Course syllabus for Solar energy: From photons to future societal impact

Course syllabus adopted 2023-04-24 by Head of Programme (or corresponding).

Overview

  • Swedish nameSolenergi: från fotoner till framtida betydelse för samhället
  • CodeTRA230
  • Credits7.5 Credits
  • OwnerTRACKS
  • Education cycleSecond-cycle
  • ThemeMTS 7.5 c
  • DepartmentTRACKS
  • GradingTH - Pass with distinction (5), Pass with credit (4), Pass (3), Fail

Course round 1

  • Teaching language English
  • Application code 97121
  • Open for exchange studentsYes

Credit distribution

0123 Project 7.5 c
Grading: TH		0 c7.5 c0 c0 c0 c0 c

In programmes

Examiner

Go to coursepage (Opens in new tab)

Eligibility

General entry requirements for Master's level (second cycle)
Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling the requirements above.

Specific entry requirements

English 6 (or by other approved means with the equivalent proficiency level)
Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling the requirements above.

Course specific prerequisites

In addition to the general requirements to study at advanced level at Chalmers, necessary subject or project specific prerequisite competences (if any) must be fulfilled. Alternatively, the student must obtain the necessary competences during the course. The examiner will formulate and check these prerequisite competences.

The student will only be admitted in agreement with the examiner.

Aim

The aim of the course is to provide a platform to work and solve challenging cross-disciplinary authentic problems from different stakeholders in society such as the academy, industry or public institutions. Additionally, the aim is that students from different educational programs practice working efficiently in global multidisciplinary development teams.

A course on the grandest energy source of all times and how it can be exploited for the benefit of humankind and the future of civilization. The aim of the course is to explain the physical and chemical foundations, a spectrum of conversion technologies, integration into artefacts and the electricity system, as well as the role of solar energy in the ongoing energy transition.

Learning outcomes (after completion of the course the student should be able to)


Valid for all Tracks courses:
  • critically and creatively identify and/or formulate advanced architectural or engineering problems
  • master problems with open solutions spaces which includes to be able to handle uncertainties and limited information.
  • lead and participate in the development of new products, processes and systems using a holistic approach by following a design process and/or a systematic development process.
  • work in multidisciplinary teams and collaborate in teams with different compositions
  • show insights about cultural differences and to be able to work sensitively with them.
  • show insights about and deal with the impact of architecture and/or engineering solutions in a global, economic, environment and societal context.
  • identify ethical aspects and discuss and judge their consequences in relation to the specific problem
  • orally and in writing explain and discuss information, problems, methods, design/development processes and solutions
  • fulfill project specific learning outcomes
Course specific:
  • explain the working principles of a solar cell
  • analyze a solar energy system from a global perspective
  • assess the potential of a solar energy technology
  • discuss the environmental impact of a solar energy technology
  • explain the need for energy storage and how this might be accomplished
  • contribute to a change in the global energy system

Content

The course covers the physical and chemical foundations of solar energy, including  a spectrum of conversion technologies, integration into artefacts and the electricity system, as well as the role of solar energy in the ongoing energy transition in the society.

Organisation

The course is run by a teaching team.
The main part of the course is a challenge driven project. The challenge may range from being broad societal to profound research driven. The project task is solved in a group. The course is supplemented by on-demand teaching and learning of the skills necessary for the project. The project team will have one university examiner, one or a pole of university supervisors and one or a pole of external co-supervisors if applicable.

Tracks-theme: Emerging technologies - from science to innovation

12 lectures. The lectures aim at both providing basic facts about solar energy technology and its use in the society as well as being inspirational platforms for the teamwork.
Groups of 3-4 students should be assembled during the first week of the course. The group should either select a topic from a list provided by teachers or suggest a topic of their own to the teachers. The teamwork should include literature studies but could also contain practical activities such as assembly of a solar cell or other demonstrators. The course teachers will provide supervision in setting up the project and feedback on results and reports. The groups are encouraged to make good use of the supervision sessions provided. Final written reports should be handed in at least one week before the oral presentation of the projects.

Literature

Relevant literature is retrieved and acquired by the students as a part of the project.

A range of Wikipedia pages and popular science article will be used as written material along with original articles from the scientific literature. Literature references are given in the lecture schedule (Appendix 1).

Examination including compulsory elements

To pass the course an approved written report and oral presentation of the teamwork is required. In addition, there are a few mandatory hand-in assignments, and individual oral exams based on the teamwork presentation. The grade will be determined form the weighted performance of these exams.

The course examiner may assess individual students in other ways than what is stated above if there are special reasons for doing so, for example if a student has a decision from Chalmers on educational support due to disability.