Energy SfW Domestic Solar Hot Water Systems (October 2008)

8/8/2019 Energy SfW Domestic Solar Hot Water Systems (October 2008)

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Skills for Work:

EnergyIntermediate 2

October 2008

Domestic SolarHot Water Systems

Support Material





Energy: Domestic Solar Hot Water Systems – (Intermediate 2)

Scottish Further Education Unit 3

Acknowledgements

SFEU is grateful to the subject specialists in Scotland’s Colleges and otheragencies and industry bodies who have been involved in the writing of this andother support materials in the Skills for Work series. SFEU is also grateful for thecontribution of the Scottish Qualifications Authority in the compilation of thesematerials, specifically for its permission to reproduce extracts from Course andUnit Specifications and the Skills for Work Rationale.

© Scottish Further Education Unit 2008

Scottish Further Education Unit (SFEU)Argyll CourtCastle Business ParkStirlingFK9 4TY

website: www.sfeu.ac.uk e-mail: [email protected]

SFEU is a Registered Scottish Charity No. SC021876 and aCompany Limited by Guarantee No. SC143514 VAT No. 617148346

These support materials were produced with assistance from the European Social Fund.













Energy (Intermediate 2)Domestic Solar Hot Water SystemsF3FS 11

Introduction

These notes are provided to support teachers and lecturers presenting theScottish 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 learningprocesses and that no profit is made from such use. If reproduced in part, thesource should be acknowledged.

Enquiries relating to this support pack or issues relating to copyright should beaddressed to:

Marketing Officer - CommunicationsThe Scottish Further Education UnitArgyll CourtCastle Business Park

StirlingFK9 4TY

Website: www.sfeu.ac.uk

Further information regarding this Unit including Unit Specifications, NationalAssessment Bank materials, Centre Approval and certification can be obtainedfrom:

The Scottish Qualifications Authority

Optima Building58 Robertson StreetGlasgowG2 8DQ

Website: www.sqa.org.uk





Class Sets

Class sets of this pack may be purchased direct from the printer. Costs aredependent on the size of the pack and the number of copies. Please contact:

Elanders HindsonMerlin WayNew York Business ParkNorth TynesideNE27 0QG

Tel: 0191 280 0400e-mail: [email protected]

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 tocandidates is accurate and in accordance with the current SQA arrangementsdocuments. SFEU will accept no responsibility for any consequences derivingeither 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 guideand an aid to delivery of the Unit and aims to provide centres with a flexible set ofmaterials and activities which can be selected, adapted and used in whatever waysuits individual circumstances. It may also be a useful supplement to tried andtested materials that you have developed yourself. The pack is available on theSFEU website in Word format to enable you to customise it to suit your ownneeds.

The pack is organised into several sections:

The Reference Section provides information on the rationale for, and ethosbehind, Skills for Work courses, the course rationale, the Unit Outcomes andevidence requirements and the Employability Skills Profile for Energy

(Intermediate 2), showing where the specified employability skills and attitudescan 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, unitdelivery and advice on integrating the development of employability skillsthroughout the unit, a scheme of work with a series of suggested lesson plans andadvice on Health and Safety considerations. This section suggests resourceswhich may be useful for tutors and students.

The Student Support Section contains guidance and instruction on assemblingand testing a small scale domestic hot water system, drawings and safetyinstructions, guidance on Health and Safety issues, a range of student activitiescovering the practical outcomes of the unit and a glossary of terms used inEnergy: Domestic Solar Hot Water Systems.

You may wish to place material from the student notes on your own Intranet bydownloading 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. Thismeans 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 andidentifying learning points.

The Skills for Work Courses are also designed to provide candidates withopportunities for developing Core Skills and enhancing skills and attitudes foremployability.





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 outlinedbelow:

• generic skills/attitudes valued by employers

• understanding of the workplace and the employee’s responsibilities, forexample 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 OccupationalStandards in the vocational area and identify progression opportunities

Opportunities for developing these skills and attitudes are highlighted in each ofthe Course and Unit Specifications. These opportunities include giving youngpeople direct access to workplace experiences or, through partnershiparrangements, providing different learning environments and experiences whichsimulate aspects of the workplace. These experiences might include visits, visitingspeakers, role play and other practical activities.





A Curriculum for Excellence (Scottish Executive 2004) identifies aspirations forevery 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 theopportunities to develop employability and Core Skills in these Courses contributeto meeting these aspirations.





The Course in Energy (Intermediate 2)

Course Rationale

This Course is intended to equip candidates with the necessary knowledge andskills which will enhance their prospects for employment in the wide range ofopportunities within energy sectors. The Course will allow candidates to develop arange of employability skills which are of particular relevance to energy industries.Core Skills of Information Technology and Problem Solving will also be developedthroughout the Course where opportunities arise. The Course will offer a variety ofapproaches to learning and teaching and will include a strong element ofexperiential learning. It is intended that some of the Course will be delivered andassessed in a different learning environment to that of the school through apartnership arrangement with a college, training provider, or employer.

There are many technologies used in the production of energy and this coursehas been designed to contain both an electrical generation practical/skills elementusing wind turbines and a heat generation practical/skills element using solarpanels. These elements were selected to ensure candidates received a range ofskills using different technologies that are involved in the generation of energy.Other systems used to generate energy from both the traditional/conventional andrenewable 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 candidateswho 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 theenvironment

• encourage candidates to foster a good work ethic, including timekeeping, apositive 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 energysystems in the UK

• develop an awareness of what opportunities there may be within the sector interms of the types and range of career options

• provide candidates with knowledge and skills which are directly relevant toemployment within the energy sector, eg. solar hot water and wind turbines

• provide opportunities for the personal development of skills and attitudes whichwill improve the candidates’ employment potential within the energy sector

• develop the candidates’ awareness of their individual strengths andweaknesses in relation to the requirements of the sector, and to reflect on howthis 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 theenvironment

Rationale for Course content

The production and use of energy is important in everyone’s life and is also animportant area of study and work. It is central to how we reduce our impact on theenvironment when generating heat or electrical energy or power and to reducingour 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 fossilfuels; 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 generatingenergy with zero carbon emissions, but the disposal of the radioactive spent fuelis 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 whereenergy is generated from renewable energy sources, eg. wind, solar, geothermal,bio-fuels, tidal, and wave. These systems have the advantage of generatingpower with virtually zero carbon emissions. The bio-fuels and geothermal systemscan release power on demand, but most of the others depend of sources ofenergy outwith the control of human beings, and consequently, do not have aconstant power output. For example, solar is not effective at night or when it isparticularly cold and cloudy; wind is not effective at low wind speeds or very highwind 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, renewableenergy production, converting energy from one form to another, industrial ordomestic energy generation facilities, practical work with solar panels and windturbines (integrating team work into the assembly process), and investigatingcareers within the energy sector.

Optional areas covered are the size of an individual’s carbon footprint, oil and gasextraction or conventional energy systems; their contribution to the total energygenerated in the UK and their environmental affects.

Candidates will study the overall status of energy in Scotland, and in the UK, ingeneral. They will explore the conventional methods of production, including theirefficiency levels, various energy conversion principles, and how energy can beconserved. They will also explore the more recent developments in energyproduction using renewable energy techniques and will develop practical skills inthe areas of plumbing, electrical, and mechanical engineering. Careers within theenergy sector have been integrated with employability skills which are developedthrough practical activities.

