2012 Report Card On Achievements

Transcription

API FUNDED UNIVERSITY PROJECTS TO
IMPROVE UNDERGRADUATE POWER
ENGINEERING TEACHING AND LEARNING:
PROVIDING SUSTAINABLE INDUSTRY SKILLS
2012 REPORT CARD ON ACHIEVEMENTS
EDITORS
MIKE GRIFFIN
MEREDITH GODAT
FOREWORD FROM THE CEO
API has developed and implemented a range of
initiatives to address the needs of the power
industry for enhanced professional engineering
capacity and capability.
These initiatives are aligned with the API’s strategic objectives which are:
 to position power engineering as an attractive career choice;
 to improve university undergraduate power engineering teaching and learning to provide
sustainable industry skills;
 to ensure value-added continuing professional development programs and applied research;
and
 to develop API as a vibrant, nationally respected organisation.
Having attracted more young students to study power engineering at university it is critical to
ensure that students have a challenging, motivating learning experience so they remain committed
to power engineering.
As found in the ‘Assessing the Future of Electrical Power Engineering” Report (ESAA 2004), there is
a perceived wide gap between industry expectations and graduate attributes. This has been
addressed to some extent, however 2011 research by API shows more can still be achieved.
To address the above issues the API has sought to achieve the following outcomes:
 A sustainable and high quality learning environment is maintained between academics,
students and industry.
 University students have access to world class under-graduate laboratories that support
learning and provide the link to industry for students.
 Student access to world class education and learning drawing on specialised expertise/skills at
a rationalised group of universities.
This has been supported through two major initiatives, these being:
 API Annual Request for Funding Proposals from universities to improve power engineering
teaching capability which has been in operation since 2007 and;
 Collaborative Power Engineering Curriculum Development Project to provide third and fourth
year undergraduate power engineering curriculum modules free-of-charge to all universities
with a commitment to power engineering education in Australia.
The selection criteria for the API Annual Request for Funding Proposals from universities are:
 Contribution to API Strategic Objectives
 Projects are equally matched by university contributions to the project
 Projects are generally not in excess of $50,000 per proposal
 Where academic resource support (i.e. staff salary contributions) is sought, this should be for
early career academics (to address the ageing profile of power engineering academics).
 The impact of the project on the maximum number of power engineering students.
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National support recognising API’s national membership and approach.
Preference shall be given to proposals which are ongoing from last year’s funding round
(where satisfactory performance can be demonstrated).
The API has committed almost $3.4 million over the last three years to fund 55 projects at 19
universities and has prepared this API Report Card on Achievements to showcase the tangible
improvements in teaching and learning that have been achieved through the collaboration
between industry and universities, facilitated by the API.
Whilst these achievements in the API Report Card are significant, there is still much more that
needs to be done to improve university teaching and learning that will see the engineering
graduate of the future well prepared to fill three key roles:
1) That of engineer as specialist, recognising the need for world-class technical experts;
2) That of engineer as “integrator”, reflecting the need for graduates “who can operate and
manage across boundaries, be they technical or organisational, within a complex business
environment;
3) That of engineer as “change agent”, highlighting “the critical role engineering graduates
must play in providing the creativity, innovation, and leadership needed to guide the
industry to a successful future”.
In conclusion, I would like to thank our university partners for their support and dedication towards
achieving our common goal of improved education and learning, and look forward to continuing
this work for the benefit of all stakeholders in our industry (i.e. employers, universities, students,
community).
Mike Griffin
Chief Executive
LIST OF CONTRIBUTORS
Octavian Bass
Adriana Bodnarova
Martina Calais
Phil Ciufo
Chandima Ekanayake
John Fletcher
Grahame Holmes
Ismat Hijazin
Dilan Jayaweera
Akhtar Kalam
Gerard Ledwich
Dylan Lu
Amanullah Maung Than Oo
Yateendra Mishra
Nadarajah Mithulananthan
Michael Negnevitsky
Jayashri Ravishankar
Tapan Saha
Victor Sreeram
Gregor Verbic
Jessica Walker (nee Andrewartha)
Peter Wolfs
Ahmad Zahedi
Daming Zhang
Rastko Zivanovic
© Australian Power Institute, 2012
No part of this material may be reproduced without permission. For enquiries and requests to
access resources, contact the Australian Power Institute.
