## ELEC ENG 3110 - Electric Power Systems

### North Terrace Campus - Semester 2 - 2022

Overview of modern power systems. Review of single and three-phase AC networks. Representation of synchronous machines for stability analysis. Principles of power and frequency control. Principles of reactive power and voltage control. Steady-state performance using load-flow analysis. Network fault analysis. Small and large-signal rotor-angle stability analysis. Principles of power system protection.

• General Course Information
##### Course Details
Course Code ELEC ENG 3110 Electric Power Systems School of Electrical & Electronic Engineering Semester 2 Undergraduate North Terrace Campus 3 Up to 5 hours per week ELEC ENG 3031 ELEC ENG 2102 Overview of modern power systems. Review of single and three-phase AC networks. Representation of synchronous machines for stability analysis. Principles of power and frequency control. Principles of reactive power and voltage control. Steady-state performance using load-flow analysis. Network fault analysis. Small and large-signal rotor-angle stability analysis. Principles of power system protection.
##### Course Staff

Course Coordinator: Mr David Vowles

##### Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

• Learning Outcomes
##### Course Learning Outcomes
On successful completion of this course students will be able to:

 1 Formulate and solve the mathematical models describing steady-state physical behavior of transmission and distribution lines; 2 Define and describe operational concepts such as: flow of active & reactive power, voltage profile, steady-state stability, power flow limits & line loadability, voltage regulation, Surge Impedance Loading; 3 Analyse line compensation techniques as applied in reactive power – voltage control and active power flow control; 4 Formulate the mathematical models of interconnected electrical power networks; 5 Reproduce and analyse steady-state behavior of small-size electrical power networks using Power Flows software tool; 6 Formulate the mathematical models and apply network solution techniques used in analyzing faults in power systems; 7 Reproduce and analyse faults in small-size electrical power networks using Fault Analysis software tool; 8 Explain basic concepts and mathematical models of power system control and stability.

The above course learning outcomes are aligned with the Engineers Australia Stage 1 Competency Standard for the Professional Engineer.
The course is designed to develop the following Elements of Competency: 1.1   1.3   2.1   2.2  2.3  3.2

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute Course Learning Outcome(s)

Attribute 1: Deep discipline knowledge and intellectual breadth

Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

1-4, 6, 8

Attribute 2: Creative and critical thinking, and problem solving

Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

5, 7

Attribute 3: Teamwork and communication skills

Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

5, 7
• Learning & Teaching Activities
##### Learning & Teaching Modes

No information currently available.

No information currently available.

##### Learning Activities Summary

No information currently available.

• Assessment

The University's policy on Assessment for Coursework Programs is based on the following four principles:

1. Assessment must encourage and reinforce learning.
2. Assessment must enable robust and fair judgements about student performance.
3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
4. Assessment must maintain academic standards.

##### Assessment Summary
 Assessment Task Weighting (%) Individual/ Group Formative/ Summative Due (week)* Hurdle criteria Learning outcomes Tutorials (six) 5 Individual Formative 2, 4, 6, 7, 9, 11 1. 2. 3. 4. 5. 6. 7. 8. Quizzes (two) 15 Individual Formative 5, 10 1. 2. 3. 4. 5. 6. Practical Assignment (two) 20 Individual Formative 8, 12 >40% 1. 2. 3. 4. 5. 8. Examination 60 Individual Summative >40% 1. 2. 3. 4. 5. 6. 7. 8. Total 100
* The specific due date for each assessment task will be available on MyUni.

This assessment breakdown is registered as an exemption to the University's Assessment for Coursework Programs Policy. The exemption is related to the Procedures clause(s): 1. b. 3.

This course has a hurdle requirement. Meeting the specified hurdle criteria is a requirement for passing the course.
##### Assessment Detail

No information currently available.

##### Submission

No information currently available.

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
FNS   Fail No Submission
F 1-49 Fail
P 50-64 Pass
C 65-74 Credit
D 75-84 Distinction
HD 85-100 High Distinction
CN   Continuing
NFE   No Formal Examination
RP   Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

• Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

• Student Support
• Policies & Guidelines
• Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's studentâ€™s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

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