International Conference on Renewable Energies and Power Quality (ICREPQ’14) Cordoba (Spain), 8 th to 10 th April, 2014 exÇxãtuÄx XÇxÜzç tÇw cÉãxÜ dâtÄ|àç ]ÉâÜÇtÄ (RE&PQJ) ISSN 2172-038 X, No.12, April 2014 Solar energy and photovoltaic: technical background and basics knowledge teaching using an innovative Solar Production Simulator S. Jacques 1 , Z. Ren 1 , A. Caldeira 1 , A. Schellmanns 1 , N. Batut 1 , T. Jacques 2 , and E. Pluvinet 2 1 University of Tours, GREMAN UMR-CNRS 7347, Polytech Tours, Electronics and Energy Department 7 avenue Marcel Dassault, 37200 Tours (France) 2 Freevolt SARL, 12 avenue des Prés, 78180 Montigny-le-Bretonneux (France) Phone number: +33 2 47 36 13 25, e-mail: sebastien.jacques@univ-tours.fr Abstract. This paper deals with a new pedagogical approach that intends to facilitate the acquisition of basic knowledge regarding solar energy and photovoltaic applications. This experimental and interactive teaching method enables students and designers of photovoltaic systems to manipulate a Solar Production Simulator (SPS). This simulation tool reproduces, on a small scale, the sun’s path at any time of day. It estimates the energy production of a solar sensor in various inclinations and orientations using an easy-to-use operator interface. The SPS offers students an opportunity to learn in another way solar energy background. Several examples of practical work are detailed to give an overview of the learning exercises that could be done by students to acquire basics in solar energy and photovoltaic applications. For example, many applications could be studied such as implementation of solar position calculations, electrical characterization of solar cells with various technologies or tracking system programming. Key words Course construction, Solar energy, Photovoltaic, Solar Production Simulator, Attractiveness of education. 1. Introduction and purpose The renewable energy deployment issue gets a headline regularly since it must be seen in the context of achieving climate change and greenhouse gas reduction targets [1], [2], [3]. According to the national energy agency networks, world energy consumption may grow by more than one and a half times each year if any measure is set up to reduce this energy consumption [4]. Examples of action are the 20-20-20 goals tracked by the European Union [5]. This plan consists in reaching a 20% reduction of CO 2 emissions, a 20% share of energy from low- carbon energy sources and 20% reduction in the use of primary energy by improving energy efficiency by 2020 [6]. The need to protect the environment, particularly by limiting the use of fossil fuels, is also reflected in habitat in which solar energy is heavily used especially for countries with a supportive legislative and fiscal framework [7], [8]. Electronic engineering and energy school curricula have to be necessarily in line with the ongoing energy and environmental objectives [9]. New teaching methods have to be set up to get a better understanding of renewable energy sources for sustainable development and to promote awareness to long-term behavioral change. A new Solar Production Simulator (SPS) has recently been invented by a French society (Freevolt SARL) located in the greater Paris area and developed at the University of Tours (French engineering school) to provide students with first-hand experience and knowledge of solar energy and particularly, photovoltaic applications. This simulator has been awarded with gold medals at the 2012 International Invention Exhibition Concours Lépine in Paris. The SPS is a pedagogical tool that reproduces, on a small scale, the sun’s path at any time of day. It estimates the energy production of a solar sensor in various inclinations and orientations. Existing solar simulator solutions are not well-appropriated to the characterization of solar sensors in real operating conditions, particularly in case of partial shading or solar radiation non- perpendicular to the sensor surface. In the meantime, the impact of partial shading on the energy production has been widely discussed [10]. The SPS takes into consideration these issues. In this paper, many detailed information about the functioning of the SPS are given. Several examples of practical work to perform within the same equipment are described. These learning exercises are intended for students in their final year of high school, technicians or engineering students. In particular, the use of the SPS may help students to simulate the solar energy unit production on a particular geographic location. These students could, among other things, measure the electrical performances of a solar cell (open-circuit voltage, short-circuit current etc.), compare solar sensor technologies and analyze the effects of shading from nearby objects on the solar energy unit production. The students completed a satisfaction survey at the end of the practical works. A summary of the results is given at the end of this article. https://doi.org/10.24084/repqj12.242 92 RE&PQJ, Vol.1, No.12, April 2014