Website: www.api.edu.au - Collaborative Power Engineering Centres of Excellence.
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CONTENTS
Foreword from the CEO ............................................................................................................................i
List of Contributors ................................................................................................................................... ii
Section 1 Academic Appointments .......................................................................................................... 1
Dr Amanullah Maung Than Oo ............................................................................................................. 1
Contribution to power engineering education ............................................................................... 1
Dr Dilan Jayaweera ...............................................................................................................................3
Contribution to power engineering education ...............................................................................3
Contribution to power engineering industry ................................................................................. 4
Asso Prof Ahmad Zahedi ......................................................................................................................5
Contribution to power engineering industry ..................................................................................5
Dr Yateendra Mishra .............................................................................................................................7
Contribution to power engineering industry ..................................................................................7
Dr Daming Zhang ................................................................................................................................. 8
Contribution to power engineering education .............................................................................. 8
Contribution to power engineering industry ................................................................................. 8
Dr Jayashri Ravishankar ....................................................................................................................... 9
Contribution to power engineering industry ................................................................................ 10
Dr Nadarajah Mithulananthan ............................................................................................................. 11
Dr Chandima Ekanayake ..................................................................................................................... 13
Contribution to power engineering education ............................................................................. 13
Dr Gregor Verbic ................................................................................................................................. 15
Dr Jessica Walker (nee Andrewartha)............................................................................................... 17
Section 2 API Funded Laboratory / Equipment and Courses ................................................................ 19
Curtin University ................................................................................................................................. 19
Laboratory/Equipment ................................................................................................................... 19
Courses .......................................................................................................................................... 20
Edith Cowan University....................................................................................................................... 22
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James Cook University ....................................................................................................................... 24
Laboratory/Equipment .................................................................................................................. 24
Courses .......................................................................................................................................... 24
Queensland University of Technology ...............................................................................................25
Laboratory/Equipment ...................................................................................................................25
Courses .......................................................................................................................................... 26
RMIT University .................................................................................................................................. 28
Swinburne University ......................................................................................................................... 29
The University of Adelaide ................................................................................................................. 30
University of New South Wales ..........................................................................................................32
University of Wollongong .................................................................................................................. 35
Courses .......................................................................................................................................... 37
The University of Queensland ........................................................................................................... 38
The University of Sydney .................................................................................................................... 41
University of Tasmania ....................................................................................................................... 42
University of Western Australia......................................................................................................... 44
Victoria University .............................................................................................................................. 46
Courses .......................................................................................................................................... 49
Murdoch University............................................................................................................................ 50
Central Queensland University ...........................................................................................................52
The University of Newcastle .............................................................................................................. 53
Appendix List of API Funded Project Proposals ................................................................................... 55
Curtin University ................................................................................................................................. 55
Edith Cowan University ...................................................................................................................... 55
James Cook University ....................................................................................................................... 56
Queensland University of Technology .............................................................................................. 56
RMIT University .................................................................................................................................. 56
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Swinburne University ......................................................................................................................... 56
The University of Adelaide................................................................................................................. 56
The University of New South wales ................................................................................................... 57
The University of Woollongong ......................................................................................................... 57
The University of Queensland ............................................................................................................ 57
The University of Sydney ................................................................................................................... 58
The University of Tasmania ............................................................................................................... 58
The University of Western Australia ................................................................................................. 58
Victoria University .............................................................................................................................. 58
Murdoch University ........................................................................................................................... 58
Central Queensland University .......................................................................................................... 59
The University of Newcastle .............................................................................................................. 59
API Members .......................................................................................................................................... 60
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Delivering a sustainable supply of highly skilled power
engineering professionals to meet the challenges of creating
Australia’s new energy future and underpin the technical
and commercial success of member companies in the energy
sector.
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SECTION 1
ACADEMIC APPOINTMENTS
The Australian Power Institute has funded Australian universities to enable appointment of highly
skilled academics to teach undergraduate and postgraduate power engineering courses in the
specialist fields of: protection, power system analysis and design, sustainable and renewable
energy systems, electricity market operation and security, electrical energy conversion and
utilisation, power system planning and reliability, asset management and condition monitoring,
transformer technology design and operation, electricity networks, and electrical and
telecommunications engineering.
