Abstract
A complementary methodology to the teaching of photovoltaic systems is proposed where students can develop a complete project if they were immersed in the industry. The complementary strategy incorporates activities usually not taught which are delivered via web-classroom to develop and reinforce the abilities needed to face the industry once they are graduated. A project-based learning strategy is used to reinforce the teaching on sizing, planning, modeling, installations with international standards, the start-up of a photovoltaic system with a monitoring system. Students carry out a financial investment analysis rarely taught, such as the calculation of the payback period, the internal rate of return and the net present value are made to ensure the project viability. Planning-dimensioning usually is taught analyzing the electrical bill to determine the required sizing capacity without considering the building installed capacity. A three-dimensional dimensioning using the geographic location of a possible installation is proposed to provide better information in terms of losses due to shading or obstacles that may affect an installation. Furthermore, it is proposed to perform an analysis of mechanical stresses on the mounting rail system under natural phenomena such as hurricanes. This type of analysis is not usually taught in classes and it is important since an investment can be lost due to natural phenomena as has already occurred in some solar plants. The proposed activities are aimed to develop self-directed learning skills motivating to do research leading to problem-solving and meaningful activities to work autonomously in a natural and real-life situation. This approach allows the teacher and students to ponder deeply about worthy subjects and issues. Five questions were formulated to verify student satisfaction; the 30 surveyed students have a very positive view of this complementary utilized strategy.
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