (x3)
• Instrument of Assessment 1 (See NAB)
• Quality check your completed work

Outcome 2
5,11,13
Produce a team plan for the production and testing of a small scale
domestic solar hot water system to a given specification.
Objectives:
• Identify and establish team roles and timescales as part of a team

• Identify and establish resource requirements as part of a team
• Identify and establish tasks as part of a team
• Identify and establish task sequence as part of a team
• Compile a plan of roles, resources, tasks and sequence
Resources:
• Specification and drawings
• use group discussion to highlight the types and the benefits of allocating team
roles
• state and demonstrate correct methods/techniques of identifying resource,
task requirements and task sequence
• use teams to agree and compile plan of roles, resources, tasks
• use teams to agree sequence of tasks
Activities
• Identify, establish and agree team roles

• Instrument of Assessment 2 – Specification and Outline Plan (See NAB)
• Instrument of Assessment 2 – Scheduled Plan (See NAB)

Outcome 3
Contribute as a member of a team to the assembly and testing

of a small scale domestic solar hot water system to a given
specification.
Objectives:
• Safe working practices: co-operating with others in the sharing and safe use of
tools and materials in a maintained safe working environment
• Correct adherence to agreed team plan and timescales
• Correct method of assembly of a solar hot water system within an agreed
team role
• Correct method of testing of a solar hot water system within an agreed team
role
• Carry out a quality check of completed work against the given specification
Resources:
• PPE
• Specification and drawings
• Tools and materials
• use group discussion to emphasise the need to follow safety instructions and
maintaining a safe tidy working area
• state and demonstrate correct methods/techniques of assembly of a solar hot
water system
• correct assessment of the functionality and testing of a solar hot water system
• carry out a quality check of completed product
Activities
• Instrument of Assessment 2 Specification (See NAB)

• Instrument of Assessment 3 – Teamwork exercise (See NAB)

3,12,14,
Outcome 4
Evaluate the solar hot water panel and the team working process
Objectives: 15,16,19
• Evaluate the strengths and weaknesses of the planning, assembly and testing
of the solar hot water panel
• Evaluate the advantages and disadvantages of team working
• Evaluate own contribution to work of the team
• Identify action points for the improvement in the production of the solar hot
water panel
• Identify action points for improvement in the team working process
Resources:
• use group discussion to emphasise the need for critical evaluation

• use group/ teams for general discussion on the importance of creating action
points for improvement
• individuals/teams to give a presentation on the evaluation of solar panel and

the team working process
Activities
• Instrument of Assessment 4– Team Worksheet 1 (See NAB)

• Project Presentation

Practical Activity Checklist

Checklist to monitor the progress of each student’s completion of the Outcomes.
Student Name Lesson 1 Lesson 2 Lesson 3 Lesson 4

Student Support Section

Tutor Note on Student Activities
This section includes both student notes and activities. These materials are
offered to centres as a flexible set of materials and activities which can be
selected, altered and used in whatever way suits individual centres and their
particular situation. For example, in the case of the student activities you might
want to talk through the instructions with the learners and then give the
instructions out on paper as reminders. You are encouraged to adapt and use the
materials creatively in ways which will best engage your students.
It is not intended that the Student Support Section is issued to students as

complete pack. Rather it is designed to be issued in small sections only, to
reinforce practical workshop activity.
Similarly, and because of the technical nature of the subject and the terminology,
handout materials and activity sheets should be issued at an appropriate time
which could be before, during or after the topic has been fully covered with the
students.
This Student Support Section focuses on the trade specific aspects of the unit.
Further information and activities on the following aspects, which should be
incorporated into learning and teaching throughout the unit, can be found in the
SFEU publication: Energy: Course Guidance and Employability Skills support
pack:
• health and safety

• employability skills
• presentations
Online research and practical activities will provide students with a more blended
approach to teaching and learning. School students will be familiar with this
approach. For students returning to study, you may need to spend time supporting
them in the use of electronic resources. Useful online videos are available that will
reinforce the learning of the practical energy systems.

Welcome to Energy: Domestic Solar Hot Water Systems!