Section 1 introduces these academics and their areas of specialty. It aims to highlight their
contributions to teaching and learning, and research. Although, most would have written
numerous publications, only their most recent publications are listed.
DR AMANULLAH MAUNG THAN OO
Central Queensland University
P ROFESSIONAL AFFILIATIONS
MIEEE, IET
I NDUSTRY EXPERIENCE
Senior Consulting Engineer
Ergon Energy
2010 (3 months)
A CADEMIC EXPERIENCE
Senior Lecturer in Electrical Power Engineering
Central Queensland University
2008 – current
CONTRIBUTION TO POWER ENGINEERING
EDUCATION
P OWER SYSTEM PROTECTION (UG, PG)
This course focuses on analysis and design
devices and schemes to protect electrical
power apparatus and systems.
Student learning outcomes
 Describe and explain the philosophy,
principles, concepts and practices that are
the foundation of electric power systems
protection.
 Identify, explain the scope and standing of,
and apply codes, standards and manuals
used to guide the design and operation of
electric power systems protection.
 Analyse power protection systems, modify
and design such systems to solve problems
and correct faults.
 Describe and explain the operation of
devices and schemes used to provide
protection in power systems.
 Identify apparatus that require protection
in power systems, explain the nature of
the protection they required and design
protection schemes for these apparatus.
 Describe and explain the types and
requirements for protection of power
systems networks and design protection
schemes.
 Communicate effectively using electrical
power systems protection terminology,
symbols and diagrams.
 Work collaboratively and autonomously to
solve problems, record and communicate
clearly and professionally the approach
used to solve problems.
P OWER SYSTEM ANALYSIS AND DESIGN
This course covers modeling, analysis and
investigation of design and operation options
for electrical power networks to meet
community service requirements.
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 Analyse steady state power system
performance, and articulate the process of
updating and maintaining power network
assets in order that they meet safety,
reliability, availability, security, and quality
requirements for both present and future
society needs.
 Discuss the difference between balanced
and unbalanced operation of power
systems and analyse, using appropriate
software tools, power system
performance in both balanced and
unbalanced modes of operation.
 Calculate fault currents and power flow in
power systems and discuss the selection of
appropriate protection schemes.
 Explain the difference between dynamic
stability and transient stability and
investigate tools that could be used to
analyse the power system for voltage and
power angle stability performance.
 Communicate effectively using power
systems terminology, symbols and
diagrams adhering to Australian Standards;
and present design documents, solutions
and calculations professionally.
 Work collaboratively and autonomously to
solve problems, record and communicate
clearly and professionally the approach
used to solve problems.
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Prepare a conceptual design after
evaluating several project implementation
options.
Prepare a detailed design for the project,
including the selection of the most suitable
components, using appropriate computerbased analysis tools.
Prepare project design and documents
that conform with Australian Standards.
Check and evaluate the sourced
information; make, defend and maintain
records of engineering decisions within a
project team environment.
Explain the problem-solving approach used
to accomplish project outcomes with
reference to problem definition; technical
investigation; scoping; development, risk
analysis, evaluation and choice of
solutions; documentation and presentation
of solutions; and verification and
validation.
Communicate, work and learn, both
individually and in teams, in a professional
manner.
C APSTONE P OWER AND C ONTROL D ESIGN
Teaching and learning papers/publications
Ben Knight, A. Oo, T Gear & Blake Harvey ,
“Review of Current Harmonic Voltage
Simulation and Allocation Methods”
IV
Network Conference, Fusion Solutions:
Challenges and Innovations, Ergon Energy,
Asset Management Department, 26th – 27th
May 2010 – Townsville, QLD, Australia
This course includes analysis, design and
preparation of documentation for assigned
projects in the area of electrical power and
control. It covers the investigation of solution
options for an engineering problem in the area
of electrical power and control, as well as plan
and control project work in a team
environment.