The three optional Units offer different routes for candidates. They can opt for anindividual investigation and evaluation of their own carbon footprint, investigatethe size of the market segment taken up with conventional production techniquesand their sustainability, and explore the use of the national grid as a means oftransmitting electricity throughout the UK, or have an in-depth study into theformation and extraction of one type of fuel in its raw state which is particularlyrelevant 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 thestandards set out in this part of the Unit Specification. All sections of the statementof standards are mandatory and cannot be altered without reference to theScottish 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 solarhot 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, resourcesrequired, and tasks set out in sequence.





Outcome 3

Contribute as a member of a team to the assembly and testing of a small scaledomestic solar hot water system to a given specification.Performance Criteria

a) Co-operate with others in the organising, sharing, and safe use of tools andmaterials.

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 agreedtimescale.

d) In an agreed role, carry out practical tasks which contribute to the assembly ofthe solar hot water system.

e) In an agreed role, carry out practical tasks which contribute to the testing of thesystem.

f) Participate in a quality check of the finished work against the givenspecification.

Outcome 4

Evaluate the solar hot water panel and the team working process.


a) Evaluate the strengths and weaknesses of the planning, assembly, and testingof 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 theteam working process.

Evidence Requirements for this Unit

Evidence is required to demonstrate that candidates have achieved all Outcomesand Performance Criteria. Performance and written/oral evidence is required forthis unit. The evidence should be gathered at appropriate points throughout theUnit 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 consistingof practical activities carried out in supervised workshop conditions. An assessorobservation checklist must be completed and signed for each candidate. The

practical activities will involve bending and joining of copper pipe for a small scalesolar hot water panel from a component drawing. In each task, candidates mustdemonstrate 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 whichwill involve the planning, assembly, and testing of a small scale domestic solar hotwater system. Practical activities must be carried out in supervised workshopconditions. An assessor observation checklist must be completed and signed foreach candidate to confirm achievement. A completed group plan and the finishedproduct should be retained by each group and used by the assessor indiscussions with each candidate. The achievement of each candidate is based onhis/her individual contribution to the process and not on the final group products.

The assessor checklist should be based clearly on the Performance Criteria forOutcomes 2 and 3.

Written/oral evidence — Outcome 4

Each candidate must evaluate the product and process of team working. Theevaluation will take the form of a presentation, which could be written, oral,diagrammatical, and electronic. It may be an individual evaluation or a contributionto a group evaluation, provided that all Performance Criteria are met by eachcandidate. The evidence will be a completed and signed observation checklist for

each candidate.

The National Assessment Bank (NAB) item for this Unit contains an appropriatebrief which covers the investigation and presentation requirements of the Unit andan assessor observation checklist. Centres wishing to develop their ownassessments should refer to the NAB to ensure a comparable standard.

NB Centres must refer to the full Unit Specification for detailedinformation 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 purposesof the table, the Units are referred to as A, B, C and D as indicated.

Mandatory UnitsEnergy: Introduction = AEnergy: Domestic Solar Hot Water Systems = BEnergy: Domestic Wind Turbine Systems = CEnergy: Employability and Careers = D

Optional UnitsEnergy and the Individual = EEnergy: Oil/Gas Extraction = FEnergy: 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 purposethey were designed

B, C

• using Personal Protective Equipment correctly andworking safely

A, B, C

• 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 inthe Scottish Enterprise area

Since August 2006 Careers Scotland (SE and HI areas) has been funded by theScottish Government to support College/School Collaboration and encourage andpromote vocational educational choices for pupils in schools.

Careers Scotland (now part of Skills Development Scotland) has an important roleto play in selection, recruitment and pre-entry career guidance, as well as ongoingsupport and pre-exit career guidance, to ensure the pupils’ experience of SfW iscapitalised 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 andtheir parents pre, during and post vocational education experience, focusingprimarily but not exclusively on SfW pupils - demonstrating how theseeducational choices have implications for future career options, and supportthe achievement of future career goals and supporting effective transitions

• Providing targeted support to pupils at risk of becoming unemployed whowould 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 andretention of pupils on vocational courses

• Capacity building through relevant shared CPD events and resourcedevelopment to increase understanding of the process of uptake of vocationaloptions and facilitate more effective support to pupils navigating these options

For further information on Careers Scotland (SE)’s involvement in school/collegecollaboration locally, please get in touch with your Careers Scotland Regionalcontact:

South East (Edinburgh & Lothians; Forth Valley; Borders)Stephen Benwell 01786 452043 [email protected]

North East (Tayside; Grampian; Fife)Val Ormiston 01592-631155 [email protected]

South West (Dumfries & Galloway; Ayrshire; Lanarkshire)Jean Geddes 01698 742192 [email protected]

West (Glasgow; Dunbartonshire; Renfrewshire)Sandra Cheyne 0141 242 8338 [email protected]





Tutor Support Section





Introduction

The purpose of this Unit is to enable students to identify, select and use tools tocarry out the assembly and testing of a simple domestic hot water system.Students will connect copper pipes, pipework and fittings from a pipeworkdiagram, produce a team plan and carry out an evaluation of the solar hot waterpanel production and the team working process. During the practical workstudents will learn basic terminology used in the Energy industry and will alsodevelop work practices and behavioural attitudes that will enhance theiremployability skills.

Students will be working in a practical environment and the requirement topromote and ensure safe working practices are adhered to is essential at alltimes.

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 asmall scale domestic hot water system students should be given support in allaspects of the practical activities and employability skills.

The time allocations for each Outcome are intended as a guide only. The actualtime spent on each Outcome will depend on the ability and prior experience of thestudent.

The Outcomes in this Unit are practical and students should be given plentyof opportunities to handle and work with tools and equipment relevant todomestic solar hot water systems. A key aspect of the practical activities isthe development of student confidence therefore students should be givenadequate support in all stages of practical work.





Learning and Teaching with Under 16s

Scotland’s Colleges have made significant progress in meeting the needs ofyoung learners. Our knowledge of the learning process has increased significantlyand provides a range of strategies and approaches which gives us a clear steeron how lecturers can add to their skill repertoire. Lecturers can, and do, provide astable 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 developthe learning process for this group of students. So what are the characteristics ofeffective 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 knowsalready and teach accordingly. Young people do have life experience but it ismore limited than adult learners and they may not always be aware of how itwill assist them in their current learning.

Tips - Question and answer; Quick Quiz; Quick diagnostic assessment oncomputer; present key words from the course or unit and see how many theyrecognise or know something about.

2. Tune learners into the Big Picture – the tutor knows the curriculum insideout 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 ofdiagrams, photographs, flow charts; explain the learning outcomes in languagethey will understand; We Are Learning Today (WALT) targets and What I’mLooking For (WILF) targets; give clear and visible success criteria for tasks.

3. Use Advance Organisers – these are lists of the key concept words that arepart 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 toas they occur (NB this helps with spelling and independent learning as they donot have to keep checking meaning); highlight essential learning and actionpoints.

4. Vary the teaching approaches. The two main approaches are instructingand demonstrating, however try to provide opportunities to facilitate learning.

