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The objective of this project was to design a device to optimize the interface of a building integrated photovoltaic (BIPV) array with ventilation fans. The developed device tracks the maximum power point of the BIPV array and limits the output voltage to the level required by the fans. The purpose of maximum power point tracking (MPPT) is to automatically match the current and voltage characteristics of the load to the BlPV array's maximum power point at any given illumination. To accomplish this a unique switch mode buck converter was used. The available power from the PV array is a total of approximately 2.5 kW,. The two PV sub-arrays supply a voltage up to 220 VDC each and have a maximum power point voltage of 169 VDC. The load consists of two sets of six 133 W, 9OVDC ventilation fans. The device also has a soft-start circuit on board to start the motors slowly to avoid excessive current requirements from the array. This unit achieves efficiencies above 93 YO.

The low irradiance efficiency of photovoltaic modules is important to the optimization of Building Integrated Photovoltaic (BIPV) systems. BlPV arrays are often not facing south and are frequently mounted vertically. Under these conditions, a greater portion of the total sunlight striking the array is diffuse, which is of lower intensity than direct sunlight.A lkWp, grid connected array of PV modules was used for assessing the accuracy of an energy performance model developed for BlPV systems. The algorithm for calculating power output of the photovoltaic array is derived from the ideal diode equation. An empirically derived parameter modifies the equation and the resulting model can be used to predict the performance of a variety of PV cell technologies at all irradiance levels.

This paper examines the impact of a school board’s one-to-one iPad initiative on equity and inclusion. Data include: questionnaires from Grade 7–9 students, teachers, and administrators; focus groups with inclusion coaches; and interviews with classroom teachers. The results show that the iPads have supported equity among students in the district; there is now less disparity in terms of access to technology on the basis of families’ socio-economic status. The results show that the iPads have also supported the academic and social inclusion of students with exceptionalities; themes that arose across the data sources include: differentiation of content, access to grade-level curriculum, the appearance of sameness, communication and collaboration among students with and without exceptionalities, and positive student affect. Negative implications included the potential for students who struggle with self-regulation to be negatively affected and the potential for the technology to be used in socially exclusionary ways.

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