Demand Energy Equality 12V Off Grid workshops

Workshop Facilitators
Guide
Lynne Davis August 2014

Contents
Workshop Planning and Overview
Using this guide........................................................................................................................ 3
General points on running workshops..................................................................................... 3
Workshop outline...................................................................................................................... 5
Workshop Notes
Before the workshop............................................................................................................... 8
Introduction and theory......................................................................................................... 11
12V Sound System Series and parallel demonstration.......................................................12
Batteries, System and Usage Equipment.............................................................................. 13
Creating a Simple Off-Grid Circuit......................................................................................... 16
Planning and Designing an Off Grid System..........................................................................18
Summing up.......................................................................................................................... 23
Additional Workshop Tools
Games and Icebreakers.......................................................................................................... 24
Introductory Games............................................................................................................... 24
Verbal feedback..................................................................................................................... 24
Games to demonstrate basic principles................................................................................25
Anecdotes and Stories............................................................................................................ 26
Take Home Message............................................................................................................... 27
A Theory of Change the Demand Energy Equality Philosophy............................................27
Further Issues for Discussion.................................................................................................. 28
Frequently Asked Questions................................................................................................... 29
Printouts
Activity Risk Assessment....................................................................................................... 31
Feedback form....................................................................................................................... 33

Using this guide

The overall objective of this guide is to create confidence in facilitators to enable skills to be
spread further. This is the second guide in the Demand Energy Equality series of workshop
facilitation handbooks.
More specifically, this guide is as an aid to workshop facilitators:
To set up and administer workshops effectively
To do that as safely as possible safety issues are highlighted in red throughout this
guide
To deliver workshop that are fun and interesting
o By setting out a range of techniques including games and exercises to help
participants gain the maximum understanding
o By suggesting ways in which the bigger issues of energy and the impacts on the
environment can be brought into the workshop
The guide starts with a Workshop Outline flow diagram which sets out a suggested structure
for a workshop and this is used to signpost the reader to more detailed information elsewhere
in this guide. This is followed by notes that give more detail about organising and running the
workshop.
No workshop structure should be set in stone and facilitators should adapt it to their own
needs perhaps by doing things in a different sequence or by missing some elements out or
adding others in. It is hoped that the guide will be amended over time to reflect the
experience of facilitators who are running workshops. If you have come up with a new way of
explaining or demonstrating something, a new game or a good response to a common
question you can add these to the guide by going to:
http://www.demandenergyequality.org/running-your-own-workshops.html
As it is an evolving document make sure you have the most recent edition by checking on
the website.
The guide is designed to be used alongside the Demand Energy Equality website and the 12V
Off Grid System handbook and these are referenced throughout the guide.
Note: The guide reflects latest techniques and practices demonstrated in the standard 12V
Off Grid Workshops run by Demand Energy Equality. The potential range of topics that can be
covered in this workshop is vast, and specific sites or organisations may have specific needs
for their workshop. Similarly, additional experience that is accumulated as people run 12V Off
Grid workshops will enrich the workshop. Such experiences can be added to this guide to
assist all facilitators.

General points on running workshops

Pitching
A key skill for facilitators to develop is how to judge at what level to pitch the delivery of
workshops and not to make the technical information too overwhelming. At the same time,
you do want to stretch people a little so that they are acquiring new knowledge and learning
new skills. The best sign that you are getting it right is that everyone is engaged in what you
talking about (looking at you and asking questions) so watch out if some individuals are
very silent it could mean you are talking over their heads. Alternatively you may have the
odd individual who is very knowledgeable or skilled so keep them engaged by using them
get them to explain points or help less skilled individuals.

Timing
Approximate timings are given in the workshop outline assuming a workshop which lasts 5
hours including breaks and lunch (dont forget them!). Inevitably, workshops dont always
start on time or some technical problem causes a delay. So it is useful to have in your head
which activities can be missed out or speeded up (e.g. games) and what activities must not
be rushed or missed out (e.g. setting up an off-grid circuit). As this workshop is largely
anecdotal and story-telling based, fed by participant questions it is easy to keep to time, and
equally easy to allow time to slip in conversations on a specific topic.
The timings given in the workshop outline are provided as ranges. You will not have enough
time to cover every aspect of the workshop to the full length of time provided. There are a
number of sections in the workshop that can be done quickly altogether or in more detail in
smaller groups. It is up to you as facilitator to gauge both before and during the workshop
which components of the workshop to cover in more detail and which in less. Section
'Constructing an Off Grid Circuit' should always be given ample time to as this is the key
learning point of the workshop. Section 'Batteries, System and Usage Equipment' should also
be covered in good detail. The rest is up to you.
Two-Day Workshops
Often the 12V Off-Grid workshop forms day two of the workshop. Be aware if this is the case
and if so liaise with the DIY PV facilitator to ensure games and activities are not repeated.
It is also important to check with the participants at the beginning of the workshop to find out
how many attended the first day. In the case that every participant also attended the first day
of the workshop this is a chance to recap and utilise participant input in the electrical theory
section. When participants only attending the Off-Grid Workshop be certain not to brush over
sections of the theory, but utilise participant input to ensure people on the second day of the
workshop do not lose interest due to repetition.

Workshop outline

BEFORE THE
Before the workshop
WORKSHOP
Check on numbers attending

Before the
day

Print out feedback forms

Carry out risk assessment

See form on page

34

Arrange room
Check weather forecast

On the day

Lay out work stations and

equipment for people to work
groups of 2-4

Useful in deciding
whether to plan
outdoor activities

Lay out demonstration equipment

Prepare equipment for 12V Sound
System Demonstration
Prepare computer, projector and
ensure connected to internet.

The first half hour of the workshop start with whole group sitting in a circle

INTRODUCTION AND ELECTRICAL THEORY

Introduce facilitators

Introduction
And Agenda
(10 mins)

Introduce participants
What is DEE and what are its aims
Outline the agenda for the day

HouseKeeping
(5 mins)

Where are the toilets

Voltage, current and power

(10-20mins)

Power and time

Resistance
Series and Parallel Circuits

Chance to do some
energy education - see
page 27

What refreshments are available

and when

Where to smoke

Electricity
Basics

Try a game
see page
25

Try a
game see
page 25
Try a
game see
page 25

Best done outside, weather permitting

12V Sound System Series and Parallel Demonstration

Take some panels outside

Series and
Parallel
(30 mins)

In groups using 2-3 panels connect

in From
seriesnow
andon
parallel
testing
participants
are working at their own speed with
current and voltage.

your aid

Demonstrate usage of multimeter

Sound
System

Identify where to connect to panel

Demonstrate effects of shading

(15 mins)

Chance to discuss
recycling materials

Discuss components and sourcing

Batteries, System and Usage Equipment

Batteries
(30 mins)

System
Level
(10-15mins)

Usage
Level
(10-15 mins)

- Discuss battery function and

specification
- Discuss battery types, specifically
including lead-acid, gel and deep
cycle batteries
- Discuss how lead-acid batteries
work, relating to damaging
batteries
- Discuss carbon intensity of
batteries
- Demonstrate what to look for in
buying second hand batteries
- Discuss
MPPTs
- Discuss
- Discuss
- Discuss
- Discuss

Charge Controllers and

connectors
plugs and sockets
switches
lights, LEDs, halogen
USB connections
appliance charging
inverters

Discuss
Discuss
Discuss
Discuss
Discuss
Discuss
Discuss

battery guards
fuses
wire and resistance
step ups and step downs

Highlight dangers of
batteries in off-grid
systems

Reiterate
environmental impact
and focus on how to
minimise this.