J.C. Quinn, M. T. O. Amanullah, and T Gear,
“Implementation of Closed Loop Voltage
Control for Medium Voltage Distribution”,
Australasian Universities Power Engineering
Conference (AUPEC 2010). 5-8 December 2010:
University of Canterbusry, Christchurch, New
Zealand.
 Establish the need for, and the desirable
outcomes of, an electrical power and
control design project. This will include
project Feasibility, Engineering Economics,
as well as reliability, availability,
maintainability, and safety considerations.
 Apply sustainability principles and take onboard broad social and human factor
perspectives while establishing project
requirements and during project
evaluation.
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Brenton O’Sullivan, A. Oo & Blake Harvey,
“Ergon energy alternative augmentation
evaluation tool for distribution planning” IV
Network Conference, Fusion Solutions:
Challenges and Innovations, Ergon Energy,
Asset Management Department, 26th – 27th
May 2010 – Townsville, QLD, Australia.
DR DILAN JAYAWEERA
Curtin University
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SMIEEE, Chartered Electrical Engineer, UK
Electrical Engineer/Senior Project Engineer
SNK Technologies
1995 - 1999
Research Fellow
Imperial College, London
2007 – 2009
Research Fellow
University of Strathclyde, Glasgow
2004 – 2007
EDUCATION
P OWER SYSTEMS ANALYSIS ( UG )
This course introduces students to: concepts of
power system representation, single phase and
three phase circuits, standard transmission
voltages, series impedance, calculation of
resistance/inductances/capacitances,
short/
medium/long line models, ABCD constants,
efficiency and voltage regulations, series and
shunt compensations, power flow calculations,
Gauss-Seidel, Newton Raphson and decoupled
load flow methods, contingency/DC load flow/
three phase fault calculations, positive/
negative zero sequence equivalent circuits,
unsymmetrical faults, and circuit breaker
ratings.
Understand of the per unit calculations;
Awareness of the single line
representation of the power system.
Understand of the transmission line
parameter calculations.
Model a three phase power system.
Awareness of the importance of power
flow calculations.
Calculate voltages, angles, and MVA flows
in a power system.
Awareness of simplifying techniques in
calculations of power flows.
Calculate three phase symmetrical faults.
Calculate three phase unsymmetrical
faults.
Appreciation of power quality and
harmonics.
R ENEWABLE ENERGY SYSTEMS ( UG )
This course introduces students to: the need
and types of renewable energy, solar and
photovoltaic arrays, photovoltaic materials and
electrical characteristics, effects of shading, PV
systems, wind power, speed control of wind
turbines, micro-hydro power and fuel cells.
 Appreciate the principles of major
renewable energy technologies.
 Describe fundamental principles and
various components of stand-alone and
grid-connected renewable energy systems.
 Understand different mechanisms of
power conditioning in distributed
generation systems.
 Design, analysis, simulate and implement
Hybrid Energy Systems.
 Appreciate the application of major
standards for design and implementation
of distributed resources including
generation and storage.
 Appreciate the importance of energy
efficiency.
 Understand both technical and economical
aspects of distributed renewable energy
systems and micro-grids.
 Awareness of the overview of the bulk
power system.
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INDUSTRY
O PTIMAL SITEING AND DISPATCH OF
DISTRIBUTED GENERATION ( RESEARCH )
O N - LINE DYNAMIC SECURITY ASSESSMENT OF
WIND FARM CONNECTED POWER SYSTEMS
( RESEARCH )
Industry partner/s
CSIRO iGrid
Key benefits
This project aims to develop fast algorithms to
assess the impact of wind farms on power
systems security.
Key benefits
This project focuses on the analytical
techniques to quantify expected system losses,
voltage rise effects, firm power output of wind
plants, and likelihood of such effects in a
distribution network.
Research papers/publications
R. Tiako, D. Jayaweera, S. Islam, "A class of
intelligent techniques for the dynamic security
assessment of power systems", AUPEC 2010,
Christchurch New Zealand, 5-8 December 2010.
D. Jayaweera, S. Islam, "Value based
integration of distributed generation", 20th
Conference: Power Quality for the 21st Century,
Christchurch, New Zealand 5-8 December 2010.