Tips – Ask students what they know now that they did not know before, orwhat they can do now they could not do before, at appropriate points in thelesson or teaching block; ensure there are problem solving activities that canbe done individually or in groups; ask students to demonstrate what they have





learned; use a range of question and answer techniques that allowparticipation and dialogue, eg. provide hints and cues so that they can arrive atanswers 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 learningand preview what is coming up; at the end of each lesson or session, reviewwhat has taken place and what will be focussed on next time – these can bothbe done through question and answer, quizzes and mind mapping activities.

6. Language in the learning environment. Do not assume that the languagewhich is used in the learning environment is always understood by younglearners, some words may be familiar but do not have the same meaningwhen used vocationally.

Tips - At appropriate points ask students what words mean; explore thevarious meanings of words to find out if they may have come across thislanguage in another context; by looking at the structure and meaning of wordsthere is an opportunity for dialogue about learning and to build vocabulary.

7. Giving instructions in the learning environment. This is one of the mostdifficult tasks a tutor has to do whatever the curriculum area. With younglearners this may have to be repeated several times.

Tips – Ask a student to repeat back what you have asked them to do beforebeginning a task; ask them to explain the task to one of their peers; use theKISS principle – Keep It Short and Simple so that they can absorb and processthe information.

8. Effective feedback. Feedback is very important for the learner to assess theirprogress and to see how and what they can improve. Provide opportunities toengage in dialogue about the learning function of assessment – provide detailsof the learner’s strengths and development needs either in written or spokenform. 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 howwork can be improved. You can also use summative assessment formatively,ie. as an opportunity to identify strengths, development needs and how toimprove.

Tips – Ask students themselves to identify their own strengths anddevelopment needs – self evaluation; peer evaluation of work can besuccessful once they have been taught how to do it; the tutor can produce apiece 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 theirachievements against these.

9. Managing the learning behaviour. Under 16s are coming into Scotland’sColleges 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 learningenvironment that colleges and other training providers offer. Rememberthough that these are still young learners. They will still expect tutors toprovide structure and routine, and will perform best in a calm, orderly learningenvironment. Young students will respond to firm, fair, and consistentmanagement. Such routines have to be established quickly and constantlyreinforced.

Tips - Health and safety is non-negotiable and consequences of non-compliance with the regulations should be made clear and adhered to at alltimes; set out your expectations from day one and provide a consistentmessage; have clear beginnings, middles and endings for each session; be apositive role model for your students, ie. be there before they are and managethe learners with respect; always deliver what you promise; build up goodrelationships and get to know the learners, make the curriculum interesting andstress the relevance of the learning; set up a positive behaviour managementsystem. By following these guidelines you will build up two-way respect,which, while sometimes challenging to achieve, can be very powerful and workto everyone’s benefit.

10.Care and welfare issues. School/college partnerships mean increasingnumbers of young learners in college. Tutors have to be aware of theirprofessional responsibilities and mindful of young people’s rights. Howevertutors have rights too, in terms of feeling safe and secure in working withyoung people and there are basic steps staff can take to minimise risks. It isessential that colleges ensure that tutors have a working knowledge of theChild Protection policies (local authority and college documentation) and followprocedures and policies diligently. School/College Liaison Officers will befamiliar with these documents and can provide support and advice. There arealso training sessions on Child Protection available from SFEU (see thefollowing page).

Tips - Avoid one-to-one situations with young students in a closed area; do notdo or say anything that could be misinterpreted; if the opportunity arises, dosome observation in schools to see and discuss how teachers use theguidelines 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 theexperience of learning in college. However, there will inevitably be some who aredisengaged, disaffected and who have not yet had an opportunity to experiencesuccess. ‘Skills for Work ’ is a unique educational initiative that young people canbe 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 outwhen the next event is visit our website www.sfeu.ac.uk or contact the LearningProcess 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 Accessand 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 studentscomplete practical tasks and exercises to develop skills for the assembly andtesting of Domestic Solar Hot Water Systems. The unit is also designed tohighlight the employability skills that are valued by employers.

The Unit should be delivered in a workshop environment with students beingappropriately dressed. Students must wear overalls, safety footwear and otherPPE (Personal Protective Equipment) as required in the workshop. The studentsshould be made aware that employability skills such as attendance, punctuality,working with others, seeking advice and reviewing their progress will also bedeveloped, supported and monitored. It is important that students evaluate theirprogress 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 werenot so good at in both areas.

There should be adequate time to progress skills used in Domestic Solar HotWater Systems whilst at the same time giving each student a good insight to theenergy 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 anddelivered as a complete course. This approach will be at the deliveringcentre’s discretion and will result in this support pack being used inconjunction with that of other units.

The unit is also an ideal opportunity to progress Core Skills within the context ofDomestic Solar Hot Water Systems:

Numeracy Skills: Students will be interpreting numerical data from diagrams andspecifications and the assembly and testing of hot water systems will requirenumerical interpretation.

Working with Others: During the assembly and testing of Domestic Solar HotWater Systems operations students will be actively encouraged to evaluate teamwork.





Problem Solving: Functional checks will present problems to the student andthey will be required to arrive at efficient and cost effective solutions.

Communication: students will be interpreting a specification and drawings andwill be required to follow oral and written instructions.

IT: Students will be provided with opportunities to research the Internet to seekadditional information about the Energy industry and Domestic Solar Hot WaterSystems tools and procedures.





Unit Induction

An induction session in week 1 will prepare students well for the unit and help toclarify aims and expectations, what the unit is all about and any uncertainties theymay have about the unit and how it will be delivered. Induction may include thefollowing:

• 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 tospeak to the class about the types of employment available in theirorganisation, about employment and educational opportunities prospects in this area of the energy industry, and to reinforce the value that employers puton employability skills.

• the importance of regular attendance and good timekeeping to encourage thestudents to get into good habits – as if they were at work and in employment!

Note – Health & Safety

Students need to understand their roles andresponsibilities in relation to health and safety.Students may already have an appreciation of healthand safety issues in one of the other course units but itshould be pointed out to them that in this unit they maybe dealing with a different set of potential hazards andthat each practical activity will start and end with healthand 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 andmaterials for connecting pipework and fittings used in domestic solar hot watersystems. The students will then connect copper pipes and other pipework andfittings from given diagrams. This is followed by developing skills to produce ateam plan to assemble and test a small scale domestic hot water system.Thereafter, students will carry out the practical activities to assemble and test adomestic hot water system to a given specification. Finally students will evaluatetheir completed product and the team working process.

The Outcomes should to be taught in the order listed in the Unit. The review andevaluation of employability skills should be integrated in all the activitiesundertaken in the unit.

At the beginning and throughout each Outcome of the Unit the following should beemphasised and adhered to:

Safe Working Practices in theWorkshop

The Care and Use of PPE

• workshop safe working practices

• workshop housekeeping

• health and safety

• accident procedures

• fire alarm procedures

• footwear

• overalls

• eye protection

• hand protection

• gloves





Outcome 1 (approximately 8 hours)

Connect copper pipes from a pipework diagram.