Try a game
see page
25
Try an
anecdote
see page
26

12V Sound System Series and Parallel Demonstration

Demonstrate
Equipment
(10-15 mins)

Build Circuit
(45mins - 1hr)

Charging &
Measuring
(15-20mins)

- Demonstrate using the different

tools: wirestrippers, clamps.
- Demonstrate the different
connections: ring clips, spade clips
and connector blocks.
- Discuss how and why to put the
multimeter in line in the circuit

- Allow groups to work

autonomously being available for
questions

- Ensure groups take

measurements of the current draw
of different appliances.
- Keep an eye on groups that finish
quickly and suggest more complex
activities.
- Ensure all groups reach a level
they are satisfied with.

Planning and Designing a 12V System

Example
Calculations
(10-45mins)

Calculations
In groups
(0-45 mins)

Feedback
And
Findings
(0-20mins)

- Demonstrate using Photovoltaic

Geographical Information System
(PVGIS) to estimate power
generation
- Demonstrate calculating energy
from power
- Demonstrate calculating battery
requirements
- Encourage groups to create
different generation and
consumption scenarios

- Feedback group findings

- Discuss limitations,
considerations and alternative
energy sources.
- Questions and answers

Workshop Notes
Before the workshop
Workshop admin
Insurance/personal injury: DEE does carry personal injury and professional indemnity
insurance for workshop facilitators working under its auspices but you should clarify this with
DEE before the date of any workshop. Professional indemnity insurance covers you if a
participant sues you for providing inaccurate/misleading information or advice. DEE does
not cover damage to property if a workshop is happening outside its own premises so you
would need to check this with the property owners for your venue. If you are facilitating a
workshop for another organisation you need to be clear if they have personal injury and
professional indemnity insurance. If there is no insurance cover you should ask all
participants to sign a waiver form saying that they taking part at their own risk.
Risk Assessment: You should carry out a risk assessment before the workshop to identify
potential hazards. A risk assessment form is shown on page 21. Potential hazards and safety
points are highlighted in red throughout these facilitators notes.
Feedback: It is always useful to get feedback from participants about how the workshop went
for them. It will help you get better at running workshops. A standard DEE feedback
questionnaire is shown on page 34. DEE is keen to receive copies of feedback forms to learn
how to improve workshops. It can also be useful to get the participants together at the end of
the day and ask them each to say a good thing and a bad thing about the day. It is
particularly important to have verbal forms of feedback where a group might include
individuals with poor levels of literacy.
Workshop preparation
This guide outlines two practical sessions and three theory sessions to this workshop. The
theory sessions can be done in a way that is comfortable, ensuring participants can hear, see
the white board and take notes. The practical sessions need to be prepared in advance.
In choosing and preparing the space:

Ideally the venue for your workshop should have good lighting and sufficient space to
ensure participants can move about without knocking into each other. It is helpful if
there is easy access to the outside for the testing of panels in unrestricted daylight.

The 'Constructing an Off-Grid Circuit' practical session of the workshop works well laid
out with enough workstations for everyone to work in pairs. Each of these workstation
should be large enough that the pairs can work comfortably with space for all
equipment to be laid out.

If possible, the '12V Sound System' practical session is best done outside (weather
permitting) or in a well sunlit space. It works well in one or two large groups (one or
more groups depending on number of participants).

If you choose to use soldering irons in the workshop:

Safety: A source of water nearby is important for the emergency treatment of burns.
There needs to be an electrical supply sufficient to power the soldering irons.
Safety: You need to be able to keep all electrical equipment dry in the event of rain.
8

A four socket electrical extension lead needs to be laid to each table.

Safety: The socket end of extension leads should be secured with gaffer taped to the
table (either the top or a leg). Where possible the lead should be gaffer taped to the
floor to reduce trip hazards (or lay a rug over the lead).

For '12V Sound System Series and Parallel Demonstration', the following equipment is
needed for each group:
Two or more solar panels
Wire
Connector blocks
Screwdriver
Wire cutter and strippers
12V amp with speaker, MP3 player and appropriate wires
Multi-meter
For 'Constructing an Off-Grid Circuit': This second practical session is best done inside at the
workstations prepared for pairs. each of the work stations at each table should have:
One or more batteries of the same type
A charge controller
A battery guard
A fuse holder and fuses
A 12V to USB converter
A multi-plug USB phone charger
A light fitting with halogen and LED light
A multi-meter
Wire cutters
A screwdriver
A crimp tool
Wire strippers
A range of connectors including female blade clips, ring clips and connector blocks.
Scissors

Optionally, if choosing to solder components in the workshop you will also need:
Soldering irons with stands
Ceramic tiles
Flux pens filled with flux
Solder
Safety: Take care in the arrangement of soldering iron leads so that they are not in danger of
dragging across a neighbouring work station. Recognise that flux is toxic and so wear gloves
when refilling flux pens.
A range of equipment is also useful for the theory sections of the workshop, as visual cues
and for demonstration. Equipment useful for the workshop includes:

A selection of batteries, ideally some working and some not. There will need to be
enough batteries for each group to use one or more. If a single group is to use multiple
ensure they are the same type.

Additional multi-meters
A load tester
Inverters
Desulfator (http://www.batterytechsolutions.com/desulfator/faqs)
Step-ups and step-downs

Alternative charge controllers and MPPT

For 'Planning and Designing a 12V System it is useful to have:

10

A laptop
A projector and screen
An internet connection
Or failing this, print outs of PVGIS generation estimates for different solar panel and
location scenarios.