The purpose of this Unit is to introduce you to the basic practices of assembling
and testing a domestic solar hot water system and to give you some experience
in handling tools and equipment which you will use when you are carrying out the
installation of a domestic solar hot water system. The unit is designed to be mainly
practical but also has an emphasis on helping you develop employability skills.
In this unit you will:
• use tools and equipment to connect copper pipes

• produce a team plan for the production and assembly of a domestic solar hot
water system
• carry out an assembly and testing of a domestic solar hot water panel within a
team, and
• conduct an evaluation of the production of the solar panel and the team
working process.
Your tutor may then give you further examples to work on when you gain the skills
required.
You will learn to carry out the tasks to assemble and test a solar hot water system
safely by following safe working practices and following safety instructions.
The skills and practices you learn during this unit will help you to decide if you
would like to make a career in the Energy sector.
Listen to your tutors – they have the experience, knowledge and skills in the
production and testing of Domestic Solar Hot Water Systems which they want to
pass on to you.
Your tutors are there to help you and will welcome your questions.
If at any time you are unsure or need to ask a question - just ask.

Domestic Solar Hot Water Systems

Hot water is a normal part of our daily lives. It is used to clean our clothes, wash
our dishes and to bathe and relax us. It is used to heat our homes and buildings.
But then, hot water doesn't come that way naturally, unless you have a natural hot
spring.
To get hot water we must heat cooler water to a greater

temperature in order for us to meet these purposes.
In the past we used fires to heat water for the

variety of cooking, cleaning and bathing uses in
our homes.
Today we use electricity, oil and/or natural gas as a medium to heat water to such
a point that it becomes hot. Electricity is generated usually at some distance from
the point at which we use it, - for example a hydro electric plant which will use a
river whose force will spin turbines. We still generate electricity near a coal
resource to fire up generators, or even at nuclear plants which can have appalling
environmental consequences.

The remote generation of electricity and/or capturing of gas both require transfer
to get the product to the consumer. This transfer requires a complicated network
to assure both quality and quantity needs are met.
Transport of energy always has some losses of product and efficiencies along the
way but most arrives ready for use.
In the recent past, serious issues and questions have arisen regarding
environmental impacts, energy distribution and energy costs. Issues regarding
safety, stability, and security of these energy sources.
Solar energy is the most independent of energy sources - available to everyone

and doesn't require a sophisticated and complex system of extraction, conversion,
and transport for people to use. Best of all it is free and to a certain extent directly
under your control. The only disadvantage in Scotland is that we do not get the
sun at large enough intensities all year round.

Image www.solarsource.co.uk/about-solar-hot-water.htm
Scotland’s energy users could use the sun's energy to meet daily hot water
requirements for bathing, and washing and get it free for up to six months of the
year.
The benefits of using the sun to heat water include:
Solar water heating reduces the amount of energy required from the utility
company thereby reducing monthly bills particularly during the spring, summer
and autumn seasons.
According to the Department of Trade and Industry:
“Solar panels can provide almost all of your hot water needs during the
summer months and about 50% the year round.”

Less energy demand means less use of finite resources, for example North Sea
oil and gas reserves. A reduction in consumption will also reduce the
infrastructure required to create and deliver energy to users.
In replacing other carbon based energy resources, it will add to the reduction of
pollution, improve air quality, and lessen negative impacts on the environment:
• Less energy consumption... less pollution...more quality to our lives!
• Solar water heating is direct, simple, and safe - within the individual's direct
control.
• Solar water heating will meet hot water needs for up to six months of the year.
Financial Benefits!
There’s nothing magic or mysterious about heating water with the sun! A lot of hot
water can be produced with simple operation and little maintenance, and monthly
energy bills will be reduced. This is a sort of compensation for your investment,
something a traditional water heating system would never provide, and when
savings exceed initial outlay - it is free!! What more could you ask for?

Solar Water Heating Systems - The Technology
Solar water system - A solar water heater system has a number of component
parts. Let’s see what these parts consist of:
Basically, there is the collector – which is used to capture the heat from the
sunlight, and the water storage vessel which is part of the heat collection, storage,
and distribution when hot water is required by the user.
Image courtesy of: www.smartenergyuk.com
Particularly in Scotland additional elements of a solar water heating system are

applicable. These include a supporting heating medium used in periods of less
intense sunshine, such as during the months of January and February for
example.
A control system for monitoring and coordinating the operation of a solar

system’s components in more sophisticated systems is also required. The
controller enhances heat collection, minimises heat loss, and provides the system
with both freeze protection and over-heating protection.