Appropriate tools and materials areselected for the task

• health and safety, safe workingpractices and employability

• safety instructions

• match tools on the sample board

• match materials on the sampleboard

Tools and materials are used correctlyfor the intended purpose

• health and safety, safe workingpractices relating to the handlingand use of tools

• allow students to practise tool usageon simple tasks

All steps to complete the task arefollowed in the correct sequence

• establish tasks to be done and theircorrect sequence

Health and safety requirements areadhered to throughout the connecting ofpipework and fittings from the givendiagrams

• risk assessment of pipeworkexercises

• adherence to health and safetyrequirements in the workshop

• connect copper pipes

• connect various pipework andfittings

A quality check is carried out on thecompleted work

• conduct quality checks using proforma worksheet






Produce a team plan for the production and testing of a small scaledomestic solar hot water system to a given specification

Contribute constructively to teamdiscussions to establish roles andrealistic timescales

• identify and establish the typesand nature of team roles as partof a team

• agree individual team roles

• identify and quantify agreedproject timescales as part of ateam

Contribute constructively to teamdiscussions on resources•

interpret the given specificationand drawings for a domestic solarhot water system

• identify and establish resourcerequirements as part of a team

Contribute constructively to teamdiscussions on tasks

• identify and establish tasks aspart of a team

• identify and agree task sequenceas part of a team

Co-operate with others to finalise acomprehensive plan of roles,resources required and tasks

• compile and agree a team plan ofroles, resources, tasks and tasksequence for the assembly andtesting of a domestic solar hotwater system






Contribute as a member of a team to the assembly and testing of a smallscale domestic solar hot water system to a given specification.

Cooperate with others in theorganising, sharing and safe use oftools and materials

• sourcing and use of tools in acorrect and safe manner usingtools solely for the purpose forwhich they are designed

• wearing appropriate PPE

• preparing appropriately to carryout tasks

Cooperate with others in maintaininga safe, tidy working area

• maintaining a tidy workplace

•

showing health and safetyawareness

Adhere to the agreed plan and workpositively to compete tasks in theagreed timescale

• maintaining good attendance

• maintaining good timekeeping

• adhering to team plan

• completing tasks to agreedtimescales

In an agreed role, carry out practicaltasks

• adhering to agreed team roles

• adhering to specification

• carrying out tasks to assemble adomestic solar hot water system

In an agreed role, carry out practicaltasks which contribute to the testingof the system

• carrying out tasks to test adomestic solar hot water system

Participate in a quality check of thefinished work against the givenspecification

•

carrying out a quality check on thedomestic solar hot water systemagainst the specification






Evaluate the solar hot water panel and the team working process

Evaluate the strengths andweaknesses of the planning,assembly and testing of the solar hotwater panel

• team evaluation and recording ofwhat went well, what did not gowell in the planning phase of theproject

• team evaluation and recording ofwhat went well, what did not gowell in the assembly phase of theproject

• team evaluation and recording ofwhat went well, what did not go

well of the testing phase of theproject

Evaluate the advantages anddisadvantages of team working

• evaluate and record theadvantages of the team working:what went well, what did not gowell

• evaluate and record thedisadvantages of the teamworking: what went well, what didnot go well

Evaluate own contribution to work ofthe team discussions

• individual evaluation andrecording of what went well; whatdid not go well during teamdiscussions

Identify action points forimprovements in the production of theproduct and the team workingprocess

• team identification of action pointsfor improvements in theproduction of the product

• team identification of action pointsfor 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 mostworkshop activities. In some cases students may require additional equipmentsuch 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 ofpotential accidents.

Fire Alarm evacuation procedures should be practised and students madefamiliar with the audible warning sound, alarm points, location of fire fightingequipment, fire exits, assembly areas and correct conduct under alarm conditions.

The Control of Substances Hazardous to Health (COSHH) must be stressed ifstudents are subjected or exposed to any chemicals, fumes, dust or irritants.

Good housekeeping is the welfare of all participants and the general workingconditions in the workplace. This will include safety, PPE, behaviour, conduct,storage and condition of tools and equipment, walkways and handling anddisposal of waste oil and scrap materials.

Manual handling techniques should be discussed and encouraged as a matter ofgood safety practice.





Personal Safety

The students need to appreciate that they are responsible for their own safety andthe 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 tomake 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 againstgrease/oil/heat etc. This clothing should not have any loose sleeves.

Students should be dissuaded from wearing sports trousers and tops as theseitems are nearly always manufactured from plastic materials and are not suitablefor engineering workshop use.

No jewellery of any form should be worn and neither should any piercings beworn.

Further information on Health and Safety can be found in the SFEUpublication Energy: Course Guidance and Employability Skills.





Signposting of Employability Skills

Throughout the pack there are numbered flags like the one shownhere, showing which specific employability skill can be highlightedand/or assessment evidence recorded when students are busy withthe various activities in the Unit.

1Maintaining goodtimekeeping andattendance*

8Following basicdrawings correctly*

15Reflecting on ownperformance*

2Maintaining a tidyworkplace*

9Checking quality ofwork*

16Learning from pastexperiences *

3Seeking feedbackand advice*

10Working to agreeddeadlines*

17 Awareness of arange of careersand job roles

4Followinginstructions*

11Organising workeffectively *

18Developinginvestigation skills

5Work cooperativelywith others*

12Workingconfidently*

19Developingpresentation skills*

6

Selecting and using

tools correctly andfor the purpose theywere designed*

13Willingness to learnnew skills ortechniques*

20 Developingcreativity skills*

7

Using PersonalProtectiveEquipment correctlyand working safely*

14Workingindependently*

* The employability skills marked with an asterisk* are directly assessed in this

Unit.

1, 5, 6, 7





Guidance on Integrating Employability Skills

The unit is designed around practical assignments which should enable thestudents to develop and apply practical, technical and communication skills as afoundation for future learning and progression. As instances arise naturally withinthe completion of practical work or activities, job roles and career paths may bediscussed 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 theyperformed 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 bothpractical and employability skills. The skill of evaluation lets the students analysewhat 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 andweaknesses.

The unit also encourages the students to apply new skills, knowledge andunderstanding of energy in the completion of practical assignments by using skillsof 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 skillsthroughout the Course and to ensure that the team has a common interpretationof the skills and attitudes.

You will find or create countless opportunities to help students develop theiremployability skills. The following pages show some ways of going about it to getyou thinking!





Generating Evidence and Assessment Opportunities for Employability

EmployabilitySkills

Delivery Advice

Maintaininggoodtimekeepingandattendance

• Good timekeeping and attendance is relevant throughout the Unit.

• Discuss the importance of good timekeeping within the energy sector andget students to assess their past timekeeping record. They should identifywhat improvements, if any, are needed. This should take place at the startof the Unit and will set the expected standards.

• Staff should make their expectations clear right from the start of the Unit.

• A good initial activity is to have the students write the class guidelinesthemselves by identifying pros and cons of good and poor attendance andtimekeeping – the benefits in the workplace of one and the consequences of

the other. They may have done this during course induction.

• These guidelines or ground rules can be posted in the workshops andclasses and referred to on a regular basis.

• Relate the ground rules to the world of work, eg. arrive on time, back frombreaks on time etc. The measure of a student’s success in this aspect is forthem to be honest in their appraisal of their performance and in makingprogress. ‘Distance travelled’ should be adopted, rather than a particularminimum percentage of classes attended.