Introduction and theory

During this period you will be working with the whole group and it can be useful to start away
from the tables and workstations if space allows ideally sat in a circle.
Introductions and housekeeping
In the first 20 minutes you will be doing introductory activities and providing housekeeping
information. The aim is to make participants feel at ease with the people they are working
with, well-orientated and comfortable in the workshop space, and setting out a structure
about how the day should work. Doing an introductory game (see page 24 can be an
important way to establish a fun and non-threatening atmosphere to work in.
This is a good point to briefly introduce a bit of Demand Energy Equalitys philosophy.
Basic electrical concepts
This is the first theoretical part of the workshop and is intended to give a good overview of
some of the electrical theory that will be referred to throughout the workshop. Making it fun is
key to people gaining an understanding of the basic concepts and a couple of alternatives for
games are suggested (see page 25).
Learning points
By the end of this stage participants should have the beginning of an understanding of:
The meanings of the terms voltage, current and power and what units are
used to measure them
Understanding that power is an instantaneous measure and we need to
calculate it over time. This will be reiterated in more detail later in the
workshop but it is useful to introduce the concept early.
Understanding of resistance and it's importance in designing systems. This
will be reiterated later in the workshop.
The relationship of voltage and current in series circuit and a parallel circuit.
An understanding of how the connections differ between a series and a
parallel circuit.

If this workshop is the second in the weekend series, most participants will already be familiar
with the concepts from the day before. Treat this session as a revision, asking lots of questions
rather than giving answers.
There will be further opportunities to consolidate the understanding of these points as the
workshop progresses. You might try to identify any participants that would benefit from a bit
of one-to-one explanation. There may also be participants with a lot of expertise who you can
use to help those with less.

11

12V Sound System Series and parallel demonstration

This part of the workshop is best done outside. It works well at the start of the day but can be
slotted in at any time the weather permits. If the weather is unsuitable it can be done inside
under/over a full spectrum light.
If the participants made panels in a workshop the day before it it the first time they will be
using them to do something useful. Otherwise, just ensure you have access to working 18V
panels.
Based on access to materials and number of participants this is best done in one or two
groups: for more than seven participants it is best to do this in two groups. If it is raining and
you have access to a single full spectrum halogen light everyone will need to work around this
light.
Tools and materials
Move the group(s) outside or to where you will be working. Ensure each group has the
following equipment:

Two or more solar panels, including one that is unsealed so that we can reduce the
output voltage for the 12V sound system.
Wire
Connector blocks
Screwdriver
Wire cutter and strippers
Multi-meter
12V amp with speaker, MP3 player and appropriate wires.

Discuss how to measure amps and volts on the multimeter. Introduce the first connectors we
will be using. Demonstrate how to strip wire if necessary. Discuss 12V amplifiers and
speakers. This is a good chance to explore how to find second-hand 12V equipment, for
example from old cars and scrap yards.
Connecting the Panels
Ask the participants to connect the panels in series. If using DIY panels prompt the
participants to remind them which terminal will be positive and negative in relation to the
connections to the cells (the terminal from the back of a cell is positive and from the front
negative). Ask the participants to measure the voltage and current.
Next, ask the participants to connect the panels in parallel. Ask the participants to measure
the voltage and current. If the panels are different voltages explore why the output voltage is
in between the voltage of the two panels.
Powering a Sound System
Now connect the panels to a 12V sound system. Be very clear that the voltage of the sound
system is 12V so connecting to any higher voltage may damage the amplifier.
Prompt the participants to explore how we can connect the panels to the sound system at 12V
highlighting the unsealed panel. This is a good chance to explore the effects of series and
parallel circuits on voltage in a practical way. Use the multimeter to identify where to connect
the sound system.

12

Once the music is playing correctly demonstrate the effects of shading on the output current,
which will be clearly represented through the volume of the music.
One very small panel is sufficient to power the sound system, but connecting more in parallel
can help emphasise the increased current on a cloudy day.

Learning Points

Key points for participant to see are:

Voltage sums in series and is constant in parallel. Current sums in parallel but is
constant in series.
How to connect in parallel. Identifying the terminals is less obvious in the parallel
circuit and is a great practical learning experience.
That vehicle electrics are 12V and thus old vehicles and scrap yards are useful
places to source 12V equipment.
When connecting directly to 12V equipment you need to be very careful ensure the
correct voltage, and that ordinarily you would never connect a circuit directly to your
panels.
The effects of shading on the output voltage and current of solar panels.

Point out common errors:

Participants generally find connecting panels in series a simple task. Figuring out where
to connect the wires to create a parallel circuit is often a bit trickier. Be ready to ask
questions that will help the participants figure this out for themselves.
Pay close attention that participants have created a suitable voltage before connecting
to the amplifier.

Batteries, System and Usage Equipment

This section of the workshop involves a lot of information and listening, so it is best to
encourage an atmosphere of conversational exploration. Participants should be sitting
comfortably and near a workstation so they can see and pick up the equipment as it is
discussed.
Batteries
Batteries are the most important aspect of our 12V system due to their expense, both
financially and environmentally. For this reason discussions about batteries take a
considerable length of time in the workshop.
Most key information can be found in the 12V Off Grid Guide. Supplement your knowledge
online. It is useful to have a range of anecdotes at your disposal to help bring some of the key
message home through story telling, rather than dry information telling. Anecdotes don't have
to come through direct experience but this helps. See page 26 of this guide for some example
anecdotes that might be useful.
Using diagrams to aid the description of how leadacid batteries work is useful. Useful, simple
diagrams and description can be found here:
http://www.progressivedyn.com/battery_basics.html
13

Giving a good explanation of how lead-acid batteries work will help to explore issues around
both danger and care of lead-acid batteries. Tying these explanations into a description of how
they work helps to ground the importance of these things in theory, while giving the theory a
practical application, which in turn encourages learning.
A nice, interactive method of exploring buying second-hand batteries is created if you begin
the workshop with all batteries on one table. Before 'Creating a Simple Off-grid Circuit' ask
participants to select an appropriate battery to work with using both a multimeter and load
tester, giving a demonstration first. Having a range of not working batteries for this exercise
makes it more interesting.

Learning Points

Key points for participant to see are:

Types of batteries and why we use 12V lead-acid and gel deep-cycle batteries
How lead-acid batteries work, to give a basis for understanding how to care for
them.
How to understand the labels on batteries
How to care for lead-acid batteries, to give an understanding as to why we use much
of the other equipment.
The environmental impact of lead-acid batteries, to further understanding of why
caring for them is so important.
How to move and handle batteries
Dangers of using lead-acid batteries in an enclosed space
Buying second-hand batteries

System Level Equipment

The majority of the equipment used at a system level is in place to protect the batteries. It is
therefore easy to reiterate throughout this section the importance of battery care.
When discussing each piece of equipment explore the function that it plays in the system and
how to choose the right one for your system. This will involve discussing the specifications of
the equipment, which can usually be found on the item or in the instructions. Encouraging
participants to understand all of the labels and terms will help to demystify and encourage
confidence. Pay particular attention to charge controllers and battery guards in this section.
Anecdotes are valuable tools in conveying information in an interesting way.. In particular,
using an anecdote in discussing the importance of fuses can help convey their importance.
If 'The Resistance Game' has not yet been played by the participants of this workshop now is
a good opportunity. The game is an interactive way to clarify the concept of resistance losses
in wires.
A good understanding of resistive losses will aid participants in understanding voltage step up
and step down in an Off Grid system.
Once participants have a solid understanding of resistive losses introducing Wire Gauges will
help answer the questions that come up about how to know what wire to use. See the OffGrid Workshop Particiapnts guide for more details on Wire Gauge comparisons. The guide is
available at: www.demandenergyequality.org/resources.html
Also explain how to identify line losses with a multimeter.
14

Learning Points

Key points for participant to see are:

What is the difference between a charge controller and an MPPT. How to choose the
right charge controller for your system.
Why use a battery guard as well as a charge controller
Why fuses are important.
The effect of resistance on your system. How to choose the right sized wire for your
system. In general thicker wire is better.
Voltage step up and down, why and how one might do this.