Image source: www.earthwindfire.co.uk/Panels/panels.html
Solar collector - What is it? Simply - a container with a glass cover, which allows
sunlight to impact on the interior surface. It’s as basic as that!
You must be very familiar with the direct heating action of sun through windows
during a lesson in school or college during the months of May and June, which
even in Scotland can be unbearably hot. Have you ever got into a car that’s been
parked in the sun while you went to the shops for example? In this case, sunlight
moves through the windscreen and impacts on the interior surfaces (seats,
dashboard, steering wheel, etc.) The resulting heat is resisted from escaping by
the glass and the car interior heats up to sometimes extremely high levels.
This is the same action that occurs within a solar collector in a solar water
heating system.
Solar collectors capture the sun’s light energy and convert this into heat, which
then heats water or another heat transfer fluid such as glycol. The collection of the
sun’s energy happens at the collector’s dark colour interior absorbing surface,
under the glazing. As the absorber heats from exposure to sunlight, water moves
through the absorber, picking up heat which is pumped to the storage vessel for
use.
There are variations of this basic water heating system which enhance highly
efficient heat transfer fluids through the collector then through an exchanger
where the heat is transferred to the water to be used. Since the glazing reduces
heat loss to the outside air, colder climates such as Scotland would warrant
multiple glazing to increase heat retention within the collector.

source: www.harlandrise.com
What do you do when you have heated the water? Like typical water heating
systems, the storage vessel retains the heated water, but in a solar system, water
is heated by continued circulation through the collector and is always warm whilst
there is sunshine. In all cases, solar vessels are highly efficient and better
insulated than standard vessels. They are usually of larger capacity than
traditional vessels, in order to provide large hot water storage capacity for night
time use and days of limited sunlight. Some solar water heating systems can use
an existing water heater vessel for additional storage. In other cases existing
water heaters would be replaced with a solar vessel.
The size of storage vessels is directly related to consumption of hot water so a

typical household in Scotland would have a 120 litre vessel.
Protection
Super hot water from the sunshine! Not in Scotland? Well yes actually.
Solar water heating systems can produce water much hotter than traditional water
heaters so a mixing valve is usually incorporated at the vessel area. This is a
protective measure of temperature correction, so that you can add cool water to
the hot water from the storage vessel when necessary during hot water use. If you
did not have this safety measure, you could have temperatures in the range of
o
230 C mainly in the summer months. Yes - even in Scotland!!
The cold climate can also have an impact. Because some of the solar equipment
is exposed to outdoor conditions, freezing is an issue especially in Scotland.
When water freezes, it expands. This is why water-filled pipes break during cold
weather. So, you need to cover pipes etc that are exposed to outdoor conditions.

Solar Water Heating Methods

A variety of solar hot water approaches are currently used in Scotland. All have
the means of capturing the sun and heating water for use. They vary in the details
of solar capture, transport of captured heat, and in their approach to storage and
storage placement. Basically there are 2 approaches - Direct and Indirect.
• Direct heat exchange is when the water to be used is heated directly by the
solar collector. This is a very inefficient way to provide the hot water in
Scotland and is at risk to freezing.
• Indirect heat exchange involves heating an efficient heat transfer medium
other than the water, then transferring the gathered heat from the collection
medium to the water to be used.
Indirect heat transfer solar systems, beside providing higher heating and lower
heat loss, are another approach to dealing with scaling and freezing. Fluid heated
in the collector is typically, propylene glycol, a non-toxic antifreeze compound.
This heated liquid is in a separate line and loop from the water to be used or
stored. The glycol flows through the collector and heats up from the sun's impact,
then flows to a heat exchanger where it gives up its captured heat, then goes back
to the collector for another round of heat gathering. The heat exchanger transfers
the heat collected in the glycol to the water to be used. This circulates in a
separate piping system loop to the storage tank where it gives up its heat and
returns to the heat exchanger for another transfer. As a result, there are two
separate fluid loops, one that gathers the sun's heat, and the other which contains
water to be used. You can see from the diagram below that the loop connected to
the collector will have a glycol mix.
Source: www.lowimpact.org

Solar Water Heating Applications

Pumped systems
Pumped applications use a pump to move fluid through the solar collector, and
allow hot water storage to be placed at any convenient location within the
property. Pumped systems transfer heat either by the direct or indirect heat
exchange method. Variations of pumped systems include vented open systems
and un-vented closed systems.
• The vented systems transfer heat directly to the water to be used.

