Unit Name TRANSIENT ANALYSIS AND STABILITY Unit Code MEE602
 Unit Duration 12 weeks Award Master of Engineering (Electrical Systems) Duration: 2 years Year Level Two Unit Creator/Reviewer Dr. Tony Auditore Prof. Trevor Blackburn (G. Vijay / Steve Mackay) Core/Elective Core Pre/Co-requisites None Credit Points 3Masters 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 hourTutorial Lecture - 1 hoursPractical / Lab - 1 hour (where applicable)Personal Study recommended - 7 hours (guided and unguided)

Unit Description and General Aims

The unit introduces engineers to the principles of power system stability under different system events including power system disturbances and evaluates system stability by utilizing an accurate power system dynamic model.

The unit will discuss the basic aspects of system stability theory and will cover topics of transient stability, small signal stability and voltage stability. Methods of improving stability in practical systems will also be discussed. The behaviour of a system under electromagnetic transients caused by switching and lightning transients and its effect on cables and lines, synchronous machines and switchgear will be discussed also.

After covering the necessary theory, the unit will introduce practical studies involving the simulation of various system conditions using an appropriate software tool and interpreting the results obtained.

This part will also include the estimation of machine parameters and the use of dynamic parameter estimation tools to compare estimated results from multiple sets of simulations involving model parameters and implement the most accurate results into the generator models.

Learning Outcomes

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

1. Attain the required theoretical knowledge on power system stability principles and demonstrate the ability to accurately model a power system for carrying out different stability studies described in the subsequent outcomes.

Bloom’s Level 5

2. Demonstrate the ability to simulate small disturbances in the modelled system and study the effect on system stability.

Bloom’s Level 5

3. Demonstrate the ability to simulate large disturbances, and identify and evaluate the respective parameters.

Bloom’s Level 5

4. Establish through the studies the ability of the modelled power system to maintain steady voltages at all buses in the system after being subjected to a disturbance from a given initial operating condition.

Bloom’s Level 5

5. Simulate and analyse power system transient phenomena at microsecond-level such as switching and lightning transients.

Bloom’s Level 5

6. Draw and present conclusions on improving the models and practical measures to improve the different stability aspects.

Bloom’s Level 6

# Bloom’s Taxonomy

The cognitive domain levels of Bloom’s Taxonomy:

 Bloom’sLevel Bloom’sCategory 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 andmake 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.

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, 3, 6 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 2, 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 4, 5, 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 1, 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 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 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 2, 3 D2. Knowledge of ethical standards in relation to professional engineering 1.6, 3.1, 3.5 6
 practice and research. D3. Knowledge of international perspectives in engineering and ability to apply various national and International Standards. 1.5, 1.6, 2.4,3.4 6 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, 5, 6 E2. Knowledge of research principles and methods in an engineering context. 1.4, 1.6 2, 3, 4, 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 - 5 LO2 5 5 - 5 5 LO3 5 5 - 5 5 LO4 - 5 5 - 5 LO5 - 5 5 - 5 LO6 6 6 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 5 6 Total PLO coverage 5 7 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 1Type: Multi-choice test / Group work / Short answer questions / Role Play / Self-Assessment / PresentationTopic examples: Stability, transient stability and system modelling Week 5 20% 1, 2 Assessment 2Type: Report / Research / Paper / Case Study / Site Visit/ Problem analysis / Project / Professional recommendationExample: Report (Midterm Project)[This will include a progress report; literature review, hypothesis, and proposed solution with concept workings] Word length: 1000Topic examples: Report on Transient stability Week 8 25% 1, 2, 3 Assessment 3Type: 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: 2000Topic examples: Continuation of midterm. Final Week 35% 4, 5, 6 Practical ParticipationType: May be in the form of quizzes, class tests, practical assessments, remote labs, simulation software or case studiesExample: Software packages on renewable energy Continuous 15% 5, 6 Attendance / Tutorial ParticipationExample: Presentation, discussion, group work, exercises, self-assessment/reflection, case study analysis, application. Continuous 5% 1-6

## Required textbook(s)

1. Prabha Kundur, Power system stability and control, paperback, McGraw-Hill, 2005

## Reference Materials

• 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.

## Topics 1 and 2

Stability basics and system modelling

1. Power system stability: Considerations, definitions, classification of stability, rotor angle and voltage stability, synchronous machine representation, classical model, load modelling concepts, modelling of excitation systems, modelling of prime movers.

## Topics 3 and 4

Transient stability theory

1. Transient stability: Swing equation, equal area criterion, solution of swing equation; numerical methods such as Euler method, Runge-Kutte method, critical clearing time and angle; effect of excitation system and governors; multimachine stability, extended equal area criterion and transient energy function approach.

## Topics 5 and 6

Stability simulation for small signals

1. State space representation, Eigen values, modal matrices, small signal stability of single machine infinite bus system, synchronous machine classical model representation; effect of field circuit dynamics; of excitation system and small signal stability of multi machine system.

## Topics 7 and 8

Voltage stability, electromagnetic transients

1. Generation aspects, transmission system aspects, load aspects, PV curve, QV curve, PQ curve, analysis with static loads , loadability limit, sensitivity analysis, continuation power flow analysis and instability mechanism examples.

2. Lightning surges including induced surges, switching transients for single pole and 3 pole switching, capacitor switching and high speed reclosing; switchgear transient recovery voltage (TRV) and effect on overhead line and cable systems.

## Topic 9

Stability improvement

1. Transient stability enhancement, high speed fault clearing, steam turbine fast valving, high speed excitation systems, small signal stability enhancement, power system stabilizers, voltage stability enhancement and reactive power control.

## Topics 10 and 11

Practical examples/Project

1. Using any industry standard software package, the students will carry out modelling and simulation exercises on a given power system and identify problems areas. The studies will include the estimation of machine parameters and the use of dynamic parameter estimation tools to compare estimated results from multiple sets of simulations involving model parameters and implement the most accurate results into the generator models. The students will interpret the results of the study and will present their recommendations on stability improvement measures.

## 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.