Jayaweera, D. S. and S. M. Islam "Probabilistic
assessment of distribution network capacity
for wind power generation integration",
Adelaide, Australia, University of Adelaide. 19th
Conference: Sustainable Energy Technologies
and Systems, AUPEC'09; Adelaide; 27
September 2009 through 30 September 2009.
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ASSO PROF AHMAD ZAHEDI
James Cook University
SMIEEE, MISES
Senior Engineer
Atomic Energy Organization of Iran (AEOI)
1975-1979
Design Engineer
Iranian Aluminium Company (Iralco)
1973-1975
Associate Professor in Power Engineering
Head of Electrical and Computer Engineering
2007 - present
Lecturer and Senior Lecturer
Australia and Chisholm Institute of Technology
Monash University
1988 - 2007
Research Assistant
University of Bochum, Germany
1983-1988
EDUCATION
P OWER SYSTEM ANALYSIS AND DESIGN ( UG )
This course introduces students to the
fundamentals of power system, modelling and
representation, single line diagram, per unit
system, transmission line representation
analysis of short, medium, am\nd long length
transmission lines, alternate current (AC),
series
impedance,
shunt
admittances,
calculation
of
resistance/inductances/
capacitances,
efficiency
and
voltage
regulations, power flow analysis, real, reactive
and apparent power, symmetrical components,
positive/negative/ zero sequence equivalent
circuits, numerical load flow methods for fault
analysis, SLG, L-L, DLG, and three phase fault
calculations, power system stability, concept of
power generation, conventional power
generation technologies, new and alternative
electricity generation technologies, wind farm
and solar farm design, and etc.
 Demonstrate knowledge to reduce
greenhouse gas emissions while meeting
demands for electric energy.
 Identify and implement energy efficiency
strategies for industrial, commercial and
residential users of electricity.
 Understanding of distributed electricity
generation and the economics of
distributed resources.
 Demonstrate knowledge for the design of
wind and solar photovoltaic power
systems.
Zahedi A. “Power System Analysis and Design
using Personal Computer” Proceedings of the
1996 AUPEC Conference, University of
Melbourne, Australia.
Zahedi A., “Computer aided learning of power
system analysis and design under multimedia
environment”, Proceedings of 1997 IEEE
International conference on systems, man, and
cybernetics, Orlando, 1997.
Zahedi A. “Teaching renewable energy and
environmental technology under multimedia
environment in electrical engineering course”,
Proceedings of the 12th International Power
System Conference, PSC97, Teheran Iran.
Zahedi A., “Introducing a renewable energy
technology
subject
in
undergraduate
engineering curriculum”, Proceeding of
Solar’97 conference, Canberra, 1997.
INDUSTRY
P ROFESSIONAL SEMINARS GIVEN BY INVITED
EXPERT FOR INDUSTRY ( SEMINARS )
Industry partner/s
Ergon Energy
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Key benefits
Collaboration through supervision of joint PhD
students:
 Vic Gosbell (power quality)
 Akhtar Kalam (underground high voltage
cables)
 Danny Sutanto (Distributed generation)
 Prof Om Maik from Canada was invited to
AUPEC 2011 in Brisbane and asked to allow
two days extra to visit North Queensland
to give a course on Smart Grid.
Zahedi, A. “Review of drivers, benefits, and
challenges in integrating renewable energy
sources into electricity grid” in Renewable and
Sustainable Energy Review, 2011, Impact factor
4.842, ranked 2 out of 64 journals in Energy &
Fuel,
Digital
Object
Identifier:
doi:10.1016/j.rser.2011.07.074, Volume 15, 2011,
Pages 4774-4779.
Zahedi, A. “Review of modelling details in
relation
to
low-concentration
solar
concentrating photovoltaic” in Renewable and
Sustainable Energy Review, 2011, Digital Object
Identifier: doi:10.1016/j.rser.2010.11.051, Volume
15, Issue 3, April 2011, Pages 1609-1614.
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Zahedi, A. “Maximizing solar PV penetration
using energy storage technologies” in
Renewable and Sustainable Energy Review,
2011,
Digital
Object
Identifier:
doi:
10.1016/j.rser.2010.09.011, in press.