• A sensor monitors the storage vessel temperature and the temperature in
the collector pipework.
• When water in the collector or associated pipework is hotter than the water
in the storage vessel, the pump is activated and water from the vessel is
distributed through the collector.
• There must be provision to prevent the equipment from suffering freeze
damage, and vented systems come with recirculation and/or drain back
configurations.
A recirculation system controller activates the pump when the collector

temperature nears freezing, and storage vessel hot water circulates through the
collector loop to raise its temperature.
A drain back system has a valve located at the bottom of the collector pipework
which opens when the temperature drops near freezing, and all water in the
collector is automatically drained from the collector and piping, into a collector
vessel.
A freeze device is simply a valve that opens when the pressure in the collector
rises above a certain point. As water changes from liquid to ice, it expands, which
forces the freeze device to open and relieve that pressure, thereby avoiding
freeze damage to the solar collector and associated pipework.
Un-vented or closed systems
Un-vented or closed systems transfer heat to the water to be used in a 2 pipe

method. In one pipe fluid not susceptible to freezing - such as glycol - is heated at
the collector and transferred to a heat exchanger. This heat exchanger removes
the gathered heat and transfers it to a second separate pipe containing the water
to be used and/or stored, and the collection fluid is distributed back to the
collector. There are two separate fluid loops, one for the heat collecting liquid, and
the other for the water to be used. Separately, each moves through the heat
exchanger which implements the heat transfer process. A system controller turns
the circulating pump on when the collector fluid is hotter than the storage tank
vessel. There are two primary types of closed loop systems: the drain back
and the non-freeze.

• Drain back forced-circulation systems have an additional tank (drain back

tank) for ensuring protection against freezing. When the pump is off, collector
fluid drains into the drain back tank.
• Non-freeze forced circulation systems use an antifreeze-water mixture in

the collector loop. The antifreeze mixture provides protection against both very
high and low collector operating temperatures. An expansion tank is usually
included on these systems to allow the collector loop fluid to expand and
contract without damaging the pipes.
Types of Collectors
Heat from the sun is absorbed through a flat, black-surfaced collector plate, which
contains copper tubing. A water/antifreeze mix is circulated through the tubing. As
the sun heats up the fluid, it is carried to a heat exchanger (coiled pipe) in the hot
water cylinder. See the following diagram.
Collectors fall into two categories:
• Glazed and insulated

• Unglazed and non insulated
Flat plates can be on-roof or roof integrated. Some flat plate collectors have pipes
that exit from the side – and some from the back.

Evacuated glass tubes are used for insulating instead of 'solid' insulation which is
used more in flat plate collectors.
The result is a fast-responding solar collector with integral overheat and freezing
protection. Their design advantage is particularly suited to colder, cloudy climates
such as the UK and where high flow temperatures are required.
At the top of the collector, the tubes fit into an insulated stainless steel manifold
where the heat is pumped down into the house. Generally, tubes are fitted in
multiples of ten although blanking caps can be used to create odd numbers
perhaps allowing a future upgrade to be easily done - as for example in a
household with young children.

The tube collector has a sleek, modern appearance which is well proportioned to
traditional roof tiles and slates. It is often favoured by designers of futuristic
buildings.
Collector Placement
Collectors are best located in an unshaded area where there is unobstructed

access to the sun. The ideal location, of course, is the roof. A solar hot water
system should be located to minimise piping runs between the collector and
storage, and, as in all good hot water design, between storage and end use. This
reduces materials, and cost, as well as heat loss in the pipes. Collector placement
considerations include the following:
• A collector facing true south gains equal amounts of sunlight in the morning
and the afternoon. If more hot water is needed in the morning, the collector
should face somewhat east of true south, and if hot water is more desirable
later in the day or early evening, the collector should face west of true south.
These are rules of thumb as you cannot get a perfect match unless you have a
tracking device connected to the panel that will allow the panel to move with
the sun’s pattern.
• Collector performance is improved when placed perpendicular to the sun.

