42091 Advanced Energy Conversion Systems
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Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksRequisite(s): ((120 credit points of completed study in Bachelor's Degree owned by FEIT OR 120 credit points of completed study in Bachelor's Honours Embedded owned by FEIT OR 120 credit points of completed study in Bachelor's Combined Degree owned by FEIT OR 120 credit points of completed study in Bachelor's Combined Honours owned by FEIT OR 120 credit points of completed study in Bachelor's Combined Degree co-owned by FEIT OR 120 credit points of completed study in Bachelor's Combined Honours co-owned by FEIT) AND 48571 Electrical Machines)
These requisites may not apply to students in certain courses. See access conditions.
Description
Electrical energy conversion systems, like transformers and electrical machines, are key components in renewable energy systems, power systems, electric vehicles and industrial equipment. Motor drive systems account for high global electricity consumption. These systems cannot work well without appropriate control methods. This subject covers advanced design and control methods for high-performance transformers and electrical machines and drives.
Students learn advanced multidisciplinary design methods for energy conversion systems. The subject introduces four advanced control methods for electrical machines: brushless DC control, field-oriented control, direct torque control and model predictive control.
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
| 1. | Identify requirements of advanced electrical energy conversion systems. (B.1) |
|---|---|
| 2. | Model and analyse advanced electrical energy conversion systems. (D.1) |
| 3. | Design advanced control methods for energy conversion systems. (C.1) |
| 4. | Analyse the role of cost-effective energy conversion systems for sustainable energy systems and future smart grid. (D.1) |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the development of the following Course Intended Learning Outcomes (CILOs):
- Socially Responsible: FEIT graduates identify, engage, and influence stakeholders, and apply expert judgment establishing and managing constraints, conflicts and uncertainties within a hazards and risk framework to define system requirements and interactivity. (B.1)
- Design Oriented: FEIT graduates apply problem solving, design thinking and decision-making methodologies in new contexts or to novel problems, to explore, test, analyse and synthesise complex ideas, theories or concepts. (C.1)
- Technically Proficient: FEIT graduates apply theoretical, conceptual, software and physical tools and advanced discipline knowledge to research, evaluate and predict future performance of systems characterised by complexity. (D.1)
Contribution to the development of graduate attributes
Engineers Australia Stage 1 Competencies
Students enrolled in the Master of Professional Engineering should note that this subject contributes to the development of the following Engineers Australia Stage 1 competencies:
- 1.3. In-depth understanding of specialist bodies of knowledge within the engineering discipline.
- 1.4. Discernment of knowledge development and research directions within the engineering discipline.
- 1.5. Knowledge of engineering design practice and contextual factors impacting the engineering discipline.
- 2.1. Application of established engineering methods to complex engineering problem solving.
- 2.2. Fluent application of engineering techniques, tools and resources.
- 2.3. Application of systematic engineering synthesis and design processes.
Teaching and learning strategies
Class time is mainly used for tutorials and group activities, which will concentrate on the design, control and simulation of different kinds of advanced energy conversion systems, including high-performance transformers and electrical drives, through case studies.
Prior to each tutorial and group activity, students are required to study the subject topic notes and associated readings and prepare questions relating to the content. Students are advised not to depend only on the subject’s own topic notes but to work through the recommended references as well as other published texts on the topics, using the notes as a guideline. This material will be discussed and integrated into classes and tutorials.
Students are expected to attend all tutorials and group activities, which are designed to encourage interaction between students and teaching staff. Students are expected to work on projects collaboratively in groups. Students will have the opportunity to raise any questions in relation to the subject topics, projects, modelling methods and simulations, and receive feedback from the teaching staff in tutorials. Feedback can also be provided through consultations and emails.
Timely formal feedback will be provided for each progress report. Students will show their improvement in the final report.
Content (topics)
Design basics of electrical energy conversion systems
- Background of electrical energy conversion systems
- Design requirements and challenges
Advanced transformer principles, design, modelling and simulation
- Principles of transformers
- Design of high-performance transformers using advanced magnetic materials
- Modelling and simulation of a high-performance transformer using amorphous alloys
Advanced electrical drive systems
Electrical machines for challenging applications, including wind-power generation and electric vehicles
Modelling and simulation of advanced control methods for electrical machines
- Brushless DC control method
- Field-oriented control method
- Direct torque control method
- Model predictive control method
System-level design optimisation methods for advanced energy conversion systems
Assessment
Assessment task 1: Project Report
| Intent: | Students master four control techniques for an AC machine. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2, 3 and 4 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1, C.1 and D.1 |
| Type: | Project |
| Groupwork: | Individual |
| Weight: | 80% |
| Length: | 4000 words |
Assessment task 2: Final Presentation
| Intent: | Students will compare the four control techniques and identify the advantages and disadvantages of each. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2, 3 and 4 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1, C.1 and D.1 |
| Type: | Presentation |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | 5-minute presentation followed by a question/answer session |
Minimum requirements
To pass this subject, students must achieve an overall mark of 50% or greater.
Recommended texts
Rik De Doncker, Duco W.J. Pulle, André Veltman, Advanced Electrical Drives: Analysis, Modelling, Control, Springer; 2011, ISBN: 9400701799.