Automated Solar PV Simulation System Supported by DC–DC Power Converters

Funding Information: This work was funded by Instituto Politécnico de Lisboa, reference code: IPL/2021/ATS2SPV_ISEL. Publisher Copyright: © 2023 by the authors.Solar photovoltaic simulators are valuable tools for the design and evaluation of several components of photovoltaic systems. They can also be used for several purposes, such as educational objectives regarding operation principles, control strategies, efficiency, maintenance, and other aspects. This paper presents an automated solar photovoltaic simulation system with the capability to generate automated tests considering different parameters of solar photovoltaic panels and different operation conditions. The proposed simulator is composed of three buck-boost DC–DC power converters controlled in such a way that will behave similarly to solar photovoltaic panels. It allows to introduce additional variable loads and maximum power point tracker algorithms similar to real systems. Some converters are controlled by a DSP microcontroller connected to a single programmable logic controller which generates the automated tests. Thus, using the presented solution, it is possible to implement the I-V and P-V characteristic curves of solar photovoltaic panels and evaluate different maximum power point tracker algorithms considering different meteorological conditions and load variations, being a useful tool to teach subjects related to renewable energy sources and related applications. Several simulation results using Matlab/Simulink and experimental results are presented to validate the operation of the proposed solution. Experimental results achieve a ripple between 2% and 5% of the desired average current in MPP conditions.publishersversionpublishe

Blended learning i de praktisk-musiske fag set gennem et systematisk litteratur-review

In a Danish context, blended learning is a well-established term, coining the relation between physical learning environments in which the teacher is present and virtual learning environments, where the teacher is represented through different media, either synchronously or asynchronously. This understanding of blended learning has proven especially challenging for the development of blended learning courses in the subjects related to arts and crafts. In this article, we start off with a critical discussion of traditional understandings of blended learning to establish a basis from which innovative potentials can be explored. Through a literature review of international research, we discuss the following question: Without face-to-face collaboration and full sensory human experience, how can teaching in practical skills in blended learning formats unfold in new ways inspired by the theoretical perspective of Systematic Innovative Thinking? The article presents the results from the initial part of a multi-annual research project, which aims at developing, testing and redesigning a new blended learning format to educate teachers in the subjects related to arts and crafts.Blended learning er i dansk sammenhæng et veletableret begreb, som betegner koblingen af fysiske undervisnings- og læringsrum med læringsrum online – en forståelse som i særlig grad er en udfordring for udvikling af blendede forløb til praktisk-musiske fag.  Med afsæt i en kritisk diskussion af traditionelle forståelser af blended learning undersøges andre forståelser og formater blandt andet udfoldet i et innovationsteoretisk perspektiv. I form af et litteraturreview af international forskning diskuteres følgende spørgsmål:  Hvordan kan undervisning i praktiske færdigheder i et blended learning format uden F2F kollaboration og delte sansemotorisk erfaringer udfoldes på nye måder med udgangspunkt i Systematisk Innovativ Tænkning?  Artiklen formidler resultaterne fra første del af et flerårigt empirisk forskningsprojekt, som følger udvikling, test og redesign af et nyt blended format for uddannelse og efteruddannelse af folkeskolelærere i de praktisk-musiske fag