Typically, a collector is placed to operate at its optimum during the winter,
when there are short days of sunlight exposure, lower sun angles, and colder
temperatures. For this reason the upright angle of the collector is important in
maximising solar heating of water during wintertime conditions.

• Optimum collector angle and the angle of a roof may not be compatible. This
condition may require a support system like a connecting bracket that will
integrate into the building fabric. It is important to note that some local
authorities have planning restrictions regarding equipment on rooftops and
considerations regarding aesthetic integration and maintenance of style need
to be met. In these cases, bracket mounted collectors meet conflict with
planners and building control staff from local authorities, and a decision may
made so that the collectors are positioned flush with the roof. While this may
reduce the most favourable performance of a solar hot water system, it will still
provide an extensive amount of solar heated water. It is said that the difference
between an ideal angle and a flush roof angle is about £15-25 per year in
savings; this would be dependent on where you live in Scotland.
Energy bills will be lower due to less demand for electricity and/or gas. Savings
are directly proportional to the efficiency of the system, the cost of local gas and
electricity, and the amount of hot water used. As the price of gas and electricity
goes up, then the more you save by using the solar hot water system.
In Scotland, solar energy used to supplement heating water means a

reduction in the gas and/or electricity required to be provided by the utility
companies and this will reduce the need for new and costly generation and
transmission systems. Solar hot water is probably the most cost-effective
renewable energy technology that you can install in a domestic situation in
this country, with the shortest payback time.
Reliability
The major elements of a certified solar water heating system should last at least
approximately 20-25 years with proper use, care, and maintenance. Other
components, such as vents and mixing valves, may need occasional replacement
but are fairly inexpensive and are easily replaced by a competent installer.
To ensure the best performance, a careful maintenance practice, like the MOT
people use for their cars, is recommended. This includes:
• Flushing all tanks once a year.

• Annual or bi-annual maintenance check-up by a certified service technician.
• Keeping the glazing clean and unobstructed.
• Checking for leakage at pipes leading to and from the collector.
• Checking the insulation on the pipes and at all joints.
• Checking antifreeze in un-vented systems as well as pressure.
A solar water heater system can deliver your hot water in Scotland for
approximately six months of the year. So solar energy can carry much of your hot
water load.

Environmental Benefits
Conventional water heating uses electric energy or natural gas. Gas is burned
directly in the water heater, but the electric energy released into the water in the
form of heat is usually generated by burning a fuel at a central power station.
Burning hydrocarbon-based fuels (such as coal, oil, or natural gas) emits oxides of
carbon (Cox), nitrogen (Nox) and sulphur (Sox).
Solar hot water, along with photovoltaic, wind power, hydro, wave and tidal power
and geothermal energy are renewable energy sources which don’t involve the
burning of fossil fuels, and its associated problems.
Burning fossil fuels releases nitric oxides, nitrogen dioxide and sulphur dioxide
into the atmosphere. This causes acid rain which damages forests, wildlife and
human health. Burning fossil fuels also releases carbon monoxide, nitrous oxides,
lead, particulates and hydrocarbons which pollute the atmosphere and cause
damage to plants and ecosystems, and to human health, especially respiratory
problems.
The burning of fossil fuels adds an extra 5 billion tonnes of carbon dioxide (CO2)
into the atmosphere each year. CO2 is an important greenhouse gas.
• In pre-industrial times there were 290ppm (parts per million) of CO2 in the
atmosphere
• In 2006 it was 383ppm, and rising by 2ppm every year
This is why there needs to be a shift toward the use of renewable energy systems.
Solar water heaters significantly reduce pollutants and contribute to a more clean
and healthy environment.

