Solar energy photothermal exchange power generation teaching and training device

Abstract

The utility model relates to a solar light heat exchange power generation teaching practical training device, including practical training platform, be equipped with expansion machine, condenser, compressor and heat exchanger on the practical training platform, the import of expansion machine is connected with the export of compressor, and the export of expansion machine is connected with the first road import of heat exchanger, the import of condenser is connected with the first road export of heat exchanger, and the import of compressor is connected with the second road export of heat exchanger, still including solar simulator, heat collector tube and reflector, the heat collector tube is located between solar simulator and reflector, and the import of heat collector tube is connected with the export of condenser, and the export of heat collector tube is connected with the second road import of heat exchanger. Adopt above technical scheme, the utility model provides a solar light heat exchange power generation teaching practical training device, and the teaching practical training device that solar heat collection structure and thermal power generation component are combined realizes the visualization, modularization teaching of solar heat source power generation whole process.

Description

Technical Field

[0001] This utility model relates to teaching and training devices, and in particular to a solar thermal exchange power generation teaching and training device. Background Technology

[0002] In order to keep pace with the trend of energy conservation and environmental protection, many enterprises and researchers have made the development and utilization of green energy a major research direction for the future. As the cradle of talent, it is especially important for schools to give students a basic understanding of green energy.

[0003] As industry continues to develop, many regions implement corresponding power rationing policies. Therefore, using air source heat pumps, solar energy, wind energy and other power sources to generate electricity has become a teaching direction for many schools.

[0004] However, most existing solar energy teaching and training devices are limited to the field of photovoltaic power generation. Common teaching equipment on the market, such as solar photovoltaic power generation experimental boxes and photovoltaic grid-connected inverter training platforms, mainly focus on the output characteristics of photovoltaic cell modules, maximum power point tracking, and grid-connected control. While these devices can meet the teaching needs of photovoltaic power generation principles, they completely ignore the equally important technology of solar thermal power generation. Students cannot understand the key aspects of solar thermal power generation, such as solar heat collection, heat exchange, working fluid phase change, and expansion work, through such equipment, resulting in a serious lack of understanding of the entire solar energy utilization technology system. Utility Model Content

[0005] The purpose of this utility model is to overcome the shortcomings of the existing technology and provide a teaching and training device for solar thermal exchange power generation. This device can organically combine solar thermal collection structures with thermal power generation components, realize the visualization and modular teaching of the entire process of solar thermal power generation, and fill the current technological gap in the field of teaching equipment.

[0006] The technical solution of this utility model is as follows: A solar thermal power generation teaching and training device includes a training platform. The training platform is equipped with an expander, a condenser, a compressor, and a heat exchanger. The inlet of the expander is connected to the outlet of the compressor, the outlet of the expander is connected to the first inlet of the heat exchanger, the inlet of the condenser is connected to the first outlet of the heat exchanger, and the inlet of the compressor is connected to the second outlet of the heat exchanger. It also includes a solar simulation lamp, a heat collection tube, and a reflector. The heat collection tube is located between the solar simulation lamp and the reflector. The inlet of the heat collection tube is connected to the outlet of the condenser, and the outlet of the heat collection tube is connected to the second inlet of the heat exchanger.

[0007] Using the above technical solution, the compressor generates high-temperature and high-pressure gas after operation, which drives the expander to work and drives the generator. The gas at the outlet of the expander passes through the first path of the heat exchanger to the condenser for cooling. After cooling, it enters the collector tube, where it evaporates and absorbs heat. Then, it passes through the second path of the heat exchanger back to the compressor, completing one cycle. The solar simulation lamp and reflector simulate concentrated solar heat collection. After absorbing heat, the collector tube transfers it to the circulating working fluid through the heat exchanger, driving the expander to do work. This clearly presents the conversion chain of "light energy → heat energy → mechanical energy," filling the technical gap of existing teaching equipment that can only conduct photovoltaic power generation training. The collector tube is directly connected to the heat exchanger, allowing students to intuitively observe the changes in solar collector temperature and working fluid parameters on both sides of the heat exchanger, and to deeply understand the role of the heat exchanger as the "core of light-heat coupling." Using a simulated light source instead of the real sun is not limited by weather or time, making it suitable for repeated indoor training, reducing teaching costs and safety hazards.

