PV systems are used more and more. Not always is it possible to install them in the optimal direction for maximum energy output over the year. At the Johan Cruijff ArenA the PV panels are placed all around the roof in all possible directions. Panels oriented to the north will have a lower energy gain than those oriented to the south. The 42 panel groups are connected to 8 electricity meters. Of these 8 energy meters monthly kWh produced are available. The first assignment is to calculate the energy gains of the 42 panel groups, and connect these in the correct way with the 8 energy meter readings, so simulated data is in accordance with measured data.Of the year 2017 there are also main electricity meter readings available for every quarter of an hour. A problem with these readings is that only absolute values are given. When electricity is taken of the grid this is a positive reading, but when there is a surplus of solar energy and electricity is delivered to the grid, this is also a positive reading. To see the effect on the electricity demand of future energy measures, and to use the Seev4-City detailed CO2 savings calculation with the electricity mix of the grid, it is necessary to know the real electricity demand of the building.The second assignment is to use the calculations of the first assignment to separate the 15 minute electricity meter readings in that for real building demand and for PV production.This document first gives information for teachers (learning goals, possible activities, time needed, further reading), followed by the assignment for students.
How can physics education be designed and enacted in such a way that it is in agreement with the Nature of Science (NOS) and fosters conceptual understanding in electricity? The results of the studies may have implications for practice. Teachers and teacher educators need to develop a balanced perspective on conceptual understanding in relation to inquiry and take into account the tensions that were identified. For the topic of electricity, teachers may learn from the local instruction theory and pedagogy developed in this dissertation. Both teacher education institutes and professionalization efforts need to prepare teachers for this type of instruction. This will be fostered if teachers and teacher educators develop an understanding of NOS. A noticeable classroom impact of teacher learning may be expected if teachers work cooperatively on the same issue, related to a concern about student learning, if expertise is available on the content and pedagogy, and if classroom coaching and feedback are part of the project. The criteria to evaluate textbooks may be helpful for authors of learning materials if they intend to foster model-oriented activities and inquiry, but also for practitioners for the selection of these materials and in teacher education to prepare for a systematic evaluation of learning materials for physics.
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The traditional energy industry is transitioning from a centralised fossil fuel based industry to a decentralised renewable energy industry for several reasons including climate change, policy, and changing customer needs. Furthermore, renewable sources, such as wind and solar, are intermittent and unpredictable. This has implications for the business models of energy producers, such as increased mismatch between demand and supply, increased price volatility, shift in drivers of value creation. Due to the low marginal cost of production and the intermittent nature of renewables, the price volatility on the electricity markets, in particular the imbalance market, are expected to increase. However, there is potential for market parties operating in the electricity sector to profit from this development by providing flexibility to balance electricity supply and demand. Therefore, new business models are needed that can harness and exploit flexibility in a viable manner. In these business models, flexibility becomes the key driver of value creation.
