Unit Name

POWER SYSTEM ANALYSIS AND OPERATION

Unit Code

MEE601

Unit Duration

12 weeks

Award

Master of Engineering (Electrical Systems) Duration: 2 years

Year Level

Two

Unit Creator/Reviewer

Prof Akhtar Kalam

Core/Elective

Core

Pre/Co-requisites

None

Credit Points

3

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

This unit of study presents a study of electrical power systems, their analysis and operation. The students will be introduced to fundamental concepts in the unit will cover topics of generation, transmission, distribution, analysis, and operation at introductory levels. Concepts of power, frequency, and voltage control will be examined and different types of transmission/distribution systems and their associated gears will be presented. Models of long, medium and short transmission lines will be introduced to assist in calculation of power, voltage, current and power factor in an electrical system. Fault analysis in three-phase balanced systems will be studied together with fault Calculations in Power Systems. An outline of the electricity distribution in the deregulated Australian power industry will be given, and network calculations and the bus-admittance matrix will be covered. The Gauss-Siedel, Newton-Raphson, and Fast Decoupled load flow analysis methods and their application to the solution of complex networks will be introduced.

Lectures will be used to introduce the key concepts and knowledge complemented by laboratories, and to extend and apply this knowledge. The tutorials focus on applying knowledge in solving engineering-related problems. Assignments are given to students to help them reinforce the knowledge gained during lectures/tutorials and to improve their information seeking abilities.

Learning Outcomes

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

  1. Demonstrate knowledge of the basic principles of electric power systems, the components thereof, and the respective configuration and operation.

    Bloom’s Level 5

  2. Demonstrate knowledge in sequence circuits.

    Bloom’s Level 5

  3. Carry out fault analysis in a balanced three-phase system using an equivalent single phase circuit.

    Bloom’s Level 5

  4. Develop an understanding of the admittance model and the impedance model.

    Bloom’s Level 5

  5. Apply techniques of power flow solutions including calculations of voltage, angles, losses, generated reactive power, slack power, etc.

    Bloom’s Level 5

  6. Critically analyse transmission systems, and identify solutions to power system problems.

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

1, 2, 3

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

3, 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

6

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, 4, 5

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

2.2, 2.3

5, 6

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

6

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

6

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

1.6, 3.1, 3.5

 

D3. Knowledge of international perspectives in engineering and ability to apply

1.5, 1.6, 2.4,

6

various national and International Standards.

3.4

 

E. Information and Research Skills (PLO 5)

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

1.4, 2.4, 3.6

4, 6

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

1.4, 1.6

 

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

-

-

-

-

LO2

5

-

-

-

-

LO3

5

5

5

-

-

LO4

-

5

5

-

5

LO5

-

5

5

-

-

LO6

-

6

6

6

6

Unit Study

Assessments

5

6

6

6

6

Lectures/Tutorials

5

6

6

6

6

 

Max Bloom’s level

5

6

6

6

6

Total PLO coverage

5

6

6

3

4

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

Topic examples: “An assessment of the environmental impact of thermal (coal and gas) generation and nuclear generation” “A review of the progress in the search for a replacement gas for SF6 in electrical power systems” “The safety hazards associated with the operation of large scale PV generation systems”)

Week 5

20%

1, 2, 3

Assessment 2

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

/ Problem analysis / Project / Professional recommendation

Example: Report (Midterm Project)

[This will include a progress report; literature review, hypothesis, and proposed solution with concept workings] Word length: 1000

Topic examples: “A review of the state of art and the potential for practical fusion generation systems” or “The impact that climate change will have on lightning strike frequency and the potential effects that this will bring” or “A full life cycle analysis of a [PV or wind turbine or nuclear or large transformer] system, with net energy balance conclusions”

Week 8

25%

2,3,4,5

Assessment 3

Type: Report (Final Project)

[If a continuation of the midterm, this should complete the report by adding sections on: workings, implementation, results, 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%

4,5,6

Practical Participation

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

Continuous

15%

3

Attendance / Tutorial Participation

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

Continuous

5%

1-6

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)

Reference Materials

  • Hadi Saadat: Power System Analysis (Second edition), 2002, 0-07-284796-4, McGraw Hill

  • Kothari, D.P. and Nagrath, I.J., Power System Engineering, 2nd Edition, 2008, Tata McGraw Hill.

  • Grainger J. J. and Stevenson W.D. Power System Analysis, 1994, McGraw Hill Stephen J. Chapman, “Electric Machinery and Power System Fundamentals”, McGraw Hill, 2002.

  • Stagg.G.W. and El-Abiad A.H., 1968, Computer Methods in Power System Analysis, McGraw.

  • Cooray V. The Lightning Flash, 2003, IEEE Power and Energy Series 34.

  • Grainger J. J. and Stevenson W.D. Power System Analysis, 1994, McGraw Hill

  • Looms, J.S.T., Insulators for High Voltage, IEE Power and Energy Series 30.

  • Ryan H.M., High Voltage Engineering and Testing, IEE Power and Energy Series 30.

  • Kamaraju, V and Naidu, M.S., High Voltage Engineering, 1996, Tata McGraw Hill.

  • Greenwood, A., Electrical Transients in Power Systems, 2nd edition, 1991, John Wiley.

  • IDC / EIT 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.

Topic 1

Electricity distribution in the deregulated Australian power industry

Topics 2 - 4

Symmetrical Faults; Symmetrical Faults and Symmetrical Components;

  1. Sequences Circuits of Loads, Generator and Line; Sequence Circuits of Transformers and Sequence Networks;

  2. Unsymmetrical Fault Current Calculations. Fault Current Calculation Examples

  3. The admittance model and network calculations. Branch and node admittances.

  4. Formulation of YBUS matrix. Node elimination.

Topic 5

  1. The impedance model and network calculations.

  2. Bus admittance and Impedances matrices.

  3. Formulation of ZBUS matrix.

Topics 6 and 7

  1. Power flow solutions.

  2. Introduction to Gauss- Seidel Method.

Topics 8 and 9

  1. The Newton-Raphson method.

  2. The Newton-Raphson power-flow solutions.

  3. Power flow studies in system design and operation

Topic 10

Fast Decoupled Power Flow; The “DC” Power Flow

Topic 11

Transmission System Planning

  1. Load forecast

  2. Generation assumption

  3. Coincident generation outage

  4. Reactive power capability

  5. Rating of transmission equipment

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.