[0008] Further features of this invention include a first swing frame, a second swing frame, a first driving component for driving the first swing frame to swing, and a second driving component for driving the second swing frame to swing. The solar simulation lamp is fixed to the first swing frame. The reflector is fixed to the second swing frame, and the second swing frame is equipped with a photosensitive sensor to monitor the angle of the solar simulation lamp's light, so that the reflector can adjust its angle in real time to reflect and focus the light from the solar simulation lamp onto the heat collection tube.

[0009] With the above-mentioned further configuration, the first swing frame is driven by the first driving component to swing, so that the solar simulation lamp simulates the position of the sun. After the photosensitive sensor detects the change in the position of the solar simulation lamp, it can send a signal. The second driving component drives the second swing frame to swing with the solar simulation lamp, so that the reflector follows the movement of the solar simulation lamp. The reflector focuses the light source of the solar simulation lamp onto the heat collection tube. The medium in the heat collection tube absorbs heat and then returns to the compressor through the heat exchanger. The reflector continuously tracks the light source, so that the heat collection tube is always in the optimal position for receiving light. Students can compare the changes in heat collection temperature under static and dynamic tracking conditions, and intuitively understand the advantages of tracking solar collectors. The cooperation between the swing mechanism and the sensor makes the device closer to the heliostat or trough tracking system in an actual solar thermal power plant, which helps to cultivate students' understanding of automated tracking technology.

[0010] A further feature of this invention is that the training platform is also equipped with an evaporator, which is connected in parallel with the heat collection tube. The inlet of the evaporator is connected to the outlet of the condenser, and the outlet of the evaporator is connected to the second medium inlet of the heat exchanger.

[0011] With the above-mentioned further settings, either a single heat source or multiple heat sources can be used simultaneously. When solar energy is insufficient, the system automatically switches to a backup heat source to ensure the continuity of the experiment. Under the same conditions of expander, condenser, and heat exchanger, students can quantitatively compare the impact of solar heat sources and conventional evaporator heat sources on parameters such as power generation efficiency and expander output power, deepening their understanding of the role of heat source quality. By adjusting the flow ratio of parallel branches, the system demonstrates the actual engineering model of proportionally mixing solar energy and conventional energy for heating, cultivating awareness of optimized operation of multi-energy systems.

[0012] A further feature of this invention is that the heat collection tube is connected to the condenser and the heat exchanger via a first pipe, and the evaporator is connected to the condenser and the heat exchanger via a second pipe. The first pipe and the second pipe are connected, and each pipe is equipped with a control valve.

[0013] By further configuring the above-mentioned system, and through the independent opening and closing of control valves on each pipeline, various teaching and experimental modes such as "solar collector tubes working only," "evaporator working only," "dual heat sources working simultaneously," and "proportional mixed heating" can be easily achieved. Without disassembling the pipelines, students can adjust the valve openings to change the flow rate of the working fluid through the collector tubes or evaporator, observe changes in parameters such as the heat exchanger outlet temperature and expander speed, and quantitatively study the impact of heat source flow distribution on system performance. When a heat source (such as a collector tube) needs to be stopped due to a fault or maintenance, the corresponding branch valve can be closed, and the experiment can be switched to another branch to continue, avoiding interruptions to classroom teaching. Complex functions are achieved simply through parallel pipeline connections and valves, without the need for additional heat exchangers or complex control units, making it easy to promote and apply in practical training devices.

[0014] A further feature of this invention is that the training platform is also equipped with a filter, which is connected to the refrigerant outlet of the heat exchanger.

[0015] By adopting the above-mentioned further settings, impurities are effectively filtered out, protecting all components, avoiding damage to the equipment from impurities and contaminants, and ensuring the normal operation of the equipment.