Zahedi, A. “A review on Feed-in tariff in
Australia, what it is now and what it should be”
in Renewable and Sustainable Energy Review,
2011, Impact factor 4.842, journals in Energy &
Fuel,
Digital
Object
Identifier:
doi:
10.1016/j.rser.2010.07.033, volume 14, issue 9,
pages: 3252-3255.
S OLAR E NERGY L ABORATORY F ACILITIES
( RESEARCH )
Industry partner/s
Q-Cells Australia
Key benefits
Q-Cells Australia has sponsored two different
solar PV systems for the purpose of research
and investigation of solar PV in tropical North
Queensland climate conditions.
Q-Cells Australia wants us to remotely monitor
their PV systems installed in Mt Isa.
DR YATEENDRA MISHRA
Queensland University of Technology
Y. Mishra, G. Ledwich, P. O’Shea, T. Ahfock, M.
Boman, “Collaborative Efforts to Enhance
Power Engineering Education in Australia”,
accepted for IEEE-PES GM, San Diego, 2012
INDUSTRY
A RC LINKAGE PROJECT : SVC INSTALLATIONS
CONNECTING QLD AND NSW ( RESEARCH )
Industry partner/s
Powerlink (QLD), Transgrid (NSW)
MIEEE, MCIGRE
Transmission planning Engineer
Midwest ISO
The University of Tennessee and EPRI, USA
Aug 2008 to Jan 2009
Research Assistant
The University of Queensland
Jul 2007 to Jul 2008
Key benefits
This is an ARC linkage project with Powerlink
and Transgrid aimed at solving a technical
problem on SVCs installed at various locations
near QNI link connecting Queensland and New
South Wales in Australia.
Y. Mishra, G. Ledwich, A. Ghosh, T. George,
“Long Term Transmission planning to meet
Renewable Energy Targets in Australia”,
accepted for IEEE-PES GM, San Diego, 2012.
EDUCATION
D ISTANCE EDUCATION PROGRAM ( UG , PG ,
LAB / PRAC )
The aim of the project is to strengthen
undergraduate program particularly for
students with English as a second language and
to enhance the operation of the postgraduate
program in certain topics for engineers whose
job keeps them remote from the major cities.
 Supplement the delivery of the power
engineering major by supplementing the
lecture material. This has been found of
significant benefit for students with
English as a second language to assist
review of sections that were not well
understood.
 Design of various approaches for tutorials
and content delivery to enhance power
engineering education.
 Develop tutorial process to strengthen
remote delivery of power engineering
subjects in the context of postgraduate
training.
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DR DAMING ZHANG
University of New South Wales
MIEEE
Power System Protection Design Engineer
Guoce Corporation, Wuhan China
May 1996 to March 1997
Senior research engineer
Institute of High Performance Computing
April 1999 to May 2003
Assistant Professor
Nanyang Technological University
May 2003 to January 2012
significant and inconvenience the general
public’s daily life. Properly designed protection
can ensure power supply failure to as few
customers as possible when a fault occurs
whilst continuing to supply power to the
remainder of end users. It is a sophisticated art
which needs systematic study in order to
master the fundamentals. At UNSW, a new
module for undergraduate students to learn in
the field of power system protection is being
established.
The course is aimed at students who have
already been introduced to power system
analysis which covers fault analysis, load flow
analysis and other basic power systems
material. The objectives of this course are: a
deep understanding on the concepts of power
system protections, instrument transformers,
fundamentals
of
relaying,
generator
protection,
transformer
protection,
transmission line protection and load
protection.
Laboratory setup
The establishment of a power system
protection laboratory is underway in
collaboration with Dr John Fletcher at UNSW
and the support of the Faculty and the API.
INDUSTRY
C ONDITION MONITORING ( RESEARCH )
Industry partner/s
Hoestar Partial Discharge Test Pte. Ltd.
EDUCATION
P OWER SYSTEM PROTECTION ( UG , LAB / PRAC )
This course was by developed by incorporating
the API recommended lecture notes. Power
system protection is an integral part of every
power system. All power equipment including
power generators, step-up transformers, stepdown transformers, transmission lines, power
capacitors and electric motors and other loads
require protection.
