Unit Name

POWER GENERATION

Unit Code

MEE501

Unit Duration

12 weeks

Award

Graduate Diploma of Engineering (Electrical Systems) Duration: 1 year

Master of Engineering (Electrical Systems) Duration: 2 years

Year Level

One

Unit Creator/Reviewer

Professor Akhtar Kalam

Core/Elective

Core

Pre/Co-requisites

Nil

Credit Points

3

Grad Dip total course credit points = 24 (3 credits x 8 (units))

Masters total course credit points = 48

(3 credits x 12 (units) + 12 credits (Thesis))

Mode of Delivery

On-Campus or Online

Unit Workload

10 hours per week: Lecture - 1 hour

Tutorial Lecture - 1 hours

Practical / Lab - 1 hour (where applicable)

Personal Study recommended - 7 hours (guided and unguided)

Unit Description and General Aims

In this unit students will acquire advanced theoretical knowledge and develop critical analytical and practical skills which can be applied to investigation and resolution of complex problem solving scenarios. Content has been developed to enhance students’ communication skills, individual and group project participation and other professional capabilities important to the field of engineering and power generation.

The unit addresses in a readily accessible format processes by which power is generated with special emphasis on alternative renewable energy generation sources such as solar, wind, biomass and fuel cells. This unit takes into account the many challenges faced due to excess power supply but with a decrease in demand. The unit addresses the global pressures on replacing fossil fuel plants to renewables and the need for cheap and affordable power.

Learning Outcomes

On successful completion of this Unit, students are expected to be able to:

  1. Determine design needs for power generation taking into account environmental effects.

    Bloom’s Level 5

  2. Apply specialist competence to a power generation system to ensure optimal performance.

    Bloom’s Level 6

  3. Identify appropriate solutions to problems inherent in power generation for given scenarios.

    Bloom’s Level 6

  4. Utilise a systems approach to analysis, design and operational performance of a power generator.

    Bloom’s Level 6

  5. Critically evaluate generation schemes applicable to a given application in order to enhance efficiency.

    Bloom’s Level 6

  6. Determine system performance in terms of power transients and disturbances to maintain uninterrupted power distribution.

Bloom’s Level 6

Bloom’s Taxonomy

The cognitive domain levels of Bloom’s Taxonomy:

Bloom’s

Level

Bloom’s

Category

Description

1

Knowledge

Recall, define and list facts, concepts, methods, terminologies, theories and structures.

2

Comprehension

Demonstrate understanding by comparing, organizing, describing, translating, interpreting, paraphrasing, explaining and distinguishing.

3

Application

Use knowledge to solve problems, identify connections and show relationships, in context.

4

Analysis

Examine information, breakdown a problem, determine relationships and causes, make inferences, classify and infer from evidence.

5

Synthesis

Produce a pattern from relationships, propose operations, formulate a design,

compose a hypothesis, reassemble information, construct, plan, invent, predict and create.

6

Evaluation

Make judgements based on evidence and external criteria, determine best

practice, optimise, validate ideas, judge and critique, assess, valuate and make recommendations.

Engineers Australia

The Australian Engineering Stage 1 Competency Standards for the Professional Engineer, approved as of 2013. This table is referenced in the mapping of graduate attributes to learning outcomes and via the learning outcomes to student assessment.

Stage 1 Competencies and Elements of Competency

1.

Knowledge and Skill Base

1.1

Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline.

1.2

Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline.

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.

1.6

Understanding of the scope, principles, norms, accountabilities and bounds of sustainable engineering practice in the specific discipline.

2.

Engineering Application Ability

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.

2.4

Application of systematic approaches to the conduct and management of engineering projects.

3.

Professional and Personal Attributes

3.1

Ethical conduct and professional accountability.

3.2

Effective oral and written communication in professional and lay domains.

3.3

Creative, innovative and pro-active demeanour.

3.4

Professional use and management of information.

3.5

Orderly management of self, and professional conduct.

3.6

Effective team membership and team leadership.

Graduate Attributes

Successfully completing this Unit will contribute to the recognition of attainment of the following graduate attributes aligned to the AQF Level 9 criteria, Engineers Australia Stage 1 Competency Standards for the Professional Engineer and the Washington Accord and the Program Level Outcomes (PLO):

Graduate Attributes / Program Level Outcomes (Knowledge, Skills, Abilities, Professional and Personal Development)

EA Stage 1 Competencies

Learning Outcomes

A. Effective Communication (PLO 1)

A1. Cognitive and technical skills to investigate, analyse and organise information and ideas and to communicate those ideas clearly and fluently, in both written and spoken forms appropriate to the audience.

2.2, 3.2

2, 4

A2. Ability to professionally manage oneself, teams, information and projects and engage effectively and appropriately across a diverse range of international cultures in leadership, team and individual roles.

2.4, 3.2, 3.4,

3.5, 3.6

 

B. Critical Judgement (PLO 2)

B1. Ability to critically analyse and evaluate complex information and theoretical concepts.

1.1, 1.2, 1.3,

2.1

4, 5

B2. Ability to creatively, proactively and innovatively apply theoretical concepts, knowledge and approaches with a high level of accountability, in an engineering context.

1.5, 2.1, 3.3,

3.4

2

C. Design and Problem Solving Skills (PLO 3)

C1. Cognitive skills to synthesise, evaluate and use information from a broad range of sources to effectively identify, formulate and solve engineering problems.

1.5, 2.1, 2.3

3, 6

C2. Technical and communication skills to design complex systems and solutions in line with developments in engineering professional practice.

2.2, 2.3

4

C3. Comprehension of the role of technology in society and identified issues in applying engineering technology ethics and impacts; economic; social; environmental and sustainability.