[0016] A further feature of this invention is that the training platform is also equipped with a sight glass, which is connected to a filter.

[0017] By adopting the above-mentioned further settings, trainees can directly observe the state of the medium and check whether it is in a normal liquid or gaseous state.

[0018] A further feature of this invention is that it also includes a training frame, on which the first driving component, the second driving component, and the heat collection tube are all mounted, and the bottom of the training frame is provided with a number of first rollers.

[0019] By adopting the above-mentioned further design, the solar energy simulation and heat collection components become a single, movable module. With the first roller at the bottom of the training rack, teachers or students can easily push this module to the training table or store it in a designated location according to teaching needs, greatly improving the spatial adaptability and flexibility of the device. Because the training rack has rollers, the entire simulated heat collection module can be moved to outdoor natural sunlight or laboratory areas with different lighting conditions for comparative experiments with solar simulation lamps. Students can intuitively compare the heat collection efficiency and heat exchanger performance differences under real sunlight and simulated light sources, expanding the depth and breadth of the training content. (First driving component, second driving component...) Moving parts and photosensitive sensors are relatively precise moving components. If they are directly and separately installed on the training platform, they are easily affected by collisions during student operation or leakage of working fluid. By fixing them together on an independent training rack and moving them as a whole, damage to the components caused by frequent disassembly and assembly is reduced. They can also be moved out as a whole when maintenance or repair is needed, which facilitates operation and improves the reliability and service life of the device. The training platform and training rack can also be used separately for teaching. When used together, they can be connected by pipelines to form a complete solar thermal power generation training system. When separated, the training rack can also be used for solar tracking and heat collection experiments. Teachers can flexibly combine them according to the course progress to avoid mutual interference between different experimental contents and improve teaching efficiency.

[0020] A further improvement of this invention is that the bottom of each training platform is provided with several second rollers.

[0021] With the above-mentioned further design, the rollers can be omnidirectional rollers, which facilitates the movement of the training platform, and the rollers are equipped with brakes to prevent the movement of the training platform from affecting the training during operation. Attached Figure Description

[0022] Figure 1 This is a block diagram illustrating the working principle of a specific embodiment of the present utility model; Figure 2 This is a schematic diagram of the overall structure of a specific embodiment of the present utility model; Figure 3 This is a schematic diagram of a training rack according to a specific embodiment of the present utility model; Figure 4 This is a schematic diagram of a training platform according to a specific embodiment of the present invention.

[0023] In the diagram, 1. Training platform; 11. Second roller; 12. Expander; 13. Condenser; 14. Compressor; 15. Heat exchanger; 16. Evaporator; 17. Filter; 18. Sight glass; 2. Solar simulation lamp; 3. Heat collection tube; 4. Reflector; 5. First swing frame; 6. Second swing frame; 61. Photosensitive sensor; 7. First drive component; 8. Second drive component; 9. Training frame; 91. First roller; 10. First pipe; 20. Second pipe; 30. Control valve. Detailed Implementation

[0024] The technical solutions in this embodiment will be clearly and completely described below with reference to the accompanying drawings. Obviously, the described embodiments are only some embodiments of this utility model, and not all embodiments. Based on the embodiments of this utility model, all other embodiments obtained by those skilled in the art without creative effort are within the protection scope of this utility model.

[0025] It should be noted that all directional indicators (such as up, down, forward, backward, etc.) in the description of this utility model are only used to explain the relative positional relationship and movement of the components in a certain specific posture (as shown in the figure). If the specific posture changes, the directional indicator will also change accordingly.

[0026] Furthermore, in this utility model, the use of terms such as "first," "second," etc., is for descriptive purposes only and should not be construed as indicating or implying their relative importance or implicitly specifying the number of technical features indicated. In the description of this utility model, "a number" means at least two, such as two, three, etc., unless otherwise explicitly specified.

[0027] Furthermore, the technical solutions of the various embodiments of this utility model can be combined with each other, but this must be based on the ability of those skilled in the art to implement them. When the combination of technical solutions is contradictory or cannot be implemented, it should be considered that such combination of technical solutions does not exist and is not within the scope of protection claimed by this utility model.

