48582 Power Systems Studio A
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Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade, no marksRequisite(s): 48572 Electrical Power Systems
Recommended studies: power circuit theory knowledge is essential for this subject
Description
The primary objective of this subject is the development of a working knowledge of power systems analysis and design. Detailed contents cover equivalent circuit of synchronous machines, symmetrical components and fault analysis, power system stability, active and reactive power control, load Flow Analysis, transmission line performance and transmission line model. Students engage in hands-on experimental learning through completion of a design product. Students work in the studio in collaboration with other students, academic staff and industry mentors. Students do a combination of individual self-directed study and product work as a team.
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
| 1. | Model and analyse major types of components including renewable generators in modern power systems. (D.1) |
|---|---|
| 2. | Apply theoretical knowledge to calculate correctly the steady state and dynamic response of a power network. (D.1) |
| 3. | Design and implement appropriate controllers for ensuring power system stability under diverse operating conditions. (C.1) |
| 4. | Develop a simulation model and apply engineering accepted practice to conduct different studies. (D.1) |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the development of the following Course Intended Learning Outcomes (CILOs):
- Design Oriented: FEIT graduates apply problem solving, design and decision-making methodologies to develop components, systems and processes to meet specified requirements. (C.1)
- Technically Proficient: FEIT graduates apply abstraction, mathematics and discipline fundamentals, software, tools and techniques to evaluate, implement and operate systems. (D.1)
Contribution to the development of graduate attributes
Engineers Australia Stage 1 Competencies
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.
- 2.1. Application of established engineering methods to complex engineering problem solving.
- 2.2. Fluent application of engineering techniques, tools and resources.
- 2.4. Application of systematic approaches to the conduct and management of engineering projects.
Teaching and learning strategies
Studios are product-based subjects, largely conducted in the studio, in collaboration with other students, academic staff and industry mentors. Students do a combination of individual self-directed study and product work as a team.
The stages of the product are the means by which students learn how to apply their knowledge to what they can achieve. The stages follow the classic engineering paradigm of assess, design and implement. The individual tasks are guided by a learning contract established at the beginning of the session.
Each student is required to engage in hands on experimental learning through completion of a design product. During the scheduled studio hours, students will form groups that work together on a chosen solution. Attendance at the studios is essential to being able to complete the design product successfully.
The studio learning environment uses an agile methodology where students need to participate in weekly ‘sprints’ and ‘scrums’. Each group will emulate a real-life project management team and record their progress on Trello, Microsoft Planner, Microsoft Teams or a similar system.
The scrums are set up to discuss the concerns that present themselves each week; to discuss possible solutions and priorities as a team, how to proceed during the week. Weekly sprints are scheduled for students to present their progress for that week, to receive peer and tutor feedback and to use this in the following week. The studio learning environment will concentrate on reinforcing fundamental concepts through problem solving, computer simulations and design exercises.
Students will need to access and engage in online learning modules. Strict processes are explained in the online modules that develop student technical knowledge. These short educational modules introduce the basic material in a modular fashion starting from power system component modeling and working up to power system analysis and design scheme. Subject topic notes will be available online: face to face lectures are replaced with online modules, reading material and weekly exercises. Students are advised not to depend only on the topic notes but to work through the prescribed textbooks as well as other published texts on the topic, using the notes as a guideline.
The textbooks contain many examples and exercises. Although solving these exercises is not formally assessed, this work is part of the learning process. The students are expected to enhance their competency in the subject matter by solving these exercises and to demonstrate their level of understanding through the project, laboratory work and assessment tasks. Students will have the opportunity to raise any doubts and questions in relation to the project, and receive the feedback from the lecturer online and in the studio learning environment.
Laboratories will reinforce fundamental concepts and provide opportunities for verification of power system behaviour from model predictions. In order to bridge the gap between theory and practice and to increase familiarity with the literature, students will be required to attempt a number of computing and experimental assignments based on theory and techniques introduced in the online modules, but which require further individual investigation based on the design product.