Usage Level Equipment

Usage level equipment is the equipment required to power and run the things you need.
Spending some time discussing plugs and sockets can help participants appreciate the
functionality and adaptability they give to an off grid system. The reason behind why the male
plug is the 'power receiver' and female socket being the 'power provider' is a useful insight to
many participants (created in this way to minimise the risk of electric shock as the socket
supplying the voltage is tucked away and not protruding as the male plug does).
Exploring plugs and sockets in the context of hacking equipment to run at 12V makes for
interesting anecdotes, particularly if you can provide an example of an appliance with a
240VAC to 12VDC step down in the socket.
Similarly to plugs and sockets, switches are simple components that give a lot of functionality
in an off-grid system. Discussing using switches to save precious power is important.
Similarly, encouraging participants to explore practical application can help solidify
understanding. For example, how might you install a switch for a roof light when you want to
access the switch from the door?
Power usage of different kinds of lights is explored more in 'Creating a Simple Off-Grid Circuit'
as a practical exercise, so no need to go into too much detail in this section.
The ability to identify positive and negative terminals in a USB connection is useful, as in a
standard 12V plug and socket, in understanding and hacking equipment.
When discussing inverters explore different kinds and their efficiency in relation to their price.
Focus on the loss in inversion of cheap inverters (this can be measured practically in the next
section if desired). Explore what a 'true sine wave' inverter is and why this would be
preferable.
Often participants have a lot of questions about inverters. There is more opportunity to
explore in more detail later in 'Planning and Designing an Off-Grid System'.

15

Learning Points
Key points for participant to see are:
Why plugs and sockets make a system easier to use and more adaptable. Kinds of
plugs and sockets that are useful.
How to include switches in your system and when you might choose to.
Kinds of lights, particularly kinds of LEDs.
USB. Voltage, terminals and stepping down.
Different appliances that run from 12V, particularly phone and laptop charging.
Inverting,
associated
losses Circuit
and why it is better not to invert wherever possible.
Creating
a Simple
Off-Grid
In this section of the workshop we put together a simple off-grid circuit in pairs. The pairs will
also take measurements of the power usage of different pieces of usage equipment including
halogen lights, LEDs, mobile phone charging and laptop charging. Optionally groups can
measure power usage of the inverter (in comparison to 12V charging), the 12V kettle or
cooker.
Note the kettle and cooker require a high current draw so you'll have to arrange more
batteries. You will likely find the load causes the battery guard to cut power supply as well. It
is best to test these first if you wish to use them.
Before encouraging the participants to begin it is important to refer to the different types of
connectors used. Introducing connector blocks and spade clips will give the tools required for
participants to feel comfortable creating the circuit themselves.
It helps to draw on a whiteboard a simple diagram describing how we will connect all together.
Include a multimeter in-line after the battery to measure the current draw. This will allow
groups to measure the current draw of the different appliances they connect. These
calculations will then feed into the next part of the workshop 'Planning and Designing a 12V
System'. Remember that the multimeter must be set to the unfused current setting to allow
the current to flow freely through. Other settings may cause an internal fuse to blow.
The diagram included in this guide is the specific set up for the workshop, with the in line
multimeter for learning purposes. It is important to explain how to include the solar panels
and charge controllers in this circuit. A complete diagram is included in the 12V Off-Grid
Workshop Guide, which is available for download from the Resources section of the Demand
energy Equality Website.(http://www.demandenergyequality.org/resources.html)
Common Issues:
1) The fuse has blown, stopping current from getting through the circuit.
2) The power supply cuts in and out cyclically from the battery guard. This is because the
battery is not able to handle the load from the circuit. The battery guard cuts the power as the
voltage from the battery drops under the load. After the load has been removed (by the
battery guard cutting supply) then the battery voltage increases to a level the battery guard
accepts. Power returns to the circuit. The load then causes the battery voltage to drop again
and the battery guard cuts power. This cycle continues and results in flashing lights or
charging. To rectify this try a different battery. Use the load tester to ensure it can handle a
reasonable load.

16

3) The multimeter is set to the wrong setting and is therefore not functioning 'in line' and no
power is passing through it. Ensure the positive line is connected to the unfused current
terminal to avoid blowing an internal fuse in the multimeter.
Tips for Debugging:
- Use an additional multimeter and test the voltage across each point in the circuit to identify
where the voltage drops expectedly.
- Check for loose connection and, that connections into components like the battery guard
and multimeter have the correct polarity.
- It would not be unusual to find dud components, as all components used are cheap. It can
save a lot of time to just swap parts over if it looks like something is not acting as expected,
and test in more detail later.

Learning points
By the end of this stage participants should understand:
different connections, fittings and appropriate tools
how to measure current draw
how to debug faults in a circuit
how to construct a simple 12V circuit for lighting, charging phones and laptops.

17

Planning and Designing an Off Grid System

This is a more advanced section of the workshop and thus the level of detail explored will vary
greatly from group to group. In each section below a 'basic' and 'advanced' example flow
suggestions have been given. Neither of these are set in stone and it is up to the facilitator to
choose the right activities for the group, without either coming across as patronising or
confusing.
In this section some specific examples will be provided. It is advisable to create your own
example scenarios before you run the workshop. The examples are intended to demonstrate a
flow of understanding rather than to be a specific suggested workshop plan.
Demonstrate PVGIS
This is best demonstrated live via the internet. PVGIS is a website that provides solar panel
generation estimates with lots of optional variables for locations across the UK and Africa.
If you cannot connect to the internet or make use of a projector for your workshop prepare
print outs of at least two different scenarios, perhaps a 1KW array in Bristol compared to a
1KW array in Ghana or 1kW array compared to a 40W array.

Screenshot of PVGIS after selecting Bristol on the map and choosing a 1kW solar array.
Basic Usage: Don't adjust any of the settings and calculate the generation of a 1KW array in
Bristol.
For more advanced usage: Demonstrate the different settings (ie system losses and tracking)
and demonstrate how to find the generation in Europe and Africa. This can be used for
comparative purposes in the following exercises.

Demonstrate Calculating Energy Consumption

For almost all groups it is a good idea to demonstrate calculations before asking the group to
do them themselves. Firstly, we want to figure out how much energy we need to power a
hypothetical energy scenario. Choose one or two appliances to demonstrate the calculation of
energy from the instantaneous current draw reading taken in the 'Creating an Off Grid Circuit'
section of the workshop. A good example for highlighting the importance of energy efficient
appliances is to compare the halogen bulb with the LED. Remember to reiterate:

Power (W) = Voltage (V) x Current (I)

Energy (Wh) = Power (W) x Time (hrs)

For example:
For the halogen bulb, discuss how many hours you might use it a day. Example for five hours
a day if we measured that it draws 1amp:

Current Reading: 1Amp

Power Draw = 1Amp x 12V = 12Watts
Assume we use it 5 hours a day.
Daily Energy Usage= 12Watts x 5hours = 60Wh
18

For the LED Bulb, again we agree to use it about 5 hours a day. Worked example after finding
a current draw of 0.1Amp.

Current Reading = 0.1Amp

Power Draw = 0.1Amp x 12V = 1.2W
Assume we use it 5 hours a day
Daily Energy Usage = 1.2W x 5hours = 6Wh

So in calculating the energy usage over the course of the day we find that the halogen bulb
would use 60Wh while the LED bulb would use just 6Wh.
Remember that for many participants the concept of watt hours is still unfamiliar so these
figures are still vague until they are put into context with other appliances. Try exploring these
calculations in relation to mobile phone charging, laptop usage and boiling a kettle.
Basic: assuming a single day usage throughout the year might be a sufficient level of
difficulty.
Advanced: You might like to explore how energy demand changes month by month or season
by season and explore how this correlates with supply throughout the year from solar.
From these calculations we can use PVGIS to figure out the minimum size of the solar array
required to supply the calculated energy requirements through the year.

For our halogen light, used 5 hours a day all year we find:

Annual Energy Usage = 60Wh x 365 days

= 21.90kWh
Using PVIS we can find that we can generate
this with a 22W panel over the year.

Be aware: This minimum number of panels is likely not the optimum number of panels, as this
will likely point to us requiring an unrealistic number of batteries.
Demonstrate Calculating Battery Requirements
Now that we have seen how to calculate our power requirements throughout the year explore
how we can meet these requirements. Reiterate that this is about being able to access the
power 24hrs a day, 365 days a year, rain or shine. To do this we need to store power in
batteries.
Be sure to identify that in the UK the battery requirements will reflect both the surplus in the
summer months that we can store, and the deficit in the winter months that we need to

19

supply from battery. In the tropics the bigger difference will likely occur between day and
night, and this may be a more relevant.
The next task is to identify the difference between supply and demand. In a UK example this
is relevant month on month. So in June you will have an excess of supply to demand, whereas
in January there will be higher demand to supply from our panel. The goal is to capture the
summer excess and store for winter. In a tropical setting it may be relevant to explore the
difference between day (excess) and night (deficit) as the summer/winter disparity can be
insignificant.
So, using our example and PVGIS to calculate the difference between usage and supply we
find;

Jan daily generation: 30Wh

Feb daily generation: 40Wh
March daily generation: 70Wh
April daily generation: 80Wh
May daily generation: 90Wh
June daily generation: 90Wh
July daily generation: 90Wh
Aug daily generation: 70Wh
Sept daily generation: 70Wh
Oct daily generation: 50Wh
Nov daily generation: 30Wh
Dec daily generation: 20Wh

-30Wh
-20Wh
+10Wh
+20Wh
+30Wh
+30Wh
+30Wh
+10Wh
+10Wh
-10Wh
-20Wh
-40Wh

So from this the group will see that in total we find a summer surplus of 130Wh and a winter
deficit of 120Wh so this array is just bit enough to supply our needs as we have a little more
generation than supply. From this we can calculate how many batteries we need to supply our
needs throughout the year.

120Wh = 10Ah at 12V

10Ah x 120% = 12Ah

Remember that batteries need to hold 20% charge minimum at all times, so add an additional
20% to the calculated capacity.
This demonstrates a basic methodology that participants can use in exploring the scenarios
they identify in the following section. The level of detail that you demonstrate to the group
will depend on your feelings the type of input the group needs to make this an educational
session.

20

Encourage Groups to Identify Scenarios

Ask everybody to form back into groups to do their own calculations on their own scenarios.
By allowing the groups to self-select generally people form groups of varied sizes in which
there are sufficient skills amongst the group to take on this task.
Basic Option: Demonstrate a detailed example with the group only. Create larger groups and
identify parts of a scenario that the groups can explore before bringing it back together in a
discussion.
Advanced Option: Encourage the groups to identify a unique scenarios. Within each scenario
groups will calculate the generation capacity, consumption and storage capacity to fit. Try to
facilitate different examples that make for interesting discussions, with specific variables
contrasting across groups to highlight take-home message. Possible permutations include:

Using different appliances to create different consumption requirements

Being in different parts of the world to give different generation amounts from the same
number of panels.

Focussing on scenarios that only use power at night, in winter (UK), monsoon season
(tropics).

Including outlier appliances such as a kettle or space heater to demonstrate high

consumption

Make assumptions limiting battery capacity

Encourage groups to be diverse as this will make for an interesting feedback session.
Example scenarios from previous workshops:

A NYE party with lights and a sound system, powered by stored electricity from the
whole summer.

A small house in Ghana in monsoon season only.

A kettle in Bristol used 5 times a day all year.

Number of batteries required to make the most of summer generation in an eco-house.

A system in which all power is inverted, compared to staying at 12V

As groups work on their individual scenarios walk around the room and help them with
assumptions and calculations.
In most examples you will find that using the minimum number of panels results in a
disproportionately large number of batteries. This makes for a nice educational experience in
the context of the environmental impact of batteries discussed earlier, and the take-homemessage that renewables are not a complete answer in themselves.
At this point participants may wish to identify a realistic/affordable/sustainable number of
batteries and to consider reducing their original demand or increasing the number of panels
to create a system that is realistic.
Allow groups 10 to 20 minutes to work on their individual scenarios. Continually gauge the
enthusiasm of the room and make sure you work with every group, helping them past
blockages of probing with interesting follow on questions if they find the task too easy. It
works well to prompt different groups with different questions so that groups have unique
content to feed back at the end of the session.
21

Some groups really enjoy this exercise, while other groups get bored of it quite quickly. Often
there are some people in the group that enjoy the activity, and others that wish to move on.
Be aware of this and try to engage the less interested in conversations that explore these
ideas more practically.
Feedback and Findings
Encourage groups to feedback their findings to the group as a whole. Prompt with the
questions you asked as you were going around. Throughout this session it is good to try and
highlight things like:

Difficulty of meeting winter demand from summer storage in the UK

High consumption of appliances that convert electricity into heat ie kettle.

Storage in tropics, focussed on day for night rather than summer for winter.

Using the points raised in the feedback and throughout the session bring the topic back to the
energy situation in the UK. Participants should now recognise that solar is not a great solution
in the UK, as demand is generally higher in winter. Highlighting the poor conversion of
electricity to heat gives the opportunity to discuss power sources alternative to solar and
those alternative to electricity, such as fire and gas. The positives and negatives of these can
then be explored.
Tying all of these factors into an understanding of the energy situation in the UK should be a
goal at the end of this session. The following points are worth exploring to highlight this
message;

The role of solar in a country in which peak demand is at a time of very little sunshine.

The incongruence between renewables supply and demand. The role and difficulty
(expense and environmental) of storage in this context.

The high level of demand, particularly if gas, electricity and transport are all
considered, compared to potential supply from renewables.

Learning points
By the end of this stage participants should understand:
how to calculate energy requirements from instantaneous amp or power readings
how to calculate the generation capacity of their panels, and that it is much less
that just the total number of daylight hours
how to calculate how much battery storage they will need, factoring in battery
reserve
key factors that influence requirements such as location, season, conversion to heat
and inverting to 240VAC
alternative energy sources and their positives and negatives
how all of these factors influence the current energy climate of the UK

Summing up
It is important to ensure there is enough time at the end of the workshop to get together and
check out how everyone has got on.

22

Has anyone missed out on a part of the process and needs to be filled in about what
they have missed? You could get some participants who did that part to describe what
they did this will help them remember what it was all about.
Are there things that people still do not understand? Getting participants to explain is
often helpful.
Has anyone got any final burning questions? see page 29 for FAQs

Often participants wish to purchase batteries and other equipment. If facilitating at the
demand Energy Equality space there are often batteries for sale, for which you will need to
take cash on the day. For other materials it is often better to direct participants to the online
store. http://www.demandenergyequality.org/shop.html
DEE also want to encourage participants who have attended workshops to become facilitators
themselves and offers opportunities to shadow experienced facilitators to gain confidence
before running their own workshops.
If time allows do a quick verbal feedback on the day see page 24 and also hand out
feedback forms for people to complete before leaving.

23

Games and Icebreakers

Introductory Games
The purpose of an introductory game is to familiarise participants with each other and the
facilitators and to link this to a bit of information about each person (which helps people
remember names). Using a game at the start of the workshop also helps set the tone
everyone is important and can contribute this is going to be fun and interesting.
Game 1 - Simple go round
Each person (including the facilitators) takes a turn to say their name and to say something
that has happened to them in the last day or week. So you might ask everyone to describe:
The most exciting thing that happened to them in the last week or What they had for
breakfast. It is also useful to know: How they heard about the workshops.
Take care when choosing what you ask of participants. For example with groups from
particular backgrounds where it might be inappropriate to ask for anything that exposes
their personal circumstances.
Game 2 Throwing a ball (or a beanbag, or a hat)
Get participants to throw a ball to someone else in the group, the catcher of the ball has to
introduce themselves to the group (as above). After everyone has had a turn, people continue
to throw the ball but now the thrower has to say the name of the catcher (or to ask for the
name of the catcher).
Game 3 - Go round with key information
Sometimes you dont know much about the group and it can be useful to get a bit more real
information about their level of expertise. So for instance you might ask participants to give
their name and How they want to use what they learn today. This indirectly will give you
some idea of expertise. A direct question about what they know can make some people feel
inadequate and lower their confidence.

Verbal feedback
This has the disadvantage of being in front of everyone but is useful in that it provides instant
feedback and might be easier for anyone with literacy problems.
Simple go round with positive and negatives
Sit in a circle the facilitator emphasises the importance of getting both positive and negative
feedback (it is only by hearing the bad points that the facilitator can improve the workshops).
Each person then takes a turn to say one good and one bad thing about the day.
In pairs then go round
This takes a little longer but is more likely to bring out negative points. Participants are paired
up and tell each other their negative and positive points. Then everyone tells the whole group
their partners good and bad points about the day.
It is very important that the facilitator is listening and accepting of criticism e.g. by saying:
thats a good point. The facilitator might also respond to the whole group (after everyone
has had their say) by listing points they have heard and that they will address.

24

Games to demonstrate basic principles

The black standard text sets out the explanatory words used by the facilitator. The red italic
text describes the physical actions for the participants.
Game 1 Resistance game current, voltage, power
Most participants form a loose group representing copper atoms in a wire. A participant in
partnership with the facilitator represent the electrical current, they each carry a cup of water
representing one volt. They link arms and move at a steady pace through the group of
copper atoms pushing through them trying to maintain their speed (but as they do so they
spill some water).
So me and my partner represent the current - as we are two units passing a point in a second
we represent a current of two amps and we each have one cup of water so we each have a
voltage of 1. We are having some problems moving through you lot representing the copper
atoms. We are spilling some of our water so we are losing a bit of our voltage.
So lets try this again. I am going to give my cup of water to my partner so we now have a
current and voltage of? Hopefully get answer of 1 amp at 2 volts. Previously we had 2 amps
at 1 volt. Lets see what happens.
Now one participant carrying a cup moves between the copper atoms. It is easy and little
water is spilt.
So a lower current at a higher voltage moves more easily through the wire with little drop in
the voltage. Resistive losses and voltage drops are major problem in low voltage circuits.
The National Grid operates at very high voltage for this reason.
Power is current times voltage (write up on white board). We measure power in Watts. In
both of our examples we have a power of? Hopefully get the answer of 2 watts.
Game 2 Visualising Usage Vs Storage
This is a simple game that helps some people visualise the relationship between power
generation, storage and consumption throughout the year. This game is quite a simple one,
and probably not suitable unless the group is struggling with the basic concepts in general. It
can be very useful for groups in which a high level of technical information is too much.
To play this game, create a visual representation of power. Perhaps poker chips representing
different amounts of energy like 5Wh, 50Wh, 100Wh, 1kWh. Or different sized pieces of paper
or card will create an even more visual representation. You can also draw a visual
representation on a white board.
Use PVGIS to calculate the energy in on a typical summer day. Use your visual representation
to add this energy into your batteries. Now subtract energy from the 'battery bank' for
different uses ie represent boiling a 3000W kettle for 5mins by taking 250Wh from the battery
bank. Repeat this for any appliances chosen.
Compare this to a typical winter day. Create a visual representation from the same array's
energy in on a winter day. Now try 'using' the energy. Allow the group to play with the
representations, encouraging them to think about what they would change to meet their
demand needs through the year.
There are many additional resources on the internet such as this short film about voltage and
resistance: http://www.youtube.com/watch?v=zYS9kdS56l8