• Attendance and timekeeping should be monitored throughout the Course.Students should be given feedback on their performance – both good andbad – in this regard. If you take note of patterns of performance it should beeasy to give the students accurate feedback.

1





EmployabilitySkills

Delivery Advice

Maintaining atidy work place

• Discuss the need to keep a tidy work area or workspace from a Health andSafety and a ‘personal organisation’ point of view.

• Educate the class to keep the work area tidy at all times.

• Allow them to reason for themselves about the potential consequences ofan untidy work area!

• Perhaps one at a time, in pairs, or in small teams the students could be on‘tidy up’ duty.

• Emphasise to the class that this is often the routine in the actual workplace.

• If students get into a good routine with this it should be only on rareoccasions that you have to pull them up on their tidiness.

• If the workplace is clean at the start of the lesson then the workplace should

be left in the same clean state for the next class.

Seekingfeedback andadvice

• Seeking feedback and advice from teaching staff is relevant to all Units inthe Course.

• Discuss the benefits of getting feedback from staff and asking for advice.This can increase the students’ level of confidence in what they are doingand can reinforce their views of the direction they are taking. Success canbe greatly increased by using knowledge and experience gained fromothers.

• Young students can be wary of seeking advice for fear of highlighting theirown 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 notdoing so could be quite serious eg. misusing tools, poor techniques canresult in injury.

2

3





EmployabilitySkills

Delivery Advice

• Students should be praised for seeking advice and reassured that staffwelcome 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 respondas soon as they can.

Followinginstructions

• Discuss the benefits of following instructions, from regulations that aremandatory to class or work processes that have been devised byexperienced staff. Include the pitfalls of doing their ‘own thing’.

• It can be difficult to keep the attention of under-16s. When you want them to

cultivate the skill of following instructions it’s important to transmit theinstructions clearly and concisely.

• Trying to get students to think of the reason behind an instruction can helpthem to remember it.

• Get them to repeat the instruction or explain it in their own words to makesure they’ve understood and know what’s required.

• If an individual student is struggling with an aspect of their work they mayappreciate personal assistance and quiet one-to-one instruction. This wouldbe an opportunity for you to note their positive response to any instructionsyou give them at that time.

4





EmployabilitySkills

Delivery Advice

Working co-operativelywith others

• Team working is a mandatory part this Unit.

• Discuss the advantages and disadvantages of working in a team, eg.advantages could include sharing of workload, support from each other,generating more ideas, the disadvantages could be that a consensus isneeded on all points and the uneven workloads that can be put on teammembers sometimes.

• Working co-operatively with others (sometimes referred to as Working withOthers) is mainly about communication and taking others intoconsideration.

• 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 ofworkspace, 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-operativelytogether – including demonstrating a specific awareness of health andsafety issues. You should note this evidence.

• Identify the roles undertaken by team members and discuss how theseroles were allocated.

• Mixing different school groups will help to reinforce the idea of workingcooperatively with everyone in the workplace – not just friends.

5





EmployabilitySkills

Delivery Advice

Selecting andusing toolscorrectly andfor thepurpose theyweredesigned

• Discuss the need to select the right tool for the job and why it must only beused for the purpose for which it was designed.

• The sourcing of tools means that each centre must inform the students ofthe procedures to be followed for the acquisition of tools and equipment.

• The correct use and movement of tools must be demonstrated beforestudents are allowed to practise the skill.

• Each tool has a function that it was designed for and use or misuse of thetool for any other task/purpose should be discouraged. The dangers ofmisuse of tools must be stressed.

• Students should be encouraged to report any faulty or worn tools.

• 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.

6





UsingPersonalProtectiveEquipmentcorrectly andworkingsafely

Health and Safety is important to employers and is a key part of thelearning and teaching of each of the practical based Units.

•

Discuss the role of Health and Safety in the workplace and the use ofPersonal Protective Equipment (PPE) to reduce the chance of injury. Therequirements and the role of students and staff should be made clear.

• From the first workshop session to the last and so there should be ampleopportunity to collect evidence of health and safety issues.

• Discussion on what PPE might be required for specific tasks and theimportance of PPE in the protection of everyone.

Followingbasicdrawingscorrectly

This is an essential aspect of this unit.

• Discuss the role of drawings in communication and the need to be able toextract relevant information from them.

• Students should be issued with drawings and sketches for all practicalactivities.

• Using drawings as a means of communication.

• Correct interpretation reinforced.

7

8





Checkingquality ofwork

• Discuss how the checking of their tasks can lead to a higher quality of workand hence meet the standards required.

• Students constantly check against the drawings for dimensions, materials,fits and sequence of operations.

• Students should be made aware of acceptable standards in terms of thequality of practical, investigative and presentation work.

Working to

agreeddeadlines

• Discuss the need to keep to deadlines and the effects that can result if theyare not maintained. Demonstrate the importance in the real world ofkeeping to deadlines eg. industry employs project managers whose mainrole is to keep work on schedule.

• Students made aware of the benefits of keeping to deadlines and of thepossible consequences of work going beyond deadlines.

• Staff discuss progress in meeting the deadlines with students.

Organisingworkeffectively

• Discuss how organising and planning work leads to a greater chance ofmeeting deadlines and meeting quality standards. Staff should emphasise alogical approach to organising work where any process is a combination ofsmaller steps taken one at a time. This will help the students develop theirorganisational and planning skills.

9

10

11





Workingconfidently

• Discuss the benefits that working confidently can give eg. being able to askquestions or give their point of view without the fear of feeling stupid, beingable to stand up in front of others and give a presentation, to work withoutconstantly needing reassurance.

• Students will have the opportunity to work confidently as they performpractical tasks.

Willingness tolearn newskills ortechniques

• Discuss the benefits of learning new skills and how it is essential in aconstantly changing world to maintain employment or gain promotion.

• New skills and techniques will be acquired during the practical tasks.

• A positive attitude to learning can be stimulated by the enthusiasm andexpert knowledge of the staff member.

• Introduce practical activities very early on.

•

Interesting tasks and the assembly and testing of the solar hot watersystem will be enjoyed and will help with attention, following instructions,asking questions, taking advice, carrying out quality checks and a desire tolearn more.

Workingindependently

• Discuss the advantages and disadvantages of working individually, eg.

advantages could include taking full responsibility, having completeownership and not depending on others, to disadvantages such as notbeing able to share problems with others and having little social interaction.

12

13

14





Reflecting onownperformance

• Discuss how self reflection can lead to improvements in the work they aredoing and in life in general.

• Students often find reflecting and evaluating quite difficult. The use of

appropriate questions can aid this process. Reasonable time needs to beallocated to teaching these skills and provide plenty of opportunities fordevelopment.

• Getting the students to complete a reflective diary (not assessed) will helpthem to develop this skill on a regular basis.

Learning from

pastexperiences

• Discuss how past experiences can be a useful way of learning, theseexperiences don’t need to be successful - poor experiences or failure canstill be useful learning situations.

• Students should be aware that learning can come from past experiences

that were unsuccessful or demoralising as well as those that weresuccessful and fulfilling.

• Tutors should try and bring out the positive when things go wrong

Developingpresentationskills

• Students often find giving presentations a daunting task. They shouldprogress from a group presentation onto individual presentations. Staffshould demonstrate how presentations should be planned and practised.Students may feel comfortable using mobile phone technology to video apresentation, load it onto a computer and run it on the screen.