[0028] like Figure 1-4As shown, a solar thermal power generation teaching and training device includes a training platform 1. The bottom of the training platform 1 is equipped with several second rollers 11. These rollers can be universal casters to facilitate movement of the training platform 1. The rollers are also equipped with brakes to prevent movement of the training platform 1 from affecting the training. The training platform 1 is equipped with an expander 12, a condenser 13, a compressor 14, and a heat exchanger 15. The inlet of the expander 12 is connected to the outlet of the compressor 14, and the outlet of the expander 12 is connected to the first inlet of the heat exchanger 15. The condenser 13 is connected to the first outlet of the heat exchanger 15, and the compressor 14 is connected to the second outlet of the heat exchanger 15. The system also includes a solar simulation lamp 2, a heat collection tube 3, and a reflector 4. The heat collection tube 3 is located between the solar simulation lamp and the reflector 4. The inlet of the heat collection tube 3 is connected to the outlet of the condenser 13, and the outlet of the heat collection tube 3 is connected to the second inlet of the heat exchanger 15. After the compressor 14 operates, it generates high-temperature, high-pressure gas that drives the expander 12, which in turn drives the generator. The gas exiting the expander 12 enters the condenser 13 via the first path of the heat exchanger 15, where it is cooled and becomes liquid. The liquid exiting the condenser 13 enters the collector tube 3, where it absorbs more energy. Finally, it returns to the compressor 14 via the second path of the heat exchanger 15, completing one cycle. The solar simulation lamp 2 and the reflector 4 simulate concentrated solar energy collection. After absorbing heat, the collector tube 3 transfers it to the circulating working fluid through the heat exchanger 15, driving the expander 12 to do work. This clearly presents the conversion chain of "light energy → heat energy → mechanical energy," filling the technical gap in existing teaching equipment that can only conduct photovoltaic power generation training. The collector tube 3 is directly connected to the heat exchanger 15, allowing students to intuitively observe the changes in solar collector temperature and working fluid parameters on both sides of the heat exchanger 15, and to deeply understand the role of the heat exchanger 15 as the "core of light-heat coupling." Using a simulated light source instead of the real sun is not limited by weather or time, making it suitable for repeated indoor training, reducing teaching costs and safety hazards, and allowing the refrigerant to evaporate completely, avoiding liquid slugging.