Employability
This unit is also designed to help you develop employability skills. All engineers
and craft persons such as electricians, plumbers, and motor mechanics have
specific practical skills but they also have employability skills.
Employability skills are valued by employers because they mean that their
employees:
• understand the workplace and their responsibilities as employees, for example

timekeeping, appearance, customer care, working safely
• can think about the work they’ve done and how they did it – and decide what
they could do to improve it
• are keen to learn
• try to work out solutions to problems instead of walking away from them or
leaving them to someone else
• have confidence to set goals, reflect and learn from experience.
These employability skills are in this Energy: Domestic Solar Hot Water Systems
Unit and to get the most out of your unit you should be:
• assessing yourself on the skills and attitudes

• setting goals for yourself
• practising the skills and attitudes
• reflecting on your progress
• taking account of feedback from people (tutor and each other)
• developing your skills.

Safety
It is essential that you follow the safety instructions

from your tutors to prevent injury to you, your
classmates and your tutors.
Everyone in the workplace is responsible for their own safety and the safety of
others who might be affected by their work. This means that, no matter how new
and inexperienced you are to any workplace or engineering workshop you have a
responsibility for safety.
The successful and safe completion of any practical work starts with everyone
thinking about health and safety and what steps must be taken to ensure that the
workplace is a safe and secure environment.
Always:
• ‘think safety’
• act responsibly
• plan your work
• keep your work area tidy
• ask questions if you are not sure.

Activity: Tools used in the installation of a solar hot water system
Your tutor will show you a sample board of tools. - Fill in the table with what you
think each tool is by placing the letter in the box. (For example if you think the
hammer is letter C place the letter C in the box beside hammer.)
DESCRIPTION LETTER CORRECT

Y/N
Hammer
Footprints
Copper pipe cutters
Plastic pipe cutters
Screwdriver
Large hacksaw
Junior hacksaw
Bending machine
Half round file
Engineer’s pliers
Gland pliers
Measuring tape
Adjustable spanner

Activity:
Materials used in the installation of a solar hot water system
Your tutor will show you a sample board of materials. Fill in the table with what
you think each material is by placing the letter in the box beside the material.
(For example if you think the copper pipe is letter A place the letter A in the box
beside copper pipe.)
DESCRIPTION LETTER CORRECT

Y/N
Copper pipe
Hep20 pipe
PVC pipe
Speed fit pipe
Elbow Copper
Hep20
PVC
Speed fit
Tee Copper
Hep20
PVC
Speed fit
CliDD1 Copper
P 10
Hep20
PVC
Speed fit

4,7,8
Activity: Practical exercise to connect pipework and fittings
Your tutor will give you a drawing showing dimensions and using pipework of no
more than 22mm. The exercise is to connect two 90 degrees, an offset and a
saddle using compression tees and elbows.

Example sizes are for guidance only.
250mm
260mm
100mm
100mm
280mm
250mm

4,7,8
Your tutor will give you a drawing showing dimensions. The exercise is to connect
pipework and fittings of no more than 110mm of UPVC using strap on bosses,
multi fit joints and solvent weld joints.
EMPLOYABILITY
Are you wearing the correct PPE?
4,7,8
Your tutor will give you a drawing showing dimensions and using pipework and
fittings of no more than 22mm Hep20 and PVC pipe you are to connect this
arrangement of pipework and fittings.
EMPLOYABILITY
You must listen to your tutor’s

safety instructions in the workshop.

Activity: Quality check your completed work
Fill in the table after you have completed each practical activity.
Quality check your work YES/NO
Are the dimensions correct?
Does the product have a stable

structure?
Have the correct pipework and fittings

been used?
Are the joints strong?