• Staff should demonstrate how to give a presentation.

•

Give students opportunities to give very short talks throughout the Courseto help develop these skills.

• Give encouragement to help them overcome fears.

• Use a range of media to help overcome fears eg. PowerPoint or video.

15

16

19





Developingcreativity skills

• Creativity should be introduced as a skill which comes up with novelsolutions to a problem. Creativity in design is the most usual way todemonstrate this but other ways can be used to show creativity eg. a newprocedure to assemble a system, giving a presentation, methods of

reducing their carbon footprint, integrating energy systems etc.• Creativity will be recognised when students give presentations, ie. the

methods they use should increasingly involve the use of technology eg.from initially giving a simple talk, moving on to using PowerPoint, digitalpictures or/and video etc.

• Staff should demonstrate creative solutions to problems.

• Staff should give students feedback on how to increase their level ofcreativity.

• Encourage novel ways of doing things.

20





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 individuallessons are set out in each lesson plan.

It is particularly important that, as the handling of tools and materials is an integralpart of the unit, any participating centre has such resources and ensures safeworking practices.

Useful Websites

• Careers, Safety and Employability

Careers Scotlandhttp://www.careers-scotland.org.uk/home/home.asp

SEMTA (Sector Skills Council for Science, Engineering and ManufacturingTechnologies)http://www.semta.org.uk/

The Scottish Electrical Charitable Training Trusthttp://www.sectt.org.uk/

EAL Engineering and Technology industry vocational qualificationshttp://www.eal.org.uk/

Health and Safety Executivehttp://www.hse.gov.uk

COSHH – Control of Substances Hazardous to Healthhttp://www.hse.gov.uk/coshh/

Employability Framework for Scotland

http://www.scotland.gov.uk/Topics/Business-Industry/Employability

• Tools and Materials

Wikipedia: free encyclopaediahttp://en.wikipedia.org/wiki/Main_Page

Tool-up (commercial site)http://www.tool-up.co.uk/





Encyclopaediahttp://www.encyclopedia.com/

Technology Student

http://www.technologystudent.com/index.htm

FENC – aims to be the leading community for vocational blended learninghttp://www.fenc.org.uk/

Working in Groupshttp://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 goabout 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 domesticsolar hot water system to a given specification

• Contribute as a member of a team to the assembly and testing of a small scaledomestic 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 thatwill be applicable to that particular lesson and any additional PPE that might berequired.

The Unit planner is based around the production of a simple domestic solar hotwater system. For each Outcome, appropriate tools and equipment are listed. Thislist is for guidance only and can be supplemented as necessary.

During the practical activities the use of tools and equipment for assembly andtesting of a domestic hot water system will provide opportunities to discuss the

varying roles and responsibilities within the energy industry. This could include thetools 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 practicewill be emphasised, and that any good trade specific hints or tips are also includedin the lesson. It is also advised that some or all of the following should beintegrated 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 skillsand 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 – toestablish a level of knowledge and understanding of health and safety andemployability.

• 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 healthand safety issues; develop this to discuss the need for general health and

safety in the workshop environment; emphasise the student’s own health andsafety and that of others in the workplace in order to create a safe learningenvironment for everyone. Use this opportunity to promote awareness ofemployability skills such as attendance, punctuality and especially behaviour inrelation to safety requirements.

• use the pipework diagram and form small discussion groups relating to asimple risk assessment when connecting copper pipes i.e. identifying hazards,persons at risk, risk, risk rating (low/medium/high), existing control measuresand 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

Produce a team plan for the production and testing of a small scaledomestic 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)

5,11,13





Outcome 3

Contribute as a member of a team to the assembly and testingof 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 oftools 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 agreedteam role

• Correct method of testing of a solar hot water system within an agreed teamrole

• 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 andmaintaining a safe tidy working area

• state and demonstrate correct methods/techniques of assembly of a solar hotwater 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)





Outcome 4

Evaluate the solar hot water panel and the team working process

Objectives:

• Evaluate the strengths and weaknesses of the planning, assembly and testingof 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 actionpoints for improvement

• individuals/teams to give a presentation on the evaluation of solar panel andthe team working process

Activities

• Instrument of Assessment 4– Team Worksheet 1 (See NAB)




• Project Presentation

3,12,14,

15,16,19





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 beselected, altered and used in whatever way suits individual centres and theirparticular situation. For example, in the case of the student activities you mightwant to talk through the instructions with the learners and then give theinstructions out on paper as reminders. You are encouraged to adapt and use thematerials creatively in ways which will best engage your students.

It is not intended that the Student Support Section is issued to students ascomplete pack. Rather it is designed to be issued in small sections only, toreinforce 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 timewhich could be before, during or after the topic has been fully covered with thestudents.

This Student Support Section focuses on the trade specific aspects of the unit.Further information and activities on the following aspects, which should beincorporated into learning and teaching throughout the unit, can be found in theSFEU publication: Energy: Course Guidance and Employability Skills supportpack:

• 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 thisapproach. For students returning to study, you may need to spend time supportingthem in the use of electronic resources. Useful online videos are available that willreinforce 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 assemblingand 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 theinstallation of a domestic solar hot water system. The unit is designed to be mainlypractical 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 hotwater 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 teamworking process.

Your tutor may then give you further examples to work on when you gain the skillsrequired.

You will learn to carry out the tasks to assemble and test a solar hot water systemsafely by following safe working practices and following safety instructions.

The skills and practices you learn during this unit will help you to decide if youwould like to make a career in the Energy sector.

Listen to your tutors – they have the experience, knowledge and skills in theproduction and testing of Domestic Solar Hot Water Systems which they want topass 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, washour 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 hotspring.

To get hot water we must heat cooler water to a greatertemperature in order for us to meet these purposes.

In the past we used fires to heat water for thevariety of cooking, cleaning and bathing uses inour homes.

Today we use electricity, oil and/or natural gas as a medium to heat water to sucha 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 ariver whose force will spin turbines. We still generate electricity near a coalresource to fire up generators, or even at nuclear plants which can have appallingenvironmental consequences.





The remote generation of electricity and/or capturing of gas both require transferto get the product to the consumer. This transfer requires a complicated networkto assure both quality and quantity needs are met.

Transport of energy always has some losses of product and efficiencies along theway but most arrives ready for use.

In the recent past, serious issues and questions have arisen regardingenvironmental impacts, energy distribution and energy costs. Issues regardingsafety, stability, and security of these energy sources.

Solar energy is the most independent of energy sources - available to everyoneand 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 directlyunder your control. The only disadvantage in Scotland is that we do not get thesun 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 waterrequirements 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 utilitycompany thereby reducing monthly bills particularly during the spring, summerand 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 Seaoil and gas reserves. A reduction in consumption will also reduce theinfrastructure required to create and deliver energy to users.

In replacing other carbon based energy resources, it will add to the reduction ofpollution, 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 directcontrol.

• 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 hotwater can be produced with simple operation and little maintenance, and monthlyenergy bills will be reduced. This is a sort of compensation for your investment,something a traditional water heating system would never provide, and whensavings 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 thesunlight, 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 areapplicable. These include a supporting heating medium used in periods of lessintense sunshine, such as during the months of January and February forexample.