1.5, 1.6, 3.1

1

D. Science and Engineering Fundamentals (PLO 4)

D1. Breadth and depth of mathematics, science, computer technology and specialist engineering knowledge and understanding of future developments.

1.1, 1.2, 1.3,

1.4

1, 6

D2. Knowledge of ethical standards in relation to professional engineering practice and research.

1.6, 3.1, 3.5

3, 4, 5

D3. Knowledge of international perspectives in engineering and ability to apply various national and International Standards.

1.5, 1.6, 2.4,

3.4

2, 3, 4, 5

E. Information and Research Skills (PLO 5)

E1. Application of advanced research and planning skills to engineering projects.

1.4, 2.4, 3.6

1, 2, 3, 4, 6

E2. Knowledge of research principles and methods in an engineering context.

1.4, 1.6

1, 2, 3, 4, 5

Unit Content and Learning Outcomes to Program Level Outcomes (PLO) via Bloom’s Taxonomy Level

This table details the mapping of the unit content and unit learning outcomes to the PLOs and graduate attributes at the corresponding Bloom’s Taxonomy level, specified by the number in the table.

 

Integrated Specification /

Program Learning Outcomes

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

Unit Learning Outcomes

LO1

-

-

5

5

5

LO2

6

6

-

6

6

LO3

-

-

6

6

6

LO4

6

6

6

6

6

LO5

-

6

-

6

6

LO6

-

-

6

6

6

Unit Study

Assessments

6

6

6

6

6

Lectures/Tutorials

6

6

6

6

6

 

Max Bloom’s level

6

6

6

6

6

Total PLO coverage

4

5

6

8

8

Student assessment

Assessment Type

(e.g. Assignment - 2000 word essay (specify topic) Examination (specify length and format))

When assessed (eg Week 5)

Weighting (% of total unit marks)

Learning Outcomes Assessed

Assessment 1

Type: Multi-choice test / Group work / Short answer questions / Role Play / Self-Assessment / Presentation

Word length: n/a

Topic examples: Fundamental concepts of Electrical energy, Power Electronics and its innovation.

Week 5

20%

1, 2

Assessment 2

Type: Report / Research / Paper / Case Study / Site Visit

/ Problem analysis / Project / Professional recommendation

Example: Type: Report (Midterm Project)

[This will include a progress report; literature review, hypothesis, and methodology / conclusions]

Word length: 1000

Topic examples: Analysis, design and operational performance of a power generator.

Week 8

25%

1, 2, 3, 4

Assessment 3

Type: Report (Final Project)

[If a continuation of the midterm, this should complete the report by adding sections on: methodology, implementation / evaluation, verification / validation, conclusion / challenges and recommendations / future work. If this is a new report, all headings from the midterm and the final reports must be included.]

Word length: 2000

Topic examples: Continuation of midterm.

Final Week

35%

1, 2, 3, 4, 5,

6

Practical Participation

Type: May be in the form of quizzes, class tests, practical assessments, remote labs, simulation software or case studies

Example: Simulation of various generation methods using software such as HOMER

Continuous

15%

5

Attendance / Tutorial Participation

Example: Presentation, discussion, group work, exercises, self-assessment/reflection, case study analysis, application.

Continuous

5%

1, 2, 3, 4, 5,

6

Prescribed and recommended readings

Required textbook(s)

  1. J.D. Glover, M.S. Sarma, and T.J. Overbye, Power System Analysis and Design, 5th edition, Cengage Learning, 2012 (ISBN 13: 978-1-111-42577-7)

    OR

  2. A. Kalam and D.P. Kothari, Power System Protection and Communications, New Age International (P) Ltd Publishers, 2010 (ISBN 978-81-224-2741-7)

    OR

  3. N. Mohan, et al., Power Electronics - Converters, Applications, and Design, 1st ed, John Wiley & Sons, 2003

Reference Materials

  • Power Engineering Journal; IEEE Power and Energy Magazine; IEEE Transactions on Power Systems; International Journal of Electrical Power & Energy Systems. These are peer- reviewed journals. Other relevant peer-reviewed journals will be advised.

  • https://www.power-eng.com, https://www.ieee-pes.org

  • IDC notes and Reference texts as advised.

  • Other material advised during the lectures

Unit Content:

One topic is delivered per contact week, with the exception of part-time 24-week units, where one topic is delivered every two weeks.

Topics 1 and 2

Design needs for power generation taking into account environmental effects

  1. Historical developments and power industry deregulation

  2. Loads and utility ancillary services

  3. Electricity supply basics

  4. Thermal power plants

  5. Other power plants

  6. Alternative energy generation

  7. Distributed generation and energy storage

Topics 3 and 4

Applying specialist competence to a power generation system to ensure optimal performance

Topics 5 and 6

Solutions to problems inherent in power generation

Topics 7 and 8

Systems approach to analysis, design and operational performance of a power generator

Topics 9 and 10

Critically evaluate generation schemes applicable to a given application in order to enhance efficiency

Topic 11

Determine system performance in terms of power transients and disturbances to maintain uninterrupted power distribution

Topic 12

Project and Revision

In the final week students will have an opportunity to review the contents covered so far. Opportunity will be provided for a review of student work, to clarify any outstanding issues, and to work on finalising the major assessment report.

The Engineering Institute of Technology (EIT) is dedicated to ensuring our students receive a world-class education and gain skills they can immediately implement in the workplace upon graduation. Our staff members uphold our ethos of honesty and integrity, and we stand by our word because it is our bond. Our students are also expected to carry this attitude throughout their time at our institute, and into their careers.