Working in Teams
More and more organisations now use team working. The successful fulfilment of
a project or process depends on the ability of the members of that team, both
inside and outside the organisation, to work well together.
After reading this section you should be better able to draw up the ground-rules by
which your team will operate, generate ideas about ways of tackling a group
project, divide up a task into its component parts and review your team’s
performance.
No study guide can really prepare you fully for team projects, because with these,
perhaps more than any other aspect of your work at college, direct experience is
the key to learning.
What is a team?
A team is a group of people who share a common objective and need to work
together in order to achieve it. For example, a group of drama students putting on
a play; a group of physicists working on a group research project, or a group of
music students putting on a concert share the same common objective. However,
they cannot achieve this unless they pool their talents and expertise in a team
effort.
What can be expected of a team?
Teams can help you to approach problems in new ways. They can also help you
to learn, as fellow team members may raise ideas which you would never have
thought of if you were working on your own. When they are successful, teams are
often said to achieve something which is greater than the sum of the individual
team members’ contributions.
Establishing a team
Working as a team can however be very frustrating! You have to compromise,

negotiate and to trust that others will do a task to the high standard that you set for
yourself. Teams can take a while to form as you get to know each other and find
out how each other works.

The following ideas may help you to form your team:
Get to Know Your Fellow Team Members
It may be that you don’t know everybody (or even

anybody) in your team. Nobody much likes being
addressed as, ‘Erm...’ or ‘You in the blue shirt’ so it’s
best to make sure that everybody gets to know
everybody else’s name right at the start! Why not
spend your first meeting just getting to know each
other?
Set Ground-Rules
Before you begin working together your team may wish to develop its own set of
rules (often called ground-rules) under which it will operate. You can of course
modify these later on.
These ground-rules may cover topics such as:
• How group decisions will be made. Will you act on the majority opinion or will
everybody have to be in agreement before you decide to do something?
• How to ensure that everyone has a chance to voice their opinion (if they wish
to do so).
• Punctuality for group meetings.
• How everyone in the team is to be kept aware of progress. Regular group

meetings can be valuable but it can be difficult to find times convenient to all
team members. One way (you can probably think of others) of ensuring good
communication between team members is to agree that everyone will check
either their departmental pigeon-hole or e-mail, or text messages every day (or
even at certain times every day) throughout the duration of the project.

Agreeing the Objective for Your Team Project
The first thing that a team should do when set a project is to define their objectives
clearly and also make sure that everyone is aware of the deadline by which these
objectives need to have been achieved.
Generating Ideas
Once the objectives have been defined, it is necessary to generate some ideas as
to how to tackle the project.
Brainstorming is one method of generating a large number of ideas. Its most

important feature is that no-one passes judgment on any idea, however good or
bad (or downright ridiculous!). The reason for this is that if someone laughs at
your idea or describes it in uncomplimentary terms, you are unlikely to risk putting
forward any others. As a result the whole team may lose out, because maybe your
next idea would have been the best of the lot.
The steps involved in a brainstorm are:
1. Write down the problem to be solved.

2. Team members put forward ideas and these are written down. No-one
comments as to whether the ideas are good or bad.
3. After an agreed period of time (or once the supply of ideas has dried up) the
team decides which of the ideas suggested it will use in tackling the project.

Planning how your team will tackle the project
It may be easier to manage the co-ordination of the team if the project is divided
into smaller tasks and group members work on these either individually or in pairs.
For example, if you have been asked to research a topic and produce a poster on
it, the stages of production might involve the following tasks:
1. Gathering information.
2. Selecting from this what will be used on the poster.
3. Designing the poster’s layout.
4. Writing text.
5. Preparing illustrations.
6. Putting the poster together.
7. Handing it in for marking.
When you are deciding who should do what, it’s worth finding out the particular
skills or interests that team members have. For example, one individual might be
particularly good at researching information in the library, another may be fully
conversant with the use of computer graphics packages whilst another person’s
particular skills may lie in organising and co-coordinating the group effort.
It is commonly recognised that individuals need to take on many different roles if

the team is to be successful. Some roles relate to getting the task done (eg.
gathering information; putting the poster together) and other roles relate to making
sure that the team operates smoothly and effectively. In a small team it is likely
that you will take on many different roles relating to both the task and the team.
However, it is important to realise that no-one’s role is better than another. All of
the roles are essential if the team is to succeed. A successful team will make the
most of the strengths of its individual members.

Thinking about how you work as a team
Reviewing your team’s performance is an important part of any team project and
is particularly valuable if you are going to work again as a team. Questions you
might want to ask are:
• What did the team do well (and why?)