A control system for monitoring and coordinating the operation of a solarsystem’s components in more sophisticated systems is also required. Thecontroller enhances heat collection, minimises heat loss, and provides the systemwith 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 allowssunlight 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, whicheven in Scotland can be unbearably hot. Have you ever got into a car that’s beenparked in the sun while you went to the shops for example? In this case, sunlightmoves through the windscreen and impacts on the interior surfaces (seats,dashboard, steering wheel, etc.) The resulting heat is resisted from escaping bythe 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 waterheating 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 thesun’s energy happens at the collector’s dark colour interior absorbing surface,under the glazing. As the absorber heats from exposure to sunlight, water movesthrough the absorber, picking up heat which is pumped to the storage vessel foruse.

There are variations of this basic water heating system which enhance highlyefficient heat transfer fluids through the collector then through an exchangerwhere the heat is transferred to the water to be used. Since the glazing reducesheat loss to the outside air, colder climates such as Scotland would warrantmultiple 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 heatingsystems, the storage vessel retains the heated water, but in a solar system, wateris heated by continued circulation through the collector and is always warm whilstthere is sunshine. In all cases, solar vessels are highly efficient and betterinsulated than standard vessels. They are usually of larger capacity thantraditional vessels, in order to provide large hot water storage capacity for nighttime use and days of limited sunlight. Some solar water heating systems can usean existing water heater vessel for additional storage. In other cases existingwater heaters would be replaced with a solar vessel.

The size of storage vessels is directly related to consumption of hot water so atypical 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 waterheaters so a mixing valve is usually incorporated at the vessel area. This is aprotective 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 youdid not have this safety measure, you could have temperatures in the range of

230o

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 coldweather. So, you need to cover pipes etc that are exposed to outdoor conditions.

http://images.google.co.uk/imgres?imgurl=http://www.harlandrise.com/images/renewable_energy1.jpg&imgrefurl=http://www.harlandrise.com/renewable_energy.html&h=247&w=196&sz=10&hl=en&start=25&um=1&tbnid=iYnWrdPvnsoTAM:&tbnh=110&tbnw=87&prev=/images%3Fq%3Dsolar%2Bcollectors%2Bthermal%2Bdiagram%26start%3D20%26ndsp%3D20%26um%3D1%26hl%3Den%26cr%3DcountryUK%257CcountryGB%26sa%3DN





Solar Water Heating Methods

A variety of solar hot water approaches are currently used in Scotland. All havethe 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 andstorage placement. Basically there are 2 approaches - Direct and Indirect.

• Direct heat exchange is when the water to be used is heated directly by thesolar collector. This is a very inefficient way to provide the hot water inScotland and is at risk to freezing.

• Indirect heat exchange involves heating an efficient heat transfer mediumother than the water, then transferring the gathered heat from the collectionmedium to the water to be used.

Indirect heat transfer solar systems, beside providing higher heating and lowerheat loss, are another approach to dealing with scaling and freezing. Fluid heatedin 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 orstored. 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 backto the collector for another round of heat gathering. The heat exchanger transfersthe heat collected in the glycol to the water to be used. This circulates in aseparate piping system loop to the storage tank where it gives up its heat andreturns 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 containswater to be used. You can see from the diagram below that the loop connected tothe 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, andallow hot water storage to be placed at any convenient location within theproperty. Pumped systems transfer heat either by the direct or indirect heatexchange method. Variations of pumped systems include vented open systemsand 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 inthe 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 isdistributed through the collector.

• There must be provision to prevent the equipment from suffering freezedamage, and vented systems come with recirculation and/or drain backconfigurations.

A recirculation system controller activates the pump when the collectortemperature nears freezing, and storage vessel hot water circulates through thecollector 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 thecollector is automatically drained from the collector and piping, into a collectorvessel.

A freeze device is simply a valve that opens when the pressure in the collectorrises above a certain point. As water changes from liquid to ice, it expands, whichforces the freeze device to open and relieve that pressure, thereby avoidingfreeze 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 pipemethod. In one pipe fluid not susceptible to freezing - such as glycol - is heated atthe collector and transferred to a heat exchanger. This heat exchanger removesthe gathered heat and transfers it to a second separate pipe containing the waterto be used and/or stored, and the collection fluid is distributed back to thecollector. There are two separate fluid loops, one for the heat collecting liquid, andthe other for the water to be used. Separately, each moves through the heatexchanger which implements the heat transfer process. A system controller turnsthe circulating pump on when the collector fluid is hotter than the storage tankvessel. There are two primary types of closed loop systems: the drain backand the non-freeze.





• Drain back forced-circulation systems have an additional tank (drain backtank) for ensuring protection against freezing. When the pump is off, collectorfluid drains into the drain back tank.

• Non-freeze forced circulation systems use an antifreeze-water mixture inthe collector loop. The antifreeze mixture provides protection against both veryhigh and low collector operating temperatures. An expansion tank is usuallyincluded on these systems to allow the collector loop fluid to expand andcontract without damaging the pipes.

Types of Collectors

Heat from the sun is absorbed through a flat, black-surfaced collector plate, whichcontains copper tubing. A water/antifreeze mix is circulated through the tubing. Asthe sun heats up the fluid, it is carried to a heat exchanger (coiled pipe) in the hotwater 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 pipesthat exit from the side – and some from the back.





Evacuated glass tubes are used for insulating instead of 'solid' insulation which isused more in flat plate collectors.

The result is a fast-responding solar collector with integral overheat and freezingprotection. Their design advantage is particularly suited to colder, cloudy climatessuch as the UK and where high flow temperatures are required.

At the top of the collector, the tubes fit into an insulated stainless steel manifoldwhere the heat is pumped down into the house. Generally, tubes are fitted inmultiples of ten although blanking caps can be used to create odd numbersperhaps allowing a future upgrade to be easily done - as for example in ahousehold with young children.





The tube collector has a sleek, modern appearance which is well proportioned totraditional roof tiles and slates. It is often favoured by designers of futuristicbuildings.

Collector Placement

Collectors are best located in an unshaded area where there is unobstructedaccess to the sun. The ideal location, of course, is the roof. A solar hot watersystem should be located to minimise piping runs between the collector andstorage, and, as in all good hot water design, between storage and end use. Thisreduces materials, and cost, as well as heat loss in the pipes. Collector placementconsiderations include the following:

• A collector facing true south gains equal amounts of sunlight in the morningand 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 desirablelater 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 atracking device connected to the panel that will allow the panel to move withthe 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 coldertemperatures. For this reason the upright angle of the collector is important inmaximising solar heating of water during wintertime conditions.





• Optimum collector angle and the angle of a roof may not be compatible. Thiscondition may require a support system like a connecting bracket that willintegrate into the building fabric. It is important to note that some localauthorities have planning restrictions regarding equipment on rooftops and

considerations regarding aesthetic integration and maintenance of style needto be met. In these cases, bracket mounted collectors meet conflict withplanners and building control staff from local authorities, and a decision maymade so that the collectors are positioned flush with the roof. While this mayreduce the most favourable performance of a solar hot water system, it will stillprovide an extensive amount of solar heated water. It is said that the differencebetween an ideal angle and a flush roof angle is about £15-25 per year insavings; this would be dependent on where you live in Scotland.

