Stage 4: Designing Photovoltaic (Solar) Systems

Stage 4: Designing Photovoltaic (Solar) Systems

Introduction

Welcome to the Net Z(ed) Designing Photovoltaic Systems lesson! This lesson is designed to provide students with a comprehensive understanding of photovoltaic systems, including their design, implementation, and impact on renewable energy solutions.

Objectives

The primary objectives of this lesson are to:

  • Understand the basic components of a photovoltaic system.
  • Differentiate between energy and power.
  • Calculate and design the number of solar panels required to meet energy demand.
  • Consider the impacts of solar energy, such as cost and area required for solar panels.

By the end of this lesson, students will have a solid understanding of photovoltaic systems and their role in renewable energy solutions. They will be equipped with the knowledge and skills to design and implement solar energy systems, contributing to a sustainable future.

Relevant Stage 4 Syllabuses

  • Agriculture Technology 7–10: This syllabus includes outcomes related to understanding and applying agricultural technologies, which can encompass renewable energy solutions like photovoltaic systems 1.
  • Engineering Technology 7–10: This syllabus focuses on engineering principles and technologies, including renewable energy systems and their design 1.
  • Geography 7–10: This syllabus covers environmental and geographical concepts, including the impact of renewable energy on the environment and society 1.
  • Science 7–10: This syllabus includes outcomes related to understanding scientific principles and technologies, which can include the study of photovoltaic systems and renewable energy 1.

Stage 4 vs Stage 5 Lesson

While the Stage 4 lesson focuses on introducing students to the basics of photovoltaic systems, the Stage 5 lesson delves deeper into critical thinking and complex problem-solving. The Stage 5 lesson includes more advanced topics, such as cost estimation, area estimation, and case studies to assess students’ understanding and application of the concepts.

Lesson Activation

This lesson has been activated for you by TRaCE (Trailblazer for Recycling and Clean Energy), a from the University of Newcastle.  The digital credential being awarded to students for this lesson, Net Z(ed): Stag 4 –  Foundation Skills for Solar Design, is recognised by TRaCE.

Meet the Lesson Creator – Paul Dastoor

Professor Paul Dastoor is a renowned researcher and educator at the University of Newcastle, specialising in organic electronics and renewable energy technologies.

Resources

Teacher Guide  (version 1.0)

 Student Workbook (version 1.0)

Net Z(ed) – Student Permission Form: Digital Credential

Classroom Video

#Before using this video in class, we recommend watching it in full while reviewing the accompanying worksheet.

The video includes prompts to pause at key moments so students can complete specific questions. You can download and use the video in whatever way best suits your classroom—whether running it straight through or adapting it to your own teaching style. Previewing it ahead of time will help you plan timing and ensure a smooth, engaging learning experience.

Access the video on Vimeo Here for downloading.

Recognising Effort & Measuring Impact

We recognise the learning and contributions of all participants—teachers, students, and partners—through the issuance of digital badges and credentials across all our programs.

To receive a digital credential, which is endorsed by industry, government, and research partners, students and partners must complete an electronic exit questionnaire. This process allows us to capture valuable insights for continuous improvement across the network.

The value for students lies in the recognition of their achievements, while teachers can use these credentials as validation for professional learning hours, which we support teachers to receive. 

For secondary school students, permission from parents and carers will be required. Permission forms, outlining all necessary information, will be available for download in the resources area or provided electronically for teachers to distribute

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What are the expectations

We recognise that participation in the piloting or testing of any resources being developed is at the discretion of schools and teachers and realise challenges to collaboration can pop up at any time. Our approach is to be flexible, supportive, and mindful of educators’ workloads, while realising all feedback we receive from teachers during this process will lead to the development of classroom resources and student experiences that will benefit everyone.

What We Ask from our education collaborators:

  • Commitment to Providing Feedback:  Educators and industry partners are encouraged to review, refine, and provide insights on lesson materials to ensure they are relevant, engaging, and practical for classroom use.
  • Opportunities for Classroom Testing – Schools are encouraged to find space within their existing programs to trial and integrate the lessons and activities, helping us assess their effectiveness in a real learning environment.
  • Where there is Interest and Capacity – Participate in the codesign and development of the classroom lessons.

Our hope is that this approach ensures that the learning experiences remain practical, adaptable, and informed by those who will use them most—teachers and students.

Generally, we curate lesson sequences to align with an Inquiry-Based Learning (IBL) approach. However, we are not prescriptive about how a teacher uses these resources; use them as you see fit for your class and students.

Industry Partner Note: Inquiry-Based Learning (IBL) is an educational approach that emphasises investigation, exploration, and problem-solving. This method allows students to actively engage with real-world challenges, making it easier for industry partners to contribute meaningfully.

The IBL learning sequence follows this structured framework:

  • Context – Introduces the topic, establishing why it matters in a real-world setting.
  • Challenge – Presents a problem or scenario that requires exploration and solution development.
  • Investigation – Students use industry and curriculum-aligned resources to analyse, research, and gather insights.
  • Generalisation – Findings are synthesised and shared through multiple formats (e.g., reports, presentations, or creative outputs).
  • Reflection – Students connect their learning to broader concepts, personal insights, and career pathways.

Why We Chose Inquiry-Based Learning:

  • Easier for industry to understand and engage with – The structured investigation-driven model allows industry partners to contribute authentic challenges, feedback, and insights without needing curriculum expertise.
  • Accelerates the development of classroom resources – IBL provides a clear framework for lesson design, making it easier to create scalable and adaptable activities.
  • Simplifies classroom delivery for teachers – The structured sequence makes lesson planning and facilitation more intuitive, allowing teachers to focus on guiding student exploration rather than direct content delivery.
  • Enhances student engagement with locally aligned experiences – Students actively apply their learning to real-world business, economic, and environmental challenges within their local community.
  • Strengthens credentialing & digital badging alignment 

The IBL approach supports structured assessment and recognition, ensuring clear pathways for students, teachers, and industry partners to engage within the project credentialing framework.

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