[0029] It also includes a first swing frame 5, a second swing frame 6, a first driving component 7 for driving the first swing frame 5 to swing, and a second driving component 8 for driving the second swing frame 6 to swing. The solar simulation lamp 2 is fixed to the first swing frame 5; the reflector 4 is fixed to the second swing frame 6, and the second swing frame 6 is equipped with a photosensitive sensor 61 to monitor the angle of the light from the solar simulation lamp 2, so that the reflector 4 adjusts its angle in real time to reflect and focus the light from the solar simulation lamp onto the heat collection tube 3. The first driving component 7 drives the first swing frame 5 to swing, so that the solar simulation lamp 2 simulates the position of the sun. The photosensitive sensor 61 detects the solar simulation lamp. After the position of lamp 2 changes, a signal is emitted, and the second driving component 8 drives the second swing frame 6 to swing along with the solar simulation lamp 2, causing the reflector 4 to follow the movement of the solar simulation lamp 2. The reflector 4 focuses the light source of the solar simulation lamp 2 onto the heat collection tube 3. The medium inside the heat collection tube 3 absorbs heat and then returns to the compressor 14 through the heat exchanger 15. The first driving component 7 can be set by a handwheel, and the second driving component 8 can be set by a motor. Students manually drive the first swing frame 5 to swing. After the photosensitive sensor 61 detects the movement of the light source, it transmits a signal to the control module. The control module sends a signal to the motor, and the motor starts to work. Adjusting the reflector 4 and the coordination between the photosensitive sensor 61 and the motor are well-established technologies and will not be elaborated further. The handwheel and the first swing frame 5 are connected via a transmission assembly, such as a worm gear, which enables self-locking. The motor and the second swing frame 6 can also be connected via a transmission assembly, such as a gear set. The reflector 4 continuously tracks the light source, ensuring that the heat collection tube 3 is always in the optimal position for receiving light. Students can compare the changes in heat collection temperature under static and dynamic tracking conditions to intuitively understand the advantages of a tracking solar collector. The coordination between the swing mechanism and the sensor makes the device more closely resemble actual solar thermal performance. The heliostat or trough tracking system in the power station helps to cultivate students' understanding of automated tracking technology. Preferably, the first drive unit 7, the second drive unit 8, and the heat collection tube 3 are all set on the training frame 9. The heat collection tube 3 can be installed on the training frame 9 through the bracket. The bottom of the training frame 9 is provided with several first rollers 91, so that the solar simulation and heat collection part becomes a movable module. With the help of the first rollers 91 at the bottom of the training frame 9, teachers or students can easily push the module to the side of the training table 1 or store it in a designated position according to teaching needs, which greatly improves the spatial adaptability and usage flexibility of the device.Because the training rack 9 is equipped with casters, it is easy to move. The entire simulated solar collector module can be moved to outdoor natural sunlight or laboratory areas with different lighting conditions for comparative experiments with the solar simulation lamp 2. Students can intuitively compare the solar collection efficiency and the performance differences of the heat exchanger 15 under real sunlight and simulated light sources, expanding the depth and breadth of the training content. The first driving component 7, the second driving component 8, and the photosensitive sensor 61 are relatively precise moving parts. If they are directly installed separately on the training platform 1, they are easily affected by collisions during student operation or leakage of working fluid. By fixing them together on the independent training rack 9 and moving them as a whole, it not only reduces the damage to the components caused by frequent disassembly and assembly, but also allows them to be moved out as a whole when maintenance or repair is needed, facilitating operation and improving the reliability and service life of the device. The training platform 1 and the training rack 9 can also be used separately for teaching. When used together, they can be connected by pipelines to form a complete solar thermal power generation training system. When separated, the training rack 9 can also be used for solar tracking solar collection experiments. Teachers can flexibly combine them according to the course progress, avoiding mutual interference between different experimental contents and improving teaching efficiency.

[0030] The training platform 1 is also equipped with an evaporator 16, which is connected in parallel with the heat collection tube 3. The inlet of the evaporator 16 is connected to the outlet of the condenser 13, and the outlet of the evaporator 16 is connected to the second inlet of the heat exchanger 15. Either heat source can be used alone or simultaneously. When solar energy is insufficient, the system automatically switches to the backup heat source to ensure the continuity of the experiment. Under the same conditions of expander 12, condenser 13, and heat exchanger 15, students can quantitatively compare the effects of solar heat source and conventional evaporator 16 heat source on parameters such as power generation efficiency and expander 12 output power, deepen their understanding of the role of heat source quality, and demonstrate the actual engineering mode of proportional mixing of solar energy and conventional energy for heating by adjusting the flow ratio of the parallel branches, thus cultivating awareness of multi-energy system optimized operation.

[0031] The solar collector tube 3 is connected to the condenser 13 and the heat exchanger 15 via a first pipe 10. The evaporator 16 is connected to the condenser 13 and the heat exchanger 15 via a second pipe 20. The first pipe 10 and the second pipe 20 are connected, and each pipe is equipped with a control valve 30. By independently opening and closing the control valves 30 on each pipe, various teaching and experimental modes such as "only the solar collector tube 3 is working," "only the evaporator 16 is working," "dual heat sources are working simultaneously," and "proportional mixed heating" can be easily achieved without disassembling the pipeline. Students can change the flow rate of the working fluid flowing through the solar collector tube 3 or the evaporator 16 by adjusting the valve opening. By observing the changes in parameters such as the outlet temperature of heat exchanger 15 and the speed of expander 12, the influence of heat source flow distribution on system performance can be quantitatively studied. When a heat source (such as heat collector tube 3) needs to be stopped due to fault or maintenance, the corresponding branch valve can be closed and the experiment can be switched to another branch to continue, avoiding interruption of classroom teaching. Complex functions can be achieved simply by connecting pipes in parallel and valves, without the need to add additional heat exchangers or complex control units, which is convenient for promotion and application in training devices. Components such as compressor 14, condenser 13, and expander 12 are also connected by pipes. Control valves 30 are also provided on the pipes connecting condenser 13 and heat exchanger 15, as well as condenser 13 and expander 12.