• Were all members of the team clear about the team’s objective?
• Was everyone clear about what they individually should be doing?
• Was it easy to contact other members of the team when necessary?
• Did everyone contribute equally?
• What did you do as a team if one or two members did not pull their weight?
• What did you do as a team if someone tried to dominate the work of the team?
Whatever questions you ask, don’t dwell on what went badly (or on who was to
blame), but concentrate on how the task could be performed better next time.
EMPLOYABILITY
Have you identified your strengths

and weaknesses?

Activity: Identify, establish and agree team roles
Discuss with your team mates what you all think these team roles are and what
team role(s) you will be adopting during the project. Then fill in the table.
Team Role Description of Role Your Team Role
Leader
Worker
Finisher
Problem
Solver
Your tutor will give you a series of planning sheets which you should use to both
guide your team activities and to record what you have done.
EMPLOYABILITY
Did you listen to your tutor’s

instructions?


EMPLOYABILITY
Are you working safely?

15
Activity
Evaluation
Even though you’ve now finished the practical project, an important element has
yet to be completed. In industry, it is a routine part of the job to evaluate how the
job has gone. It’s in this way that businesses identify what they do well, where
they need to improve and how their teams are working. Reflection is an important
part of learning.
Your tutor will give you worksheets to think about and record your evaluation of
the production of the solar panel, the team working process and your own
contribution to the work of the team.

Activity
Project Presentation
You must now prepare and give your project presentation on your (and/or your
team’s) evaluation of the production of the solar panel and the team working
process.

Glossary of Terms
Term Meaning
Assembly when you put parts together
Drawings a picture or sketch of something
Energy the source that helps something to work
Equipment a collection of parts that work together
Evaluate to think if something was good or not so good
Fittings parts that are used to join something
Functionality the way something works
Instruction the way you must do something
Manufacturer the people who made something for you
Panel something that is build in a flat or organised way
Part a small piece or bit of equipment
Pipework hollow tubes that connect together
Plan what you are going to do
Procedure a way of doing something
Quality a standard you need to reach
Schedule a timetable or plan of something that is going to be
done
Sequence the order in which something is done
Solar from the sun
Specification lists detail of equipment such as size, weight, type
System how something works as a whole
Task a job you have to do
Teamwork the way you work together
Test when you check something works correctly

These boxes are for you to add any other terms that you use during the
course:

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© Scottish Further Education Unit 2008

Scottish Further Education Unit (SFEU)

SFEU is a Registered Scottish Charity No. SC021876 and a

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Enquiries relating to this support pack or issues relating to copyright should be

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Further information regarding this Unit including Unit Specifications, National

The Scottish Qualifications Authority

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Tel: 0191 280 0400

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How to Use this Pack 10

Tutor Support Section 23

Student Support Section 60

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How to Use this Pack

The pack is organised into several sections:

The Student Support Section contains guidance and instruction on assembling

Activities are identified with the symbol:

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What are Skills for Work Courses all about?

Skills for Work Courses are designed to help candidates to develop:

A key feature of these Courses is the emphasis on experiential learning. This

Learning through practical experience

Learning through reflecting at all stages of the experience

Teaching/learning programmes should include some or all of the following:

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A Curriculum for Excellence (Scottish Executive 2004) identifies aspirations for

The learning environments, the focus on experiential learning and the

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The Course in Energy (Intermediate 2)

The general aims of the Course are to:

• widen participation in vocationally-related learning for 14–16 year olds

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• facilitate progression to further education and/or training

In particular, the specific aims of the Course are to:

Rationale for Course content

The development of most renewable energy systems is a recent innovation where

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Unit Outcomes, PCs and Evidence Requirements

Acceptable performance in this Unit will be the satisfactory achievement of the

Connect copper pipes from a pipe-work diagram.

a) Appropriate tools are selected for the task.

a) Contribute constructively to team discussions to establish roles and realistic

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Contribute as a member of a team to the assembly and testing of a small scale

Evidence Requirements for this Unit

Evidence is required to demonstrate that candidates have achieved all Outcomes

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Performance evidence — Outcome 1

Performance evidence will be generated in response to an assignment consisting

• select appropriate tools for the task

Performance and product evidence — Outcomes 2 and 3

Performance evidence will be generated in response to a group assignment which

Written/oral evidence — Outcome 4