The necessity for
protection is incurred by all kinds of
contingencies such as equipment failure due to
insulation deterioration, lightning strikes, shortcircuit due to natural events, inappropriate
operation of power system and other
inadvertent incidences.
Some power
equipment is very expensive such as MW
generators which cost millions of dollars, and
have long lead-times. Furthermore outage due
to failure of power system economically
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Key benefits
This research assisted the industry partner in
the field of condition monitoring. The expertise
developed uses a non-intrusive sensor to
measure partial discharges (PD) and wavelet
transforms and entropy to analyse the
measured PD data. It is a continuation of an
earlier collaboration with the industry partner.
DR JAYASHRI RAVISHANKAR
fundamental concepts that underpin the
electrical and electronic engineering. It is
presented to engineering students from a wide
range of disciplines and is a key class in the
attraction of high-calibre students to electrical
engineering.
 Understand elementary concepts of
electrical and telecommunications circuits,
and their analysis.
 Become familiar with basic laboratory
equipment and techniques to measure and
analyse electrical parameters.
E LEC 9716 - ELECTRICAL SAFETY ( PG )
MIEEE, MISTE
Assistant Engineer
Tamilnadu Electricity Board (TNEB), India
May 1988 – May1989
Lecturer
Jan 2010 – present
Professor
Anna University, India
July 2008 – Dec 2009
Assistant professor
Anna University
July 1998 – June 2008
Research Associate / Tutor
RMIT
Feb 1993 – May 1998
Lecturer
Madras University (India)
June 1989 – October 1992
EDUCATION
E LEC 1111 – ELECTRICAL AND
TELECOMMUNICATIONS ENGINEERING ( UG )
This is an introductory course in electrical
engineering for first year students. The aim is
to provide an overview of what can be
achieved with electrical engineering and the
The course provides students with an
understanding of the hazards to people and
equipment that are present in the electrical
environment of a power supply utility,
commercial or domestic installation, together
with the design principles and working
procedures that are implemented to minimise
the risk of electrical accidents and fires. The
legal processes that can arise as a result of
electrical accidents and fires are also discussed.
 Identify the presence of electrical hazards,
implementing measures to minimise risk
and develop skills in investigative
techniques for determining the cause of
electrical accidents, fires and explosions.
 Develop an ability to investigate an
electrical incident and write a formal
engineering report.
A MICRO GENERATION TEST FACILITY FOR THE
ASSESSMENT OF POWER QUALITY AND
HYBRID SYSTEM CONTROL ( LAB / PRAC )
This API-funded project will establish a facility
to support learning and thesis project work on
the integration of distributed generation on to
the network. It will also support projects
investigating hybrid power systems. Objectives
include:
 A better intuitive knowledge of the
generation and distribution of electric
power than that gained from textbooks
and traditional lab experiments alone.
 A real-life demonstration of power
semiconductor devices and circuits in the
generation and utilisation of electrical
energy from renewable resource and their
use in energy storage.
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Experience and exposure to demand
management and hybrid system concepts.
T ASTE OF ELECTRICAL ENGINEERING
INDUSTRY
WORKSHOPS FOR HIGH SCHOOL STUDENTS
( SHORT COURSE )
S MART GRID AND ITS INITIATIVES IN
A USTRALIA & I NDIA ( SEMINAR )
This course is aimed at exposing high school
students to the discipline of electrical
engineering and to motivate them to pursue
electrical engineering as their career choice.
Objectives include:
 Increase the awareness of Year 10 and Year
11 students regarding various career
options available in electrical engineering.
 Help high school students understand
what electrical engineers do.
 Encourage them to pursue electrical
engineering as a career.
Vestas India was established over a decade ago
and has installed wind turbines throughout the
country. The Indian operation is headquartered
in Chennai and has world-class manufacturing
facilities in Chennai. A two hour seminar was
presented to Vestas and students of Anna
University on “Smart grid and its initiatives in
Australia & India”. The aim was to bring about
the awareness of the smart grid, the
technology involved and to understand the
various initiatives undertaken in Australia and
in India.
Industry partner/s
Vestas, India
Key benefits
This seminar helped the Vestas R&D group to
understand how the smