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P REPARED BY T HE I NTERNATIONAL P ROJECT M ANAGEMENT AND D EVELOPMENT P ROJECT T EAM U NIVERSITY OF W ATERLOO M ASTER OF M ANAGEMENT S CIENCES P ROGRAM
April, 2011
Executive Summary ............................................................................................................................................................. 4 1. Introduction ................................................................................................................................................................ 6 1.1. 1.2. 1.3. 2. 3. 4. Project Overview ........................................................................................................................................................ 6 Vision .......................................................................................................................................................................... 6 Scope of the project .................................................................................................................................................... 7
Project Background: Establishing the context.............................................................................................................. 8 Research Methodology ............................................................................................................................................. 10 Power Consumption Requirements ........................................................................................................................... 11 4.1. 4.2. 4.3. 4.4. Background .............................................................................................................................................................. 11 Assumptions ............................................................................................................................................................. 11 Power Requirement Calculation ............................................................................................................................... 11 Estimated Power Requirement ................................................................................................................................. 15
5.
Stakeholder Analysis ................................................................................................................................................. 16 5.1. 5.2. Coordination between Stakeholders ........................................................................................................................ 16 Stakeholder mapping ............................................................................................................................................... 17
6.
Power Solutions Overview ........................................................................................................................................ 19 6.1. 6.2. Non-Ideal Power Alternatives................................................................................................................................... 21 Top 3 Ideal Power Alternatives................................................................................................................................. 23
7.
Recommended Power Solutions Analysis and Evaluation.......................................................................................... 25 7.1. 7.2. 7.3. Solar Solution ........................................................................................................................................................... 25 Wind Energy Solution ............................................................................................................................................... 28 Solar-Wind Solution .................................................................................................................................................. 31
8.
Risk Assessment ........................................................................................................................................................ 33 8.1. 8.2. 8.3. Technical Risks .......................................................................................................................................................... 33 Political risks ............................................................................................................................................................. 34 Financial risks ........................................................................................................................................................... 34
9.
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Sensitivity Analysis ................................................................................................................................................... 37 Recommendations for Implementation.................................................................................................................... 38 Project Budgeting ..................................................................................................................................................... 42 References ............................................................................................................................................................ 44 Appendices ........................................................................................................................................................... 49
Appendix A: List of Team Members ....................................................................................................................................... 49 Appendix B: Power Requirement Calculations ...................................................................................................................... 51 Appendix C: Solar Solution - Vendor Quotes ......................................................................................................................... 52 Appendix D: Wind Solution - Vendor Quotes ........................................................................................................................ 54 Appendix E: Tanzania Wind Map........................................................................................................................................... 55 Appendix F: Sensitivity Analysis ............................................................................................................................................. 56 Appendix G: Summary of Risks .............................................................................................................................................. 56 Appendix H: Evaluation Matrix .............................................................................................................................................. 56 Appendix I: Project Cost Estimates ........................................................................................................................................ 56
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EXECUTIVE SUMMARY
In 1996, the International Commission on Education for the 21st Century published a report to UNESCO discussing the future of education and its fundamental role in social development. Today, in 2011, technology plays a pivotal role in the teaching of the 21st century learner. Information and communications technology (ICT) provides a tool in which teachers can enhance traditional teaching methods and advance their skills and development; and students can easily access a variety of learning materials including customized and digitized interactive content. Acquiring skills of the future to enable active participation in today's global knowledge-based society will depend on an educational system which integrates information and communications technology into teaching and learning. In Tanzania, the Government has established education as a top priority based on the belief that a good educational system is the basis of a solid democracy, and is the best investment in terms of long-term social and economic development. While improvements to its educational system have occurred over the past few years, more are needed to overcome the serious challenges faced within the current system. Access to eLearning solutions through ICT has been identified as key to overcoming the major challenges faced by the current system and the ability to create a relevant, high-quality educational system. The basis of this report is to provide NetHope and the Accenture Development Partnerships with a recommendation for an innovative approach to bring electric power to 90% of the Tanzanian secondary schools that are currently not connected to the national power grid. This will assist in their joint endeavour to improve the educational system in Tanzania through the use of eLearning solutions. Ten sources of renewable energy were identified and considered for providing power to the off-grid schools in Tanzania: Solar, Wind, Solar-Wind Hybrid, Biomass, Micro- Hydroelectric, Tidal, Wave, Natural Gas, Bio Fuel (Croton & Jatropha Trees), Geothermal. Initial preliminary research was conducted on each alternative to identify their strengths and weaknesses according to the constraints and requirements of the project. Factors such as the maturation of the technology for electricity generation, the geography and climate of Tanzania, the locations of off-grid schools, the availability & distribution of actual energy sources, and the overall infrastructure requirements were considered. Based on this preliminary research, the three most viable solutions were selected for in-depth research and analysis: solar power, wind power, and a hybrid of both solar and wind power solutions. For a power solution to be viable for the NetHope initiative, it must be cost-effective from an installation and maintenance perspective and adaptable to other regions to increase its economic viability. Based on an analysis of potential power solutions using the aforementioned evaluation criteria, it is recommended that a solar photovoltaic, or PV power solution be used to bring power to Tanzanian schools. Tanzania is ideally situated to take advantage of its ample year-round solar radiation to introduce a solar based power generating system across its off-grid secondary schools. Solar powered electric generation systems harness solar energy into electricity, and represent a significantly powerful source of renewable energy. While solar power systems can be especially effective in areas that receive a lot of sunlight year-round, they can carry relatively high investment costs. Due to Tanzanias geographic location just below the equator, many parts of the country average between 7 to 10
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hours of sunshine a day, making them ideal locations for harnessing solar energy. Battery storage can be added to such a system, allowing for the capture and storage of excess power. Based on an analysis that determined that the optimal power requirement for each school is 2.4kWh per day using energy efficient devices, a detailed cost analysis was conducted based on vendor input. The estimated cost that satisfies the optimal power requirement is approximately US$10,000 per school for installation. Costs for operations and maintenance for each school ranges from US$25 to US$115 per year. The total estimated cost for providing off-grid power to all 4000 schools is approximately US$40 million, including operations and maintenance over 5 years. While the coordination and implementation of a solar power solution will certainly be challenging, such a project will enable the integration of a 21st century information and communications technology into the learning environment of Tanzanian students, and will positively impact the nations overall development. As a leader, Tanzania will be one of the first in Africa to benefit from the economic and social opportunities that such an education provides.
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1. INTRODUCTION
1.1. PROJECT OVERVIEW
The main objective of this report is to provide an innovative approach to bring electric power to 90% of the secondary schools in Tanzania that are currently not connected to the national power grid.1 To this end, extensive research was conducted to identify and prioritize potential power solutions, to identify key stakeholders who would need to be involved, and to develop a high level business case for solution implementation. The project team (refer to Appendix A for a list of members) identified potential power solutions which were evaluated against the following criteria: cost, time, effort, sustainability, adaptability, and opportunities. From all of the potential solutions explored, the best three were selected, extensively researched and analyzed, and ranked for recommendation. The project to develop this document is sponsored by Cathy Koop, Global Education Program Director at NetHope, Thomas E. Abell, Project Manager with Accenture Development Partnerships, and Kelvin Cantafio, Vice Chair and Board Member at NetHope. This project is supported by Dr. Peter D. Carr, Director of the Management of Technology program at the University of Waterloo.
1.2. VISION
The Government of Tanzania recognizes that education is the pillar of national development.2 Furthermore, Tanzanias Ministry of Education and Vocational Training believes that the use of Information & Communication Technology (ICT) in teaching and learning...represents a powerful tool with which to achieve educational and national development objectives.3 However, the majority of schools in Tanzania do not have access to power generation resources or to the Internet.4 Without the ability to use ICT, the majority of students and teachers in Tanzania cannot leverage the tools they need to become 21st century learners and contribute to the global knowledge-based society. In addition, economic and social development in Tanzania will not reach its potential if the capacity and effectiveness of education is not increased. Access to adequate power resources by all schools in Tanzania will enable the effective integration of ICT in the education system, and therefore contribute to the creation of a modern learning environment and advance the nations development. What will the Tanzanian education system look like if all schools could access adequate resources to power eLearning solutions and thus use ICT in the classroom? Teachers will have access to countless up-to-date teaching and learning materials that will enhance traditional teaching methods and advance teachers skills and development. They will be able to develop and use interactive learning materials which will be more engaging and effective. More students can be reached through the use of ICT using a variety of learning models such as blended and distance learning. Students will have easy access to up-to-date, engaging (Carr, 2011). (The Tanzania National Website, n.d.) 3 (ICT Policy for Basic Eduction, 2007) 4 (Accenture, 2010)
1 2
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learning materials, and digitized interactive content will allow them to learn at their own pace. Rural communities will no longer be isolated as they will be interconnected through ICT and people. Opportunities for collaboration and remote learning will exist, and community development will be enhanced through the community-use of schools and vocational training opportunities. The government will have the ability to easily distribute common curriculum and content to schools, and better manage and coordinate the activities of all schools across the country. Economic and social development will occur across Tanzania as the nations workforce gains access to a relevant, high-quality educational system.
1.3.1. IN SCOPE
Various power supply options will be explored in order to find the most cost effective and efficient solution to off-grid schools in Tanzania. An assessment of the potential ongoing economic benefits of the recommended power solution will be provided. An analysis of the potential feasible power solutions will be conducted by examining the costs, benefits and sustainability of the implementation of the power solutions explored in this report. Recommendations and considerations for an implementation plan will consist of a pilot plan rollout and requirements for successful adoption in terms infrastructure and community acceptance. The identification and role of key stakeholders and potential partners will be discussed.
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secondary schools, many of which have poor transportation access. To overcome these challenges, the Government of Tanzania has brought together a broad community of partners including technology firms, NGOs and donors. Both expertise and funding is currently being sought in order to achieve program success. As one of the partnering organizations, NetHopes mission is to ensure that their members have access to the best information and communication technology and practices when serving people in the developing world.8 The International Project Management and Development Project Team from the University of Waterloos Masters of Management Sciences Program has been called upon to assist NetHope by recommending a solution to bring electric power to the off-grid secondary schools in Tanzania.
3. RESEARCH METHODOLOGY
Research was conducted in 2 key areas through the course of this project. The first was research into potential eLearning device hardware in an effort to elicit accurate power requirements. The results of this research helped determine the power requirements that the alternative power solutions were measured against and provided input for the sensitivity analysis conducted on the recommended power solution. The second area is the research of alternative power solutions. Preliminary research of all alternative power solutions was completed. This was done in a sufficient manner to allow the team to narrow the list of possible solutions to the best 3 options that meet the constraints and requirements of the project. After narrowing the number of alternative solutions to 3, extensive research into these 3 options was undertaken in an effort to thoroughly evaluate each against the criteria outlined below. Detailed results of this research can be found in Section 7: Recommended Power Solutions Evaluation and Analysis in this report. In each case, the following research methods were applied: Brainstorming (potential hardware devices/power solutions) Review of available resources such as books, journals, Internet, etc. Resources at the University of Waterloo recommended by Dr. Peter Carr Vendors (determined whether team members have existing relationships that could be leveraged, then determined the list of possible vendors to interview) Preliminary research from primary sources - interviewed industry experts and vendors for initial information gathering Preliminary research from secondary sources Detailed primary research - in depth interviews with a selection of the most appropriate and accessible industry experts and vendors Compiled and provided case studies related to similar projects successfully implemented in other countries
For all of the above outlined steps, results of the research was documented for future reference and included in this report where appropriate. Background information forms the basis of all research conducted. The evaluation criteria, found in Appendix H: Evaluation Matrix, was used as a guideline for expanding the research so that each criterion could be evaluated accurately and consistently based on supporting details that address all pertinent questions about the alternatives being researched.
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4.2. ASSUMPTIONS
The power requirements for the Tanzania Beyond Tomorrow initiative are based on the following assumptions. The assumptions were derived from weekly discussions with the project sponsors, as well as from the documents provided and listed in the References and Appendices sections of this report. There are roughly 400 students per school Student devices will be available for 20% of the students in a school at one time There are 10 classrooms per school Each classroom requires 1 projector, 1 teacher device capable of connecting to the projector Each classroom requires 8 student eLearning devices (400 students x 20% / 10 classrooms) Each school requires 3 wireless access points (one access point can support up to 30 devices.) Each school requires a server Each school requires 1 internet device to provide internet access via the mobile phone network to the server Schools are open for an 8 hour period Device up-time is approximately 85% of the school day, or 6.8 hours a day Devices are expected to be used 100% of the required up-time (required usage time)
9 (Accenture, 10
Primary Criteria
Cost of devices ($) cost is a major factor in determining the feasibility of using a particular device; therefore, lower cost devices are more desirable Power consumption/output (W) devices with relatively low power consumption are more desirable
Secondary Criteria
Enhanced eLearning capabilities devices with specific educational capabilities, such as portability and durability, are more desirable Maintenance requirements devices requiring relatively low maintenance, such as those without moving parts, and devices that can operate without batteries are more desirable
Student/Teacher Device
Type of Make/Model Max. Power Enhanced Maintenance Average Price Device Consumption (W) eLearning Required (USD) Netbook Acer Aspire One 532 h 49 No Average $329 Netbook Asus EeePC1015 48 Yes Average $347 Tablet Apple iPad 7.5 No Below Average $600 Tablet BlackBerry Playbook ~7.5 No Below Average $500 Netbook OLPC XO-1.75 5 Yes Below Average $165 Tablet Marvell Moby 2 Yes Below Average $100 Notebook Intel Classmate 18 Yes Average $285 Sources: acer.com, asus.com, apple.com, blackberry.com, laptop.org, marvell.com (respectively)
11
Projector
Type of Device Projector Projector Projector Micro Projector Micro Projector Make/Model Epson EB-84 Sanyo PLC-XW250 BenQ GP1 Aaxa Technologies M1 Ultimate Aaxa Technologies L1 Max. Power Consumption (W) 228 212 60 30 7.5 Maintenance Required Above average Above average Average Average Well Below Average Below Average Average Price (USD) $1,800 $595 $629 $279 $400 $110
Micro Projector Aaxa Technologies P1 Jr Pico 5 Sources: epson.com, sanyo.com, benq.com, aaxatech.com (respectively)
School Server
Make/Model Max. Power Consumption (W) 49 Memory / Drive Size Maintenance Required Average Average Below Average Below Average Average Price (USD) $329 $347 $480 $398
Acer Aspire One 532 1 GB/250 GB h Asus EeePC1015 48 1 GB/250 GB Aleutia T1 18 1 GB/0.5 TB fitPC2 13 1 GB/160 GB Sources: acer.com, asus.com, aleutia.com, fit-pc.com (respectively)
Internet Device
Make/Model USB Internet Device Source: zte.com.cn Max. Power Consumption (W) 5 Internet Source Mobile Average Price (USD) $20
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Device Student/Teacher Device Projector Wireless Access Point Server Internet Access Device Total
Total Power Consumption (kWh) 1.224 0.34 0.0816 0.0884 0.034 1.768
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5. STAKEHOLDER ANALYSIS
Stakeholder analysis is a technique for determining how stakeholders interact with organizations and more specifically how they may respond to changes. Stakeholders interact with the project in two primary arenas: cultural and political.12 It is very important for the project team to understand the processes that take place in both arenas to ensure effective coordination between major stakeholders.
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Wireless Internet service providers (WISPs) exist predominantly in rural environments where digital subscriber lines and cable are unavailable.15 Such an environment exists in Tanzania, which creates a high level of interest for WISPs and a need to stay apprised of developments in this project.
High
Donor parties
15
General public
Key players
N/A
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Wind
Power generation depends on wind levels and therefore not constant and relatively less predictable 22 Relatively high maintenance costs (1.5% - 2% for new systems, 3% for older systems/ yr) 23 Negative impact on wildlife (birds, bats) 24 Impact of noise on health and welfare of surrounding communities 25
16 17
18 19
(Efficient Energy Saving, n.d.) (HeatingOil.com, 2009) 20 (Latzko, L., n.d.) 21 (Gavalda, M., n.d.)
(TutorVista.com (n.d.) (Wind Measurement International, n.d.) 24 (Energy Business Daily, 2010) 25 (Brathwaite, C., 2010)
22 23
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Solar/Wind Combination
Biomass
Proven technology Renewable energy source Ideal for off-grid power as solar system is incorporated Environmentally friendly (no emissions and waste) Can potentially generate power 24 hrs/day depending on consistency of wind, sunlight Can use high-sunlight or high windspeed conditions to generate power Renewable energy source Can help in reducing local waste Biomass is available almost anywhere Renewable energy source Can produce efficient power in areas near flowing water Produces a continuous supply of electrical energy Low initial investment costs Relatively low maintenance costs27
Weather dependency of both solar and wind Maintenance requires a high level of skills, knowledge and cost Impact of noise on health and welfare of surrounding communities26 High initial investment costs (see Appendices C & D)
High initial and on-going maintenance costs Technology used for generating electric power is immature Can be a major cause of pollution Requires a distribution system for areas away from the water source Can have adverse environmental effects: siltation, impact on flora and fauna, effect of water diversion on local ecology Inconsistent: Season dependant; lower power output in summer months Poor scalability, as the size of the power source is a limiting factor28 Not supported by the Government of Tanzania29 Requires transmission line and distribution system Not supported by the Government of Tanzania31 Requires transmission line and distribution system Inconsistent dependant on a consistent supply of powerful waves Non-renewable energy source Produces C02 emissions Requires costly exploration of deposits
MicroHydroelectric
Tidal
Wave
Renewable energy source Reliable and predictable source of energy Not weather dependant Environmentally friendly Renewable energy source Powerful source of energy Low maintenance costs 30
Natural Gas
Less C02 emissions than coal or oil32 Power output can be increased during peak periods and decreased during off-
26
27
28
(The Republic of Tanzania, 1992) (Mitchell, Kiley, n.d.) 31 (The Republic of Tanzania, 1992) 32 (Global Greenhouse Warming.com, 2010)
29 30
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No government regulatory body in Tanzania to administer its implementation and use current gas industry is a monopoly in Tanzania with no government regulatory control33 Exploration of natural gas deposits not supported and encouraged by Government of Tanzania34 System requires three years of planting the trees prior to trees mature for fruit bearing Technology not fully support by Tanzania Government, as food shortage is a bigger issue Requires local farmers buy-in Site for plant is dependent on specific land constraints 35 High risk as underground geothermal reserves are not confirmed36 Large initial investment37
Renewable energy source Powerful source of energy (comparable to diesel) Environmentally friendly (low emissions) Renewable energy source Can produce large quantities of power Little to no by-products or emissions
Geothermal
(Semberya, D., 2011) (Semberya, D., 2011) 35 (Green Living Answers, n.d.) 36 (The Republic of Tanzania, 1992) 37 (The Republic of Tanzania, 1992) 38 (Browne, P., 2009) 39 (Henning, R. K., n.d.) 40 (Henning, R. K., n.d.)
33 34
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6.1.5. BIOMASS
The use of biomass to produce energy typically involves the incineration of living and non-living biological material such as plants and wood. If used and managed properly, biomass energy has the potential to be a significant and viable source of renewable energy.45 At this time, the technology for electricity generation from biomass is still in the early stages of development. As well, the cost of implementing biomass solutions for generating electric power is significantly high and is therefore not a suitable alternative for this application. For these reasons, biomass was not explored further as a potential solution for generating power for off-grid schools in Tanzania.46
6.1.6. GEOTHERMAL
The energy contained within the earth, known as geothermal energy, can be used as a renewable source of electric power. Geothermal energy is being used to produce electricity by many countries in the world, (U.S. Department of Energy, n.d.) (Wald, M., 2010) 43 (The Republic of Tanzania, 1992) 44 (NaturalGas.org, n.d.) 45 (Cruickshank, W., Robert, J. & Silversides, C., n.d.) 46 (Haq, Z., n.d)
41 42
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including the United States, where it accounts for approximately 18% of the countrys electric power.47 Of particular interest is its use in Kenya, where approximately 25% of the countrys power is estimated to come from geothermal energy.48 Geothermal energy used for power generation was not chosen as one of the three most ideal solutions primarily because of the extremely high upfront costs and high risks associated with this alternative, particularly when compared to solar or wind technology.49 It is not something that can be done effectively at 4000 different schools as it would be cost-prohibitive. Although geothermal is effectively used in Kenya to generate on-grid power, it is at a much higher volume then what is needed for this project.50
6.2.2. WIND
A wind turbine system uses wind energy to generate electric power, and can be a cost effective method of generating electricity from a renewable energy source. The effectiveness and feasibility of wind turbine systems depend largely on wind patterns, power requirements, and availability of land in the targeted region.
(Geothermal Energy Association, 2010) (Geothermal Energy Association, 2010) 49 (The Republic of Tanzania, 1992) 50 (Slater, T., 2010) 51 (Perlin, J. 1999) 52 (BBC Weather, n.d.)
47 48
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Wind solutions have been implemented in many regions throughout the world and have been proven to be a viable option in many cases. This is partly due to their relatively low initial installation costs compared with other renewable energy sources such as solar.53,54 Areas with an average of 10 mph (16 km/hr) or higher winds are particularly conducive to wind turbine systems, as they can potentially generate large amounts of power throughout the day. According to the Tanzania Wind Map in Appendix E, there are a few areas in Tanzania with relatively high wind speeds that would be good candidates for a wind turbine system. The land requirements of a wind solution depend on the size of the turbine, which in turn depends on the power output requirements. Considering the relatively low power requirement of the off-grid schools in Tanzania (less than 10 kWh/day), it may be possible to use smaller turbines, and therefore the availability of land is likely not be an issue. Due to the relatively low implementation costs and historical wind speeds in parts of Tanzania, a wind turbine system was chosen as a viable option for further analysis.
(Windpowergenerators.com, 2011) (Latzko, L., n.d.) 55 See Appendix C, Solar Solution Vendor Summary
53 54
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(National Renewable Energy Laboratory, 2007) (National Renewable Energy Laboratory, 2007) 58 (National Renewable Energy Laboratory, 2007) 59 (U.S. Energy Information Administration, n.d.) 60 (Tanzania Solar Energy Association, 2005). 61 (African Rural Energy Enterprise Development, n.d.)
56 57
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Micro generation refers to power system installations that generate power in small increments and have a minimal overall footprint, both carbon and otherwise. Micro generation systems can be used to provide electricity to remote locations where providing access to the main grid is infeasible. Systems generally require a relatively small amount of space compared to more traditional counterparts, since typical installations do not require pipelines, storage tanks and other space-inefficient equipment.62 Solar systems in particular have been used to power off-grid schools in other parts of Africa, including Mali.63,64 Micro generation solar systems rely on solar radiation for power generation. However, the amount of sunlight that arrives at the Earth's surface is not constant, making the consistent generation of electricity a challenge. The generation of electricity using solar energy depends on location, time of day, time of year, and weather conditions. Since Tanzania lies just below the equator, clear, sunny days are typical in most of Tanzania. According to a study completed in 2002 at the University of Dar es Salaam, 90% of the country experiences more than sufficient solar radiation levels to generate electricity to meet the power consumption requirements of a school (as calculated in Section 4: Power Consumption Requirements).65 Solar solutions can be enhanced and made more reliable through the addition of a battery storage system. A battery storage system would be able to capture and store the excess electricity generated by the micro generation solar solution and use it to displace some portion of the electricity demanded at a later period.66 Therefore, a battery storage system was incorporated into the design of the micro generation solar solution used for analysis. Table 7.1 provides details on the cost breakdown of PV power generator solutions, including battery storage, for the three power requirement options. Note that all costs are in US dollars.
Cost of panel interconnectors, lugs, etc. Cost of free-standing frame w/ adjustable pivot + swivel Cost of inverter and other related parts Cost of battery
~ $13
~ $457.5
~ $915
~ $1,830
~ $3,442
~ $3,442
~ $3,442
(HeatingOil.com, 2009) (Victron Energy, n.d.) 64 (Efficient Energy Saving, n.d.) 65 (Alfayo, R; & Uiso, C., 2002) 66 (Hodge, B., Huang, S., & Reklaitis, G., 2010)
62 63
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$760 Fixed cost of other system infrastructure Estimated labour cost Total Cost ~ $1,517 ~ $1,517
$760 ~ $1,517
~ $2,286 ~ $9,852
~ $2,286 ~ $11,699
~ $2,286 ~ $16,782
(Source: Appendix C Solar Solution Vendor Summary and other sources as referenced) The cost breakdown includes a few non-essential pieces of equipment that may not be necessary for all installations. A free-standing frame which can be used to mount the solar panels on the ground would not be required if a schools roof were large and stable enough to support the mounted solar panel(s). An inverter would not be required if there is no requirement to convert DC power to AC. According to Harmon, Operations & maintenance (O&M) costs for systems are nominal, ranging between $0.02 to $0.10 cents/kWh.67 Using this range, it can be estimated that the annual O&M costs for a solar system that produces 3.08kWh/day is be between $22.48/year and $112.42/year. Similarly, O&M costs range from $44.97/year to $224.84/year, and $112.42/year and $562.10/year, for systems generating 6.16kWh/day and 15.4kWh/day respectively. In addition to the ongoing annual costs related to operation and maintenance of the system, the battery in the battery storage system needs to be replaced approximately every 5 years. Battery replacement represents a cost of approximately $760 per battery every 5 years over the life of the solar energy solution, which is approximately 25 years.68
(Harmon, C., 2000) (European Photovoltaic Energy Association, n.d.) 69 (Solar Systems, n.d.) 70 (Phono Solar, n.d.) 71 (Alesma, E., & Nieuwlaar, E., 1997)
67 68
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The use of progressive technology to provide practical solutions encourages innovation within the rural communities of Tanzania. The use of solar systems to power off-grid schools may also increase the feasibility of employing similar solutions within the rest of the community. Solar energy solutions align with Tanzania's renewable energy policy72 and has the potential to help set the standards for good practice for planning, consultation, development, operational activities and research across Tanzania for the renewable energy sector (similar to the practise started in UK in 1999).
Disadvantages
There is a slightly higher installation cost associated with solar systems versus comparable wind system solutions. Solar systems are largely dependent on the amount of sunlight that arrives at the Earths surface. Therefore the effectiveness of these systems depends on the location, time of day, time of year, and weather conditions.73
(The Republic of Tanzania, 1992) (U.S. Energy Information Administration, n.d.) 74 (House Energy, n.d.) 75 (Wind Resources, n.d.) 76 (Alpha Omega Ecological Solutions, n.d.)
72 73
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As previously mentioned, a power solution needs to generate, at minimum, 1.768KWh of electricity (see Section 4: Power Consumption Requirements for details of how this estimate was calculated). Based on vendor recommendations, a 1kW, 1.4kW or 5kW micro generation wind energy system for off-grid schools in Tanzania could be considered.77 Table 7.2 provides details on these three wind energy options and shows the complete installation costs, the cost of equipment to save excess power, the cost of battery damage prevention equipment, and the cost of capacity building for local training for operations.
Battery regulator79 Battery isolator80 Total with power saving equipment ~$8,168.68 ~$17,262.34 ~$30,383.33 Capacity building ~$8,977.99 ~$8,977.99 ~$8,977.99 TOTAL (with capacity building) ~$17,146.67 ~$26,240.33 ~$39,361.32 (Source: Appendix D Wind Solution Vendor Summary and other sources as referenced)
77
Refer to Appendix D Wind Solution Vendor Summary total system cost in the vendor's quote is not equal to the total system cost in this table because we are substituting the vendor's battery cost with the battery cost analysis in Section 7. 79 (Bright Green Energy, n.d.). 80 (Bright Green Energy, n.d.)
78The
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The installation cost is provided by the vendor and included in the total system cost. The operation and maintenance cost of a wind solution is 1.5% to 2% of the total initial cost per year.81 In theory, wind power solutions can generate energy 24 hours a day. While operating, however, they typically have an efficiency factor of less than 40%.82 To calculate the energy generating capacity of the solutions listed in Table 7.2, an efficiency factor of 10% was used based on a rough estimate from the vendor. This efficiency factor takes into consideration both the power loss of a wind system, as well as the average amount of hours per day of sufficient wind. Excess power generated during the windy season can be saved by adding extra batteries and a battery isolator. A battery isolator allows the simultaneous charge of multiple deep cycle batteries. A battery regulator (or protector) can be added to prevent the overcharge and discharge of energy from the batteries. The battery regulator is a key component and should always be incorporated as an essential element in a wind turbine system. Since reliable, current wind speed data for the specific geographical locations of the schools are not available, it is critical that site-specific wind assessments be conducted prior to implementation of a wind system to determine whether the solution is viable and, if so, the proper installation configuration. The wind measurement analysis takes 12 months at a cost of US$2,000.83
Disadvantages
81 82
Not all locations in Tanzania experience sufficient wind speed to use wind energy to generate electricity. To investigate whether a location is suitable for electricity generation by wind power, a wind measurement analysis needs to be conducted at the site over 12 months at a cost of US$2,000.85 The production of electricity would not always remain consistent due to variations in wind speeds. Landscape impacts, noise pollution and bird mortality are environmental issues of concern.86
(Wind Measurement International, n.d.) (The Engineering Toolbox, n.d.) 83 Refer to Appendix D Wind Solution Vendor Summary 84 (The Republic of Tanzania, 1992) 85 Refer to Appendix D Wind Solution Vendor Summary 86 (Birnie, R., Lumsden, C., ODowd, S., & Warren, C., 2005) P a g e | 30
Disadvantages
Lack of consistency in the power generation - both systems may generate up to the capacity while the system is designed for a split percentage P a g e | 31
Cost of maintenance is higher for a hybrid solution Extra skill sets required to maintain both systems Less cost effective than a single technology solution
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8. RISK ASSESSMENT
The wide scale implementation of renewable energy solutions to off-grid schools in Tanzania involves risks associated with different phases of the project. A thorough risk management plan is required so that the impact of these risks can be minimized. Developing an effective risk management plan requires extensive knowledge and research about Tanzania, the stakeholders involved in the project, and the technology being deployed. While significant research was conducted during the development of this report, there are many unknown aspects of the project that require additional knowledge so that risk management can be executed effectively. Using a variety of different techniques such as brainstorming, expert judgment and lessons learned from similar projects, known risks of implementing this project were identified. Risks are classified into categories (technical, commercial, political), and the phase of the project (research, vendor selection, pilot, implementation, operation, maintenance) in which the risk might occur and the impact of the risk (low, medium, high) is defined. A summary of these risks are provided in Appendix G. The strategy towards managing risk varies based on the risk response method. Some risks should be controlled and mitigated, while others need to be avoided or transferred. It is recommended the risks listed in this report be revisited and additional risks added prior to moving to the next stage of the project. Also, risk management should be progressively elaborated throughout the project and not limited to the beginning phase. To develop a full scale mitigation plan and properly assess the impact of the identified risks on the project objectives, a project implementation plan is required. In the absence of such a plan, some discussion around high-level recommendations on how to mitigate the risks has been considered for each risk type.
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o o o
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9. CONCLUSION
9.1. RECOMMENDED SOLUTION ANALYSIS: SOLAR ENERGY
To bring electric power to approximately 4,000 Tanzania secondary schools not connected to the national power grid, the solution needs to generate a minimum of 1.768 kWh/day per school (refer to Section 4: Power Consumption Requirements for details of how this estimate was calculated). The power solution must be cost-effective from an installation and maintenance perspective, and adaptable to other nations to increase its economic viability. To ensure Tanzanian students have access to a 21st century learning environment as soon as possible, the time and effort required for the power solutions installation and implementation needs to be minimal. Finally, the solution needs to be sustainable into the long-term future, and the generation of economic benefits and other opportunities should be considered. Based on an analysis of potential power solutions using the aforementioned evaluation criteria, it is recommended that a solar energy solution should be used to bring electric power to Tanzania schools. Compared with a wind energy solution, a solar energy solution installation and maintenance is more costeffective. According to SolarSells, a South African company specializing in solar power solutions, the installation cost of a 15.4 kWh/day solar solution is approximately US$16,783 (refer to Table 7.1). Average annual operational and maintenance costs of solar solutions are estimated at less than US$565 per year including battery replacement costs every five years (refer to Section 7.1.2 Detailed Analysis of Solar Solution). In comparison, the installation cost of a 12 kWh/day wind power solution is estimated to be approximately US$29,245 (refer to Table 7.2). In addition, a wind measurement analysis would need to be conducted at each potential location over a 12 month period at a cost of US$2,000.87 Maintenance costs for similar wind energy projects are estimated at approximately 1.5% to 2% of the initial investment per year.88 Since Tanzania lies just below the equator, clear sunny days are the norm in much of Tanzania. According to a study completed in 2002 at the University of Dar es Salaam, 90% of the country experiences more than sufficient solar radiation levels to generate electricity to meet the power consumption requirements of a school (as calculated in Section 4: Power Consumption Requirements).89 On the other hand, wind energy has been harnessed to pump water in several areas but its ability to efficiently generate electricity in a lot of the country is unknown. It is known that wind speeds in some areas are sufficiently high and constant for electricity generation, but this is not the case for all areas. Research recommends that before a final decision on the suitability for wind energy in Tanzania can be decided, an investigation of wind energy distribution on an hourly, daily, monthly and annual basis from continuous wind speed data for a period of at least 5 years is necessary.90 Both wind and solar power solutions are adaptable to other developing
Refer to Appendix D Wind Solution Vendor Summary (Wind Measurement International, n.d.). 89 (Alfayo, R; & Uiso, C., 2002) 90 (Kainkwa, R., 2002)
87 88
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countries, however an analysis of solar radiation and wind speed maps of Africa suggest that solar energy is a more feasible solution for electricity generation for the majority of locations on the continent.91,92 For schools, the highest time of available power coincides with peak power consumption, providing a significant benefit of solar power solutions. This increases reliability, so that even on a cloudy day, when there is insufficient power for the student computer lab, the teachers will still be able to use a projector. In addition to this advantage, there will be less demand on the batteries. Each system will need fewer batteries, and each battery will have a longer life span, since they will not have to cycle as often or as deep. This is an advantage in comparison to wind power generation where batteries can be a cause of large installation and maintenance costs. Unlike wind power solutions, there is no need for a feasibility evaluation at each location to determine if solar power is a viable option. Without the need for an evaluation, money will be saved and the installation will happen much faster. According to Ensol Tanzania Limited, a Tanzanian company specializing in the installation of solar energy equipment, it takes a maximum of 8 weeks for a full solar power solution to be installed.93 While the installation time for similar wind power systems is estimated at only 1-2 days, the wind analysis required before a wind power solution can be installed takes 12 months or more, adding a significant amount of time for installation.94 Both solar power and wind power solutions are installed and maintained by companies specializing in these areas. No effort is required by local schools and communities to maintain these power generation systems and overall maintenance requirements for both solutions appear to be minimal. Another benefit of both solutions is their scalability. The same components work effectively for each school, regardless of its size and power requirements. It is easy to add more solar panels or wind turbines to a system if necessary. To accommodate minor changes in power requirements either system can be scaled in small increments, with proportionally small incremental cost increases. Solar energy is a long term sustainable power solution that will bring economic and social benefits to the country. Solar energy depends on the renewable resource of sunlight. While wind is also a renewable resource, solar radiation is more plentiful throughout the country. Solar power solutions are environmentally friendly in operation. They consume no fuel and emit no air pollution or greenhouse gases. While wind power solutions also consume no fuel and emit no air pollution, landscape impacts, noise pollution and bird mortality can be environmental issues of concern.95 Economic benefits can be realized through the sale of excess power, furthering enhancing the sustainability of the solution. The amount of excess power available will vary, depending on the amount of power the system generates and the amount of power consumed at each school. However, due to the lower cost of solar energy systems and the climate favouring solar energy generation, the potential for solar power solutions to generate a higher income on the sale of excess power is greater. (Global Energy Network Institute, n.d.) (European Commission Joint Research Centre, n.d.) 93 (Ensol Tanzania Limited, n.d.) 94 (Dasolar Energy, n.d.) 95 (Birnie, R., Lumsden, C., ODowd, S., & Warren, C., 2005)
91 92
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A hybrid solution of both solar and wind energy technologies might be suitable for locations in Tanzania with sufficient wind speeds. The ratio of solar panels to wind turbines would be location-dependent and would require a wind measurement analysis at each location. This solution is more complex than a solaronly power solution, and the cost, time and effort of implementation is greater. A hybrid solution is typically used for generating more power than is required for the off-grid schools. Because a hybrid solution is not suitable for all locations, it is more complex and costly, and the time and effort to implement is greater, a solar-only solution is recommended as a national off-grid power solution for schools in Tanzania. While the coordination and implementation of a solar power solution will be challenging, such a project will enable the creation of 21st century learning environments for Tanzanian students and will positively impact the nations development.
96 97
(Anderson D., Sweeney D., Williams T., 1999) (Kainkwa, R.M. and Mwanyika, H.H., n.d.)
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with temperature and altitude; 1.23 kg/m3 is the density of dry air at sea-level. Actual air density can be calculated using a tool, available from various online sources. The battery back-up for a wind system should be able to store and provide up to three days of power in the event that there is insufficient wind to meet the daily power requirement. This is reflected in the cost calculation for battery back-up for wind. A table summarizing the costs of solar and wind solutions with and without battery back-up systems has been provided in Appendix F for comparison purposes.
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Vendor selection:
Use local vendors where possible to stimulate the local economy and maximize local expertise. Use local contractors and materials to reduce project costs.
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Security:
School district budgets should incorporate the funds required to secure the power solution and eLearning systems and equipment. Security models should consider both outsourcing and community involvement options.
DC Power system
It is recommended is that the entire system be hardwired to use 12 Volt DC, since it is likely that most of the devices will require DC power. If the some devices selected use AC rather and DC power, an inverter may be incorporated into the system for those particular devices. The advantage to a 12 Volt DC system is that it will save both money and energy. If an inverter is used to convert to AC power, efficiency would be lost in this process, as well as the added cost of the inverter. A similar loss of efficiency and money would apply when a transformer is used to reconvert the power from AC to DC.
Panel Types
Two technologies were considered for the solar panels; thin film and crystalline silicon. In many cases, thin film technology could be integrated onto the roofs of the existing building. However, this is likely not the best option for the off-grid schools in Tanzania since it is anticipated that there is considerable variance in roof materials, quality of construction, slope, amount of space, and exposure to direct sunlight among the many schools. Therefore it is recommended that crystalline silicon solar panels be used for the NetHope initiative. Crystalline silicon panels are currently cheaper and are considered a proven technology that is widely adopted and carried by vendors in Africa. The panels can be mounted on a constructed base beside the school. As a part of a modular design, this will also increase solution scalability, increase solution adaptability, and lower the long-term operational maintenance costs. This design will also decrease implementation time and the overall cost; the cost and time of assessing each roof will be avoided. A mounted solution allows for roof maintenance without affecting the solar panels, thereby lowering the maintenance costs as well as increasing system flexibility based on each schools individual requirements and conditions.
Modular Harness
The wiring of the system can be designed and built to further increase flexibility. Although wiring is not complex, the cost can become substantial, especially if it requires skilled labourers to design or install. For this reason it is recommended that a custom harness be created specifically for the NetHope initiative that can be deployed to each of the 4000 schools. Because of the quantities required, it is likely that the P a g e | 40
development of the panel can be produced cost-effectively in a factory setting and with superior quality due to economies of scale. The custom harness would be designed to accommodate a specific number of solar panels, with a set number of safe plugs that connect to the panels equipped with mating plugs. This set up would ensure that one efficient and inexpensive system could be used in all locations with little technical abilities required for setup. The harnesses would have a limited amount of plugs available to control the number of panels added so the current would not exceed a safe and efficient amount. For larger requirements, additional panels could be used. Multiple harnesses could be used to support additional panels if required. This design would help to ensure the system is installed correctly and maximize its efficiency.
Battery Considerations
It is recommended that deep cycle, 200-amp 12 Volt DC batteries be used for battery backup. Two or more batteries are likely required to supply enough energy to power to the school for one full day. The batteries should be stored just inside the computer lab in a compartment that will protect them from excess heat or cold conditions, and from tampering. Only proven battery brands should be used since the life expectancy criteria is difficult to define and regulate, and is often inconsistent. Other battery considerations include the cost per amp hour and life expectancy based on depth, number of cycles and time. The batteries chosen will also need to be protected against overcharge and undercharge to maximize battery life. Safety devices should be used to avoid damage to the various parts of the system.98 It is recommended that a double protection system be used. The device chosen will turn on a heating element if the voltage of the system goes above 14.4 Volts.99.100 In addition to this it will not allow power to be used by the devices if the power goes below 11 Volts for more than 11 seconds.101 A secondary device should be used to provide power to the teacher devices including the projectors, which will turn off if the power for that device goes below 10.5 volts for 20 seconds. By doing this teachers are able to continue teaching without interruption even if the sun intensity is not high enough for several days.
Wiring
The wiring to the devices will be done similar to the power supply with pre-made harnesses that will limit the number of devices by the number of plugs on them. These will be wired throughout the classroom as required. This common wire can be used in all the schools were the system is used. The devices will need to be provided with a power cable that uses matching plugs to go directly into the 12 Volt DC system. No transformers or internal batteries will be required with the devices. This will further increase the efficiency of the devices and reduce their costs.
Additional Batteries
Additional batteries can also be used to capture excess output. This can be used especially on weekends and holidays, and any time there is a surplus of power. The excess power may provide a source of revenue to assist with maintenance of the system. For a fee, members of the community could charge personal batteries from the excess power stored in the additional battery.
98 99
100
101
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10. REFERENCES
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Browne, P. (2009). Tanzania Suspends Biofuels Investments, New York Times. Retrieved March 2, 2011 from http://green.blogs.nytimes.com/2009/10/14/tanzania-suspends-biofuels-investments Carr, Peter (2011). Tanzania Beyond Tomorrow [Class handout]. Department of Management Sciences, University of Waterloo, Waterloo, Canada. Cruickshank, W., Robert, J. & Silversides, C. (n.d.). Biomass Energy. Retrieved March 21, 2011 from http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA0000758 Dasolar Energy (n.d.). Residential Wind Power. Retrieved March 19, 2011 from http://www.dasolar.com/home-wind-power/california Diaf, S., Diaf, D., Belhamel, M., Haddadi, M., Louche, A. (n.d.). A methodology for optimal sizing of autonomous hybrid PV/wind system. Retrieved March 2, 2011 from http://hal.archivesouvertes.fr/docs/00/18/33/57/PDF/diaf_revised.pdf Deployment Guide (n.d.). Retrieved February 5, 2011 from http://wiki.laptop.org/go/Deployment_Guide Efficient Energy Saving (n.d.). Micro Generation Advantage. Retrieved March 2, 2011 from http://www.efficientenergysaving.co.uk/microgenerationadvantage.html Energy Business Daily (2010). Wind Turbine Color May Impact Wildlife Deaths. Retrieved March 21, 2011 from http://energybusinessdaily.com/power/wind-turbine-color-may-impact-wildlife-deaths Ensol Tanzania Limited (n.d.). Welcome to Ensol. Retrieved March 2, 2011 from http://www.ensol.co.tz/question.php?subcat=39 European Commission Joint Research Centre (n.d.). Photovoltaic Geographical Information System Interactive Maps: Africa. Retrieved March 15, 2011 from http://re.jrc.ec.europa.eu/pvgis/apps4/pvest.php?lang=en&map=africa European Photovoltaic Energy Association (n.d.). Photovoltaic Energy Frequently Asked Questions. Retrieved March 2, 2011 from http://www.solarcop16.org/uploads/Media%20kit%20%20PV%20FAQs.pdf Gavalda, M. (n.d.). Pros and Cons of Wind Turbines. Retrieved March 21, 2011 from http://ezinearticles.com/?Pros-and-Cons-of-Wind-Turbines&id=1477746 Geothermal Energy Association (2010). Geothermal Energy: International Market Update. Retrieved March 21, 2011 from http://www.geoenergy.org/pdf/reports/GEA_International_Market_Report_Final_May_2010.pdf Green Living Answers (n.d.). Advantages and Disadvantages of Geothermal Energy. Retrieved March 21, 2011 from http://www.greenlivinganswers.com/archives/178 Global Energy Network Institute (n.d.). Wind Energy Potential in AFRICA. Retrieved March 15, 2011 from http://www.geni.org/globalenergy/library/renewable-energy-resources/world/africa/windafrica/index.shtml P a g e | 45
Global Greenhouse Warming.com (2010). Gas vs Coal. Retrieved March 21, 2011 from http://www.globalgreenhouse-warming.com/gas-vs-coal.html Glossary WISPTech (n.d.). Retrieved March 25, 2011 from http://www.wisptech.com/index.php/Glossary#Wireless_Internet_Service_Provider Government of India Ministry of New and Renewable Energy Small Wind Energy and Hybrid Systems Programme (2010). Modified scheme for the programme on Small Wind Energy and Hybrid Systems (SWES) during 2010-11 and 2011-12 reg. Retrieved March 29, 2011 from http://mnre.gov.in/admapprovals/wind-hybrid-system.pdf Harmon, C. (2000). Experience Curves of Photovoltaic Technology. Retrieved March 19, 2011 from http://www.iiasa.ac.at/Publications/Documents/IR-00-014.pdf Haq, Z. (n.d.). Biomass for Electricity Generation. Retrieved March 21, 2011 from http://www.eia.doe.gov/oiaf/analysispaper/biomass/pdf/biomass.pdf Henning, R. K., (n.d.). Integrated Rural Development by Utilisation of Jatropha curcas L. (JCL) as Raw Material and as Renewable Energy. Retrieved March 2, 2011 from http://www.jatrophabiodiesel.org/drRKHeaning.php ICT Policy for Basic Eduction (2007). Retrieved March 11, 2011 from http://www.moe.go.tz/pdf/ICT%20Policy%20for%20Basic%20Education.pdf Iringa Case Study For RES Wind & Solar (n.d.). Retrieved April 1, 2011 from http://www.alphaomega.com.gr/public/Example%20Project%20Files/Iringa%20Village%20RES%20Case%20STudy.pdf HeatingOil.com (2009). Worlds Largest Distributed Solar Installation Planned for New Jersey. Accessed March 2, 2011 from http://www.heatingoil.com/blog/worlds-largest-distributed-solar-installationplanned-jersey Hodge, B., Huang, S., & Reklaitis, G. (2010). The Value of Battery Storage and Discharge Logic with Solar Microgeneration. Retrieved March 2, 2010 from http://www.aidic.it/escape20/webpapers/357Huang.pdf House Energy (n.d.). Wind Turbines Location. Accessed March 1, 2011 from http://www.houseenergy.com/Wind/Location.htm Kainkwa, R. (2002). The Status of Wind Energy Development in Tanzania. Physica Scripta. no. T97, pp. 107109. Kainkwa, R.M. and Mwanyika, H.H. (n.d.). INDIGENOUS SMALL SCALE WIND GENERATED ELECTRICITY: A Case Study from Tanzania. Physica Scripta. pp. 8-9. Latzko, L. (n.d.). Is Wind Better Than Solar Energy? Retrieved March 21, 2011 from http://www.ehow.com/about_5046220_wind-better-solar-energy.html Mitchell, Kiley (n.d.). Advantages & Disadvantages of Wave Energy. Retrieved March 21, 2011 from http://www.ehow.com/list_5974568_advantages-_amp_-disadvantages-wave-energy.html P a g e | 46
National Renewable Energy Laboratory (2007). Learning - Solar Energy Basics. Retrieved March 2, 2011 from http://www.nrel.gov/learning/re_solar.html NaturalGas.org (n.d.). Natural Gas and the Environment. Retrieved March 21, 2011 from http://www.naturalgas.org/environment/naturalgas.asp#greenhouse NetHope (n.d.). About Us. Retrieved February 11, 2011 from http://www.nethope.org/about/us Newcombe, Robert (2003). From client to project stakeholders: a stakeholder mapping approach. Construction Management and Economics P.842 Perlin, J. (1999). From Space to Earth (The Story of Solar Electricity). Harvard University Press. Phono Solar (n.d.). Why Solar Energy? Retrieved March 21, 2011 from http://www.phonosolarusa.com/resource-center2/why-solar-energy PREGA National Technical Experts from Bangladesh Centre for Advanced Studies (2005). Solar-Wind-Diesel Hybrid For Power Generation in Small Towns and Villages: A Pre-Feasibility Study Report. Retrieved March 21, 2011 from http://www.adb.org/clean-energy/documents/ban-pfs-solar-wind-diesel-hybrid.pdf Power Planted. (n.d.). LVD 12 & 24; Low Voltage Disconnect for all loads. Retrieved April 2, 2011 from http://www.powerplanted.com/LVD_Datasheet.pdf REUK. (n.d.). LM2940 12V 1A Low Dropout Regulator: Find out how to use an LM2940 to efficiently regulate voltage. Retrieved April 2, 2011 from http://www.reuk.co.uk/LM2940-12V-1A-Low-DropoutRegulator.htm REUK. (n.d.). Low Voltage Battery Disconnect Circuits. Retrieved April 2, 2011 from http://www.reuk.co.uk/Low-Voltage-Battery-Disconnect-Circuits.htm Semberya, D. (2011). Gas prices soar in Tanzania. Retrieved March 21, 2011 from http://www.busiweek.com/11/index.php?option=com_content&view=article&id=275:gas-prices-soar-intanzania&catid=105:tanzania&Itemid=1315 Slater, T. (2010). Kenya turns to geothermal with new $1.3B, international aid. Retrieved March 21, 2011 from http://venturebeat.com/2010/02/12/kenya-turns-to-geothermal-with-new-1-3b-international-aid/ Solar Systems (n.d.). The Technology. Retrieved March 21, 2011 from http://www.solarsystems.com.au/the_technology.html Tanzania Solar Energy Association (2005). Lighting the Way for Solar Energy. Retrieved March 20, 2011 from http://www.solarmwanza.org/downloadables/tasea.pdf The Engineering Toolbox (n.d.). Wind Power. Retrieved March 20, 2011 from http://www.engineeringtoolbox.com/wind-power-d_1214.html The Republic of Tanzania (1992). The Energy Policy of Tanzania. Retrieved February 14, 2011 from http://www.tzonline.org/pdf/theenergypolicyoftanzania.pdf P a g e | 47
The Tanzania National Website (n.d.). Retrieved March 11, 2011 from http://www.tanzania.go.tz/educationf.html TutorVista.com (n.d.). Power Energy Generation. Retrieved March 21, 2011 from http://www.tutorvista.com/biology/power-energy-generation U.S. Department of Energy (n.d.). Wind and Water Program. Retrieved March 21, 2011 from http://www1.eere.energy.gov/windandhydro/hydro_plant_types.html U.S. Energy Information Administration (n.d.). EIA Energy Kids Solar. Retrieved March 2, 2011 from http://www.eia.doe.gov/kids/energy.cfm?page=solar_home-basics Victron Energy (n.d.). Off-grid market. Retrieved March 21, 2011 from http://www.victronenergy.com/markets/off-grid Wald, M. (2010). Underwater Cable an Alternative to Electrical Towers. Retrieved March 21, 2011 from http://www.nytimes.com/2010/03/17/business/energy-environment/17power.html?_r=1 Willetts, Peter (2002). What is a Non-Governmental Organization? Retrieved March 25, 2011 from http://www.staff.city.ac.uk/p.willetts/CS-NTWKS/NGO-ART.HTM Wind Measurement International (n.d.). Operational and Maintenance Costs for Wind Turbines. Accessed March 19, 2011 from http://www.windmeasurementinternational.com/wind-turbines/om-turbines.php Windpoweredgenerators.com (2011). Residential Wind Power Generators versus Solar. Retrieved March 21, 2011 from http://windpoweredgeneratorsonline.com/wind-power-generator-system/residential-windpower-generators-versus-solar/76 Wind Resources (n.d.). The Future of Energy. Retrieved March 25, 2011 from http://energyfuture.wikidot.com/wind-resources
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11. APPENDICES
APPENDIX A: LIST OF TEAM MEMBERS
Atif Aijaz has extensive software development experience as a Programmer Analyst in the Information Technology Services Department at George Brown College of Applied Arts and Technology. Sarah Meghan Arnott is currently works as an information technology instructor and project manager at the College of the North Atlantic Qatar in the Middle East. Wendy Buhlman is a Business Analyst professional with almost a decade of experience in the financial services, retail banking and brokerage industries. Karl Daher is CIO at the Canadian Grain Commission, a federal government agency responsible for regulating the Canadian grain industry. Bandar Darwazeh is a systems analyst with 6 years of experience in the software industry, currently working for RIM. Suheer Drwesh is currently working as Sr. Project Manager at Royal Bank of Canada and has more than 10 years experience in Foreign Aid US AID. She served as Education and Health Program Officer in many developing countries. Matthew Fung brings eight years of progressive professional experience in both Performance and Financial Management and has been employed in various industries such as banking, telecommunications and technology. Yousef Kimiagar is an electrical engineer with more than twenty years of professional engineering and project management experience in variety of engineering fields as urban rail control and signalling systems, electronic fare collection, oil and gas pipeline survey, power transmission and distribution substations. Rahim Lalani is a Project and Team Lead for a Professional Services information technology firm, with over 5 years of project management experience and 9 years of consulting experience. Venugopal Rai is a technical Project Manager overseeing projects and onshore/offshore teams for about 10 years, primarily in the Telecom and Service sectors. Khris Singh brings experience in rural energy projects in British Columbia through his job as a Regional Manager for the Ministry of Regional Economic and Skills Development. He has been involved with supporting clean energy research and program development in the BC Government. Aravanan Sivaloganathan has over 3 years of e-commerce experience in both Canada and the United States. Has a strong background in Applications Development through co-op placements at Canada Revenue Agency, Qualcomm Inc., and Research In Motion.
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Xing Hai (Rody) Suen is a project coordinator working for downstream Lubricant & Specialties for Imperial Oil in Calgary. He has a background in manufacturing from his experience at General Motors, Linamar, and AddisonMckee. Nasir Tanim has extensive business and program analysis experience in the IT industry. As a Business Analyst, he acts as a liaison between Business and IT representatives in delivering solutions to clients around the globe. Anthony Vis is a professional engineer and has extensive experience in product development and the management of these processes. He also brings to the project experience with management of both a primary school and a post secondary institution. Ross Zolotoverkhiy possesses extensive experience in managing various projects in Chemical, Food and Pharmaceutical industries as a functional manager. For the past four years as a Production Manager, he successfully managed waste disposal project that allowed the company to comply with requirements of Ministry of the Environment and avoid costly fines.
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ASSUMPTIONS
The total estimated cost of the recommended solar solution uses battery cost estimates outlined in Section 7 instead of those outlined in the SolarSells quote. Therefore, this cost of the solar solution outlined in Table 7.1 of this report was estimated using the total cost quoted by SolarSells, less the cost of the battery components as listed in the quote The panels quoted by SolarSells provide 0.22kW per panel
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It is assumed that 2 panels would be used to provide an estimated power output of 3.08kWh (2 panels * 0.22kW * 7 hours of sunlight = 3.08kWh). This model reflects the Optimal power requirement of 1.768kWh as outlined in Section 4 of this report It is assumed that 4 panels would be used to provide an estimated power output of 3.08kWh (4 panels * 0.22kW * 7 hours of sunlight = 6.16kWh). This model reflects the Average power requirement of 1.768kWh as outlined in Section 4 of this report The costs of other components (panel inter-connectors, lugs, free-standing frame, etc) in the solution are derived in a similar fashion
Summary of Additional Cost Calculations Power Number of Output per Requirement Panels panel (kWh) (kW) 11.56 10 0.220 (Conservative) (Average) 4 0.220 1.768 (Optimal) 2 0.220
Sunlight (Hrs/Day) 7 7 7
VENDOR QUOTE
Refer to accompanying PDF document, provided by SolarSells: Solar Solution Quote SolarSells.pdf.
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Vendor Comments
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Source102
102
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