Laboratories are structured sessions that allow students to put into practice online learning using specialised equipment. They generally involve preparatory work. Students must complete pre-lab work described in the experiment before coming to the lab. The online modules will direct students more specifically.
The power system laboratories will include experiments that may involve high voltages hence students must strictly adhere to the safety procedure and the safety instructions given by the lab staff members. In the power system lab, students will work in groups of 2-3 on their laboratory tasks. At the beginning of the lab, academic staff will check the pre-lab work and discuss with the entire group the challenges they are facing, and offer feedback.
Content (topics)
In developing their studio product, students themselves will need to learn some or all topics from the following list:
- Synchronous machine model: Synchronous machines equivalent circuit -two axis model -balanced three phase fault -simplified representation for transient analysis.
- Power system stability: Swing equation, single machine on infinite bus (SMIB) model, steady state stability, stability based on equal area criterion, numerical solution of swing equation, multi-machine system, network representation, network reduction, power equation, multi-machine stability studies.
- Active and reactive power control: Basics of active power and frequency control, automatic generation control (AGC), AGC in an isolated power system, AGC in a two-area system, tie-line frequency bias control, reactive power and voltage control, rate feedback in excitation system.
- Load Flow Analysis: Nodal admittance matrix, Newton-Raphson (NR) method, application of NR method for load flow analysis, fast decoupled load flow.
- Transmission Line Performance: Transmission line complex power flow, sending and receiving end power circles, power transfer capacity of transmission lines, thermal limit, stability limit, line reactive compensation, shunt reactors, shunt capacitor compensation, capacitive series reactor compensation.
- Transmission line model: Short transmission line model - medium length line model or nominal π model - long transmission line model – voltage and current waves - surge impedance loading of the line.
- Topics of current interest: Impact of distributed energy resources on power flow and stability of power systems.
Assessment
Assessment task 1: Problem Solving
| Intent: | To demonstrate students’ knowledge of Power system components and analyse their performance. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 2 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): D.1 |
| Type: | Exercises |
| Groupwork: | Individual |
| Weight: | 10% |
Assessment task 2: Team Product/Prototype proposal
| Intent: | To design and plan the development of a selected product topic relating to power systems. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2 and 3 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): C.1 and D.1 |
| Type: | Report |
| Groupwork: | Group, group assessed |
| Weight: | 20% |
| Length: | 2500 words |
Assessment task 3: Team Product/Prototype Delivery 1
| Intent: | To demonstrate students’ ability to make significant progress towards the delivery of the product/prototype. |
|---|---|
| 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): C.1 and D.1 |
| Type: | Presentation |
| Groupwork: | Group, group and individually assessed |
| Weight: | 30% |
| Length: | A 10-15 minute demonstration will be required, followed by question/answer sessions |
Assessment task 4: e-Portfolio
| Intent: | To demonstrate students’ ability to deliver the final prototype and summarise what has been achieved during the studio design process. |
|---|---|
| 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): C.1 and D.1 |
| Type: | Portfolio |
| Groupwork: | Individual |
| Weight: | 40% |
Minimum requirements
In order to pass the subject, a student must achieve an overall mark of 50% or more.
Required texts
Grainger, J. J., & Stevenson, W. D., Power System Analysis, McGraw-Hill, 1994.
Hadi, S., Power System Analysis, 3rd ed., PSA Publishing.
Recommended texts
Glover, J.D., Power System Analysis and Design, 4th Ed., Thompson, USA.
Greenwood, A., Electrical Transients in Power Systems, 2nd Ed., Wiley, 1991.
Heathcote, M., J & P Transformer Book, 13th Ed., Newnes, 2007.
Kundur, P., Power System Stability and Control, McGraw-Hill, Inc.
Kusic, G., Computer-Aided Power Systems Analysis, 2nd Ed., CRC, 2008.
Nagsarkar, T.K. and Sukhija, M.S., Power System Analysis, Oxford University Press.
Students are advised not to restrict themselves to the above mentioned textbooks but to refer to books in the power system discipline to widen their knowledge in the subject.