Peace Corps appropriate community technology/Design of Solar Water Heaters

The above resources should be available for use in this session.

Explain that each group should begin the design process by identifying criteria for their solar water heaters. Criteria could be: low cost, simplicity, use of available materials, use of hand tools, durability (5 years), easily built and understood by non-technical people, etc. Explain that their plans should include: a materials list, a tools list, an estimated cost and a design drawing. Explain that one way for the group to decide on a design is to have each member of the group sketch as many solar water heaters as possible on notebook paper, then pick one sketch from the pile that best fits the group's criteria. Remind the participants that they will have only 20 hours to build and test their solar water heater, so the design should not be too complex. Mention that before construction can begin, each design must be checked for completeness and simplicity by the trainer and that the plans should include materials and tools lists. Explain that during this process, the group members should observe the group's decision-making styles since it will be discussed later in this session. Circulate among the small groups and offer your assistance. Do not force your ideas on the group. Encourage and support their design. An option here is to show the groups the copies of the solar water heater plans (from the Resources) to serve as a reference to the work they have done.

As the groups are presenting their designs, provide any necessary suggestions for improving feasibility, complete ness and simplicity. Remind the groups that you will be reviewing their plans in more detail before they begin construction.

The following questions will stimulate and focus the discussion of each group: Who did what in the group during the design portion of the session? How were decisions made? How well did the group function? How were problems resolved? For more detailed information regarding group decision-making styles, refer to Phase I: Session 12, "Earthen Block Molds."

This 20-hour session allows much latitude for individual trainer styles. It follows a format similar to the construction session for pedal/treadle power in Phase III. The following notes are here to give you some guidance and share some experiences that have worked well during past training programs. The session does not have to happen all at once. Since it is a 20 hour session, it should be complimented with other sessions, such as Health and Nutrition, the Role of the Volunteer in Development and other Core Technology sessions (See Phase calendar).It is helpful, in fact, to spread the construction time over as many days as possible, because the participants will then have more "spare time" to discuss their projects and their problems outside of session time. A four-hour session, however, should be considered a minimum, since tools and materials have to be set up and cleaned up. Six or eight hours of the day gives the participants plenty of time. Construction naturally follows design. Those groups with complete water heater plans (design drawings, materials lists, tool lists, etc.) should proceed with construction without waiting for the other groups. Therefore, some groups may begin slightly sooner than other groups.

At the beginning of each construction period, have the participants discuss the events of the preceding day. Focus the discussions on the group dynamics and problem-solving methods that are being used by each group, what's working and what's not working, etc. This should take 15-25 minutes, depending on how many issues need to be brought up. Remind the participants of how many hours remain in the construction part of the phase and that some time near the end of the phase should be spent on the development of a presentation for their device. When time begins to get short, encourage the participants to focus on the essential tasks only and to split them among group members to help speed up the process. During the construction periods, you should keep in touch with how the groups are proceeding, taking time when necessary to show people how to properly use and care for tools. Don't intervene every time the group or an individual makes a mistake. Mistakes are an important part of the learning process. Intervene only if the safety of the group is in danger or if a certain decision will prove fruitless and take a large amount of time away from the group. Explain that any group that finishes one project may go on with another small project or begin preparations for the presentation of their device or do research on other types of solar construction. Allow 10-20 minutes at the end of each construction period for cleanup of the work site and shop area. At the end of the final construction session, plan about a halfan-hour for a thorough cleanup of the work site and shop area.

The Multi-Media Standard First Aid course offered by the American Red Cross provides a film, a student workbook, a first aid text and a final examination. This course can be obtained by contacting in advance any American Red Cross office. Outside of the United States, the central Red Cross office in the capital city should be contacted.

The Multi-Media course packet includes all necessary materials (bandages, splints, blankets, certificates, etc.) for conducting this course.

The Multi-Media course is recommended and covers all areas of emergency "first response." The course certifies participants in basic first aid for two years. It must be administered by a certified instructor. If any participants are already certified, they may serve as technical assistants. The course is designed in four units and can be given in one full day or spread out over several days. If there are more than 15 participants, it is recommended that you obtain assistance from an additional certified instructor.

Include the following points: A definition of first aid. An understanding that the role of the volunteer does NOT include being a "barefoot doctor" The issue of fear and panic as a response to emergencies The appropriate applications in crosscultural settings (sex roles, customs, legalities, etc.) The idea of first aid as an appropriate technology for health and self-reliance

The following questions will stimulate discussion: Do you feel the course has prepared you to respond to emergency situations? Was the format effective? How could the session be improved? Encourage participants to investigate in-country emergency volunteer facilities.

There are direct uses of solar energy, such as solar water and space heating. But there are also indirect uses of solar energy, such as water and wind power. This session serves to introduce participants to one of these indirect uses of solar energy. This session is included in response to what has been a continually expressed felt need on the part of previous program participants, i.e., to understand wind technology as an example of indirect solar energy. This is intended as an optional session which can be used as a format for the discussion of other indirect applications of ! solar energy. (For example, hydraulic rams, micro-hydroelectric power, solar stills, solar cookers, biogas production, cookstoves, etc.) The choice of the session theme should be a response to participant's needs and/or in-country programming needs. The "Discussion Questions" (See Step 2) should be modified to reflect the chosen theme. They should be written out on newsprint prior to beginning the session.

Post, on newsprint, the following questions, leaving space between each question for filling in responses (See Step 3): Wind Technology Discussion Questions 1. What are some characteristics of a good wind site? 2. What are some types or styles of wind machines? a. Mass-produced b. Locally-made 3. What are some potential applications of wind machines? 4. What are some advantages and disadvantages of locallydesigned and -built wind pumps versus imported U.S. multi-blade wind pumps (i.e., in Africa)? 5. How does P = V³ d² relate wind machine power to wind velocity and blade diameter? Remember to leave ample space between each question for filling in the responses.

Ask that one member of each small group copy the questions and record the group's responses. You should circulate among the groups to see if they need any help.

As the responses are being discussed, you should note appropriate answers to the questions in the space under each question on the posted newsprint. Be sure that all participants understand the answers to each question. Ask those participants who understand the concepts being discussed to assist those who are having more difficulty.