25

Anecdotes and Stories

The off-grid workshop is less practical than the DIY PV workshop. The delivery is much more
explanatory and descriptive. For this reason anecdotes and story telling help to deliver a
memorable take-home message. The author has included some real-life stories related to
specific aspects of the workshop for reference and inspiration. It is hoped that more stories
and anecdotes can be added to this guide by other facilitators to give a colourful range of
stories to draw from.
Submarine Batteries
The off-grid community Yorkley Court were offered 6 giant 2V cells from a submarine. These
half meter cubed old batteries allow you to physically pull out the lead plates and scrape
them down to remove all the sulphur build up and restore them to full capacity after
accidentally over-discharging. Modern batteries don't allow this. Increased efficiency comes
through increasing the surface area of the lead plates, and so to do this manufacturers add
tiny grooves to each plate. Scraping these clean would remove these grooves and hence
decrease the efficiency of the batteries. So it's critical to ensure your batteries remain within
the appropriate charge range.
Destroying Batteries as I didn't install fuses
I once installed a simple lighting system in a rickety outdoor kitchen, and being lazy and
penniless I didn't put any fuses in the system. This was fine until a storm blew the kitchen half
over and caused two loose connections to join. This created a short circuit which allowed a
free current to flow from the positive to the negative of the battery. By the time we discovered
this the following morning three 120Ah batteries had been drained flat beyond salvageable. If
I'd added a fuse to the early part of the system I might have avoided this, the fuse would have
blown and broken the circuit. So this lesson I learned the hard way, always use fuses.
Hacking appliances.
Quite a few household appliances run from 12VDC, stepping down 240VAC. Have a look at
power supplies and labels on plugs. I discovered a AA/AAA battery charger with a UK wall
socket actually stepped down to 12VDC in the wall plug. So I cut it and attached a male
cigarette socket plug instead.
Summer through to Winter
The difference between Summer and Winter is striking. Using three 40W panels and two
120Ah batteries in summertime easily provides enough power to keep phones charged, lights
on, laptops running for a couple hours a day, power tools charged using a cheap inverter. In
summertime this system provides surplus to requirements, modest requirements as a fridge
or any cooking or water heating is not included.
Winter, however is a different story. There is enough power to keep the lights on for the long
evenings, and to generally keep my phone charged. That's it. No laptops for films or power
tools for fixing emergency leaks.

26

Stepping Up and Stepping Down

At a farm I worked at in Australia the off-grid system on site was utilised a range of voltages
to optimise it. The solar panels were connected in series up to about 110V. This was then fed
via an MPPT into a battery bank of 16 12V batteries connected to 48V (a good exercise is to
ask participants to figure out the arrangement of this battery bank). This was then stepped up
to distribute around the acreage, to 48V. At the point of usage it was stepped down to 12V,
except in the workshop where it was transformed to 240VAC or three phase for power tools.

Take Home Message

A Theory of Change the Demand Energy Equality Philosophy
Demand Energy Equality believes that in order to achieve a fair energy system people need to
be better educated about energy: what it is, where it comes from, how it relates to their needs
and desires, who controls it, where the money is made, what ecological constraints we face,
where energy might come from in the future. And what they can do about it.
We do not believe that those on the lowest incomes will be adequately assisted or protected
by future energy policy in the UK. At worst, we believe they will continue to be exploited and
disempowered.
Our theory of change is one of empowerment:
1. First, we aim to inform and educate people about energy, giving them the confidence
and expertise to understand it as more than an abstract concept. Through this
knowledge we begin to enable people to take action to reduce the negative impact
accessing energy has on their autonomy and vulnerability, primarily through reducing
their demand where possible.
2. Second, we aim to inspire people to take an interest in the contexts in which they
access their energy, and in which energy inequality exists. These contexts include
energy inequality & poverty, climate change and peak fossil fuels: each will inform the
primary necessity of energy demand reduction to deal with the oncoming energy crisis.
3. Third, we aim to engage people in grass-roots solutions and actions aimed at bringing
control of energy generation, distribution and use closer to the households and
communities that use that energy. This will range from DIY & open-source hardware,
domestic energy saving measures or local or national campaigns informed by a greater
understanding of energy politics.
4. Fourth, we aim to facilitate and support a skill & knowledge share model to enable
individuals and groups to establish the confidence to own and pass on learned
knowledge and skills, and to be better placed to organise and empower themselves.
5. Fifth, we aim to constantly develop and support this movement through continued
open-source resource development, open-source source hardware and technology
innovation, research into energy policy and infrastructure change and appropriate
solutions-based critiques of current trends that disrupt dominant discourses.
Through each of these five steps we hope to build a capable, inspired, self-sufficient
movement of engaged individuals and households ready to meet the oncoming energy crisis
as best as possible: more informed, better skilled and therefore more empowered than before.

27

Further Issues for Discussion

There are times during the workshop when participants are busy soldering but still can
participate in discussion here are few issues you might want to discuss.
Cutting demand or renewable energy generation or nuclear power?
There is fierce debate whether renewable energy or nuclear power or fracking etc. etc. are the
best way to cut carbon emissions. There is very little discussion about whether reducing
demand might be a cheaper and more effective compared with any generation option. Here
is just one example to show the effectiveness of cutting demand.

CO2 savings through cutting the use of energy in kettles v generating

electricity using PV
Two thirds of us, when we make a cup of tea, boil double the amount of water that we actually
need. This is hugely wasteful given that 60.2 million cups of tea are brewed in the UK each
year.
We currently have about 2 GW installed capacity of PV panels displacing generation by fossil
fuels and their CO2 emissions.
So which would save the most CO2 boiling the right amount of water in our kettles
or generating clean green electricity with our 2 GW of PV panels?
The answer is that boiling the right amount of water in our kettles would save 84 times the
amount of CO2 as the savings attributable to our PV panels.
How much can we generate using our renewables?
Renewables are generally talked about as the pancea for our current energy supply crisis.
Politcal leaders and campaigners tell us that we can meet our energy needs from renewable
sources, hence stopping climate change and avoiding the supply crunch that comes with
'Peak Oil'. So let's look at what this will take.
Current average energy usage in the UK per household is approximately:

Gas:
Electricity:
Transport:
Total:

16,500 kWh
3,300kWh
36,700kWh
56,500kWh / year

It is important to consider not just electricity but gas and transportation as well when
considering average power consumption. All three consume fossil fuels in their generation. All
three are major contributors of greenhouse gas emissions to the atmosphere. We will not be
successful in mitigating climate change unless we explore each of these.
Let's compare this to the electricity we can generate through DIY renewables.