[0032] The training platform 1 is also equipped with a filter 17 and a sight glass 18. The filter 17 is located at the refrigerant outlet of the heat exchanger 15. The sight glass 18 is connected to the filter 17, and the other end of the sight glass is connected to the evaporator 16 or the heat collection tube. The filter 17 effectively filters impurities, protects various components, avoids damage to the equipment by impurities and contaminants, and protects the normal operation of the equipment. The sight glass 18 allows trainees to directly observe the state of the medium and check whether it is in a normal liquid or gaseous state.

Claims

1. A solar thermal power generation teaching and training device, comprising a training platform (1), wherein the training platform (1) is provided with an expander (12), a condenser (13), a compressor (14), and a heat exchanger (15), wherein the inlet of the expander (12) is connected to the outlet of the compressor (14), the outlet of the expander (12) is connected to the first inlet of the heat exchanger (15), the inlet of the condenser (13) is connected to the first outlet of the heat exchanger (15), and the inlet of the compressor (14) is connected to the second outlet of the heat exchanger (15), characterized in that, It also includes a solar simulation lamp (2), a heat collection tube (3) and a reflector (4). The heat collection tube (3) is located between the solar simulation lamp (2) and the reflector (4). The inlet of the heat collection tube (3) is connected to the outlet of the condenser (13), and the outlet of the heat collection tube (3) is connected to the second inlet of the heat exchanger (15).

2. The solar thermal exchange power generation teaching and training device according to claim 1, characterized in that, It also includes a first swing frame (5), a second swing frame (6), a first driving component (7) for driving the first swing frame (5) to swing, and a second driving component (8) for driving the second swing frame (6) to swing. The solar simulation lamp (2) is fixed to the first swing frame (5); the reflector (4) is fixed to the second swing frame (6). The second swing frame (6) is equipped with a photosensitive sensor (61) to monitor the angle of the light from the solar simulation lamp (2) so that the reflector (4) can adjust the angle in real time to focus the light reflected from the solar simulation lamp (2) onto the heat collection tube (3).

3. The solar thermal exchange power generation teaching and training device according to claim 1 or 2, characterized in that, The training platform (1) is also equipped with an evaporator (16), which is connected in parallel with the heat collection tube (3). The inlet of the evaporator (16) is connected to the outlet of the condenser (13), and the outlet of the evaporator (16) is connected to the second inlet of the heat exchanger (15).

4. The solar thermal exchange power generation teaching and training device according to claim 3, characterized in that, The heat collection tube (3) is connected to the condenser (13) and the heat exchanger (15) through a first pipe (10). The evaporator (16) is connected to the condenser (13) and the heat exchanger (15) through a second pipe (20). The first pipe (10) and the second pipe (20) are connected, and each pipe is equipped with a control valve (30).

5. The solar thermal exchange power generation teaching and training device according to claim 1 or 2, characterized in that, The training platform (1) is also equipped with a filter (17), which is connected to the refrigerant outlet of the heat exchanger (15).

6. The solar thermal exchange power generation teaching and training device according to claim 5, characterized in that, The training platform (1) is also equipped with a sight glass (18), which is connected to a filter (17).

7. The solar thermal exchange power generation teaching and training device according to claim 2, characterized in that, It also includes a training rack (9), on which the first driving component (7), the second driving component (8) and the heat collection tube (3) are all mounted. The bottom of the training rack (9) is provided with several first rollers (91).

8. The solar thermal exchange power generation teaching and training device according to claim 1, characterized in that, The bottom of each training platform (1) is provided with several second rollers (11).

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