Energy bills will be lower due to less demand for electricity and/or gas. Savingsare 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 electricitygoes up, then the more you save by using the solar hot water system.

In Scotland, solar energy used to supplement heating water means areduction in the gas and/or electricity required to be provided by the utilitycompanies and this will reduce the need for new and costly generation andtransmission systems. Solar hot water is probably the most cost-effectiverenewable energy technology that you can install in a domestic situation inthis country, with the shortest payback time.

Reliability

The major elements of a certified solar water heating system should last at leastapproximately 20-25 years with proper use, care, and maintenance. Othercomponents, such as vents and mixing valves, may need occasional replacementbut are fairly inexpensive and are easily replaced by a competent installer.

To ensure the best performance, a careful maintenance practice, like the MOTpeople 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 forapproximately six months of the year. So solar energy can carry much of your hotwater load.





Environmental Benefits

Conventional water heating uses electric energy or natural gas. Gas is burneddirectly 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 ofcarbon (Cox), nitrogen (Nox) and sulphur (Sox).

Solar hot water, along with photovoltaic, wind power, hydro, wave and tidal powerand geothermal energy are renewable energy sources which don’t involve theburning of fossil fuels, and its associated problems.

Burning fossil fuels releases nitric oxides, nitrogen dioxide and sulphur dioxideinto the atmosphere. This causes acid rain which damages forests, wildlife andhuman health. Burning fossil fuels also releases carbon monoxide, nitrous oxides,

lead, particulates and hydrocarbons which pollute the atmosphere and causedamage to plants and ecosystems, and to human health, especially respiratoryproblems.

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 theatmosphere

•

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 cleanand healthy environment.





Employability

This unit is also designed to help you develop employability skills. All engineersand 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 theiremployees:

• understand the workplace and their responsibilities as employees, for exampletimekeeping, appearance, customer care, working safely

• can think about the work they’ve done and how they did it – and decide whatthey could do to improve it

• are keen to learn

• try to work out solutions to problems instead of walking away from them orleaving 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 instructionsfrom your tutors to prevent injury to you, yourclassmates and your tutors.

Everyone in the workplace is responsible for their own safety and the safety ofothers who might be affected by their work. This means that, no matter how newand 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 everyonethinking about health and safety and what steps must be taken to ensure that theworkplace 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 youthink each tool is by placing the letter in the box. (For example if you think thehammer is letter C place the letter C in the box beside hammer.)

DESCRIPTION LETTER CORRECTY/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

6





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 whatyou 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 boxbeside copper pipe.)

DESCRIPTION LETTER CORRECTY/N

Copper pipe

Hep20 pipe

PVC pipe

Speed fit pipe

Elbow Copper

Hep20

PVC

Speed fit

Tee Copper

Hep20

PVC

Speed fit

CliDD1P 10

Copper

Hep20

PVC

Speed fit

6





Activity: Practical exercise to connect pipework and fittings

Your tutor will give you a drawing showing dimensions and using pipework of nomore than 22mm. The exercise is to connect two 90 degrees, an offset and asaddle using compression tees and elbows.

4,7,8





Example sizes are for guidance only.

2 8 0 m m

2 6 0 m m

2 5 0 m m

1 0 0 m m

1 0 0 m m

2 5 0 m m





EMPLOYABILITY

Are you wearing the correct PPE?

EMPLOYABILITY

You must listen to your tutor’ssafety instructions in the workshop.


Your tutor will give you a drawing showing dimensions. The exercise is to connectpipework and fittings of no more than 110mm of UPVC using strap on bosses,multi fit joints and solvent weld joints.


Your tutor will give you a drawing showing dimensions and using pipework andfittings of no more than 22mm Hep20 and PVC pipe you are to connect thisarrangement of pipework and fittings.

4,7,8

4,7,8





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 stablestructure?

Have the correct pipework and fittingsbeen used?

Are the joints strong?





Working in Teams

More and more organisations now use team working. The successful fulfilment ofa 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 bywhich your team will operate, generate ideas about ways of tackling a groupproject, divide up a task into its component parts and review your team’sperformance.

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 isthe key to learning.

What is a team?

A team is a group of people who share a common objective and need to worktogether in order to achieve it. For example, a group of drama students putting ona play; a group of physicists working on a group research project, or a group ofmusic students putting on a concert share the same common objective. However,they cannot achieve this unless they pool their talents and expertise in a teameffort.

What can be expected of a team?

Teams can help you to approach problems in new ways. They can also help youto learn, as fellow team members may raise ideas which you would never havethought of if you were working on your own. When they are successful, teams areoften said to achieve something which is greater than the sum of the individualteam 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 foryourself. Teams can take a while to form as you get to know each other and findout 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 evenanybody) in your team. Nobody much likes beingaddressed as, ‘Erm...’ or ‘You in the blue shirt’ so it’sbest to make sure that everybody gets to knoweverybody else’s name right at the start! Why notspend your first meeting just getting to know eachother?

Set Ground-Rules

Before you begin working together your team may wish to develop its own set ofrules (often called ground-rules) under which it will operate. You can of coursemodify 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 willeverybody 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 wishto do so).

• Punctuality for group meetings.

• How everyone in the team is to be kept aware of progress. Regular groupmeetings can be valuable but it can be difficult to find times convenient to allteam members. One way (you can probably think of others) of ensuring goodcommunication between team members is to agree that everyone will checkeither their departmental pigeon-hole or e-mail, or text messages every day (oreven 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 objectivesclearly 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 asto how to tackle the project.

Brainstorming is one method of generating a large number of ideas. Its mostimportant feature is that no-one passes judgment on any idea, however good orbad (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 puttingforward any others. As a result the whole team may lose out, because maybe yournext 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-onecomments 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 dividedinto 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 onit, 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 particularskills or interests that team members have. For example, one individual might beparticularly good at researching information in the library, another may be fullyconversant with the use of computer graphics packages whilst another person’sparticular skills may lie in organising and co-coordinating the group effort.

It is commonly recognised that individuals need to take on many different roles ifthe 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 likelythat 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 ofthe roles are essential if the team is to succeed. A successful team will make themost of the strengths of its individual members.





EMPLOYABILITY

Have you identified your strengthsand weaknesses?

Thinking about how you work as a team

Reviewing your team’s performance is an important part of any team project andis 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 toblame), but concentrate on how the task could be performed better next time.





EMPLOYABILITY

Did you listen to your tutor’sinstructions?

Activity: Identify, establish and agree team roles

Discuss with your team mates what you all think these team roles are and whatteam 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

ProblemSolver

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

Are you working safely?





Activity

Evaluation

Even though you’ve now finished the practical project, an important element hasyet 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, wherethey need to improve and how their teams are working. Reflection is an importantpart of learning.

Your tutor will give you worksheets to think about and record your evaluation ofthe production of the solar panel, the team working process and your owncontribution to the work of the team.

15





Activity

Project Presentation

You must now prepare and give your project presentation on your (and/or yourteam’s) evaluation of the production of the solar panel and the team workingprocess.





Glossary of Terms

Term MeaningAssembly 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 reachSchedule 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 thecourse:

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