40W Solar panel: 44.2kWh/year

Cycle Generator (8 hrs/day, 365 days/year): 292kWh/year
1kW Wind turbine (depending on the site): 1752kWh/year

28

So, based on this, if we want to replace ALL of our power consumption with renewably
generated electricity we will need:

1279 40W solar panels per household

194 people riding cyle power generators per household
33 small wind turbines per household.
So while DIY renewables can generate a useful amount of electricity, there is no way we can
meet ALL of our energy needs through DIY renewable electricity generation.

Frequently Asked Questions

How do Solar PV Cells work?
Photovoltaic (PV) cells convert solar radiation from the sun into electricity. A typical PV cell
consists of a wafer of semi-conducting material, usually silicon, manufactured with two
electrically different layers. When sunlight hits the cell it excites the electrons within the
silicon, creating an electric field across the layers and causing a flow of electricity.
For a more detailed technical account of how a PV cell works see Dan Quiggins UCL lecture
within the google drive folder you downloaded this guide from (here). See pages 34-46.
What are PV cells made of?
Most mass produced PV cells are made of very thin wavers of very pure silicon crystals. Silica
is a very abundant material found in sand and quartz. To make a cell two different types of
silicon need to be created, so the silicon is doped with very tiny quantities of other
substances typically either phosphorus or boron. Higher efficiency PV cells are made of
crystals of other substances, such as gallium arsenide. Neither gallium nor arsenic are
abundant materials and arsenic is very toxic.
Are there different types of PV cells?
Most mass produced rigid PV cells are either Monocrystalline and Polycrystalline cells see
below. There are also developments where cells are produced in a thin film which can
reduce cost but usually at the expense of lower efficiency. Innovations that use silicon
spheres are enabling the production of flexible PV arrays in the form of fabric.
The so called third generation PV is based on nanotechnology engineering at a molecular
and atomic level. This could lead to PV cells made, for example, from extremely thin stacked
plastic sheets, converting solar energy to electricity with very high efficiency and very low
cost.
What is the difference between Monocrystalline cells and Polycrystalline cells?
Monocrystalline cells are made from a single large crystal of silicon - they seen as more
efficient and slightly better in low light conditions but they can be more expensive.
Polycrystalline cells are made from cast blocks of silicon that contain many small crystals and
are slightly less efficient than Monocrystalline cells. In practice, for a typical residential
property, there is little difference in the performance of these different products.
What are the relative carbon emissions of PV cells compared with other electricity
generating technologies?
A literature review was conducted for the Intergovernmental Panel on Climate Change and
published in 2011. It looked at the CO2 emissions per unit of electricity generated by different
29

generation technologies. It found that the CO2 emission values, averaged over all the life
cycle emissions studies in the review were as follows.
Technology

Description

Wind
Nuclear
Solar PV
Natural Gas

Onshore
Various generation II reactor types
Polycrystaline silicon
Various combined cycle turbines without
scrubbing
Various generator types without scrubbing

Coal

Grams of CO2 /kWh

electricity
12
16
46
469
1001

What are the environmental impacts of manufacturing PV cells?

Current mass production of silicon PV cells is very energy intensive as the manufacturing
process involves heating silicon to very high temperatures. Sawing silicon wafers creates a
significant amount of waste silicon dust. This process may generate silicon particulate matter
that will pose inhalation problems for production workers and those who clean and maintain
equipment. Despite the use of respiratory masks, workers remain overexposed to silicon
dust. The gas sulphur hexafluoride is used to clean the reactors used in silicon production. The
Intergovernmental Panel on Climate Change considers sulphur hexafluoride to be the most
potent greenhouse gas per molecule; one ton of sulphur hexafluoride has a greenhouse effect
equivalent to that of 25,000 tons of CO2.
(source:
http://www.solarindustrymag.com/issues/SI1309/FEAT_05_Hazardous_Materials_Used_In_Silicon_PV_Cell_Production_A_Primer.html
)

What are the relative costs of generating electricity with PV cells compared to
other technologies?
UK energy costs for different generation technologies 2010
Technology
Cost range
Source: Parsons Brinckerhoff 2010 pence/kWh
Powering the Nation
New Nuclear
8-10.5
* We would question whether carbon
Onshore Wind
8-11
capture can be effectively costed as it
still has not been successfully
Natural Gas with carbon
6-13*
developed
capture
This
comparison
is for large scale use
Coal with carbon capture
10-15*
of PV in a solar farm costs for small
PV solar farm
12.5-18
residential installations of PV could
be higher still.
What impact do batteries have on the environmental impacts of off-grid PV
systems?
All the panels we produce in the workshops will be used in off-grid PV systems including
batteries. The manufacture of batteries is very carbon intensive resulting in about 180grams
of CO2 emissions /kWh over their lifetime. So it is much better for the environment to obtain
second hand batteries. DEE sell second hand batteries that are almost as good as new as
they have been maintained as backup power.
How much cheaper is a PV panel produced with recycled materials by Demand
Energy Equality compared to a commercial panel?
PV panels are usually compared by the peak power they generate in bright sunshine in peak
Watts. So you can compare the cost of generating a peak Watt. The price of commercial
panels has fallen considerably in recent years with cheap panels being manufactured
primarily in China. You can now buy commercial panels in the UK for about 1 per peak Watt.
We estimate that the current PV panels being made in Demand Energy Equality workshops
cost 30p per peak Watt but we must remember that participants give their labour for free.
However this cost is affordable to far more people than commercially manufactured products.

30

Print Outs
Activity Risk Assessment
This form is a risk assessment for a specific task at non-specific sites and therefore should
be used in conjunction with the relevant site assessments, site guidelines and task
guidelines.
Task: Constructing 12V Off Grid
Systems

Site: ..............

Group: .................
Assessed by:

Date of completion:

Risk level

What precautions can

we take?

Burns from Soldering

Equipment

Chance of small electric

shock

Leader will be
responsible for
supervising at all times.
Children will be asked
to keep a safe distance
away.
Have water on hand to
immediately deal with
any burns.
Have first aid kit nearby
Low voltage and amps
therefore electric shock
only startle workshop
leader will brief
participants

Potential Hazards

Weather
consideration
s?

H&S
talk?

Site
See Site Risk Assessment.

LIKELIHOOD (L)
5

Inevitable

Highly Likely

Possible

Unlikely

Remote Possibility
SEVERITY (S)

31

Yes

Yes

Very High - Multiple Deaths

High - Death, serious

injury, permanent disability

Moderate RIDDOR over 3

days

Slight First Aid treatment

Nil very minor

SEVERITY
LIKELIHOO
D

1 1

2 2

10

3 3

1
2

15

4 4

1
2

1
6

2
0

5 5

1
0

1
5

2
0

2
5

RISK RATING
SCORE

ACTION

1-4

Broadly Acceptable No action required

5-9

Moderate Reduce risks if reasonably practicable

10-15

High Risk Priority Action to be undertaken

16- 25

Unacceptable Action must be taken

IMMEDIATELY

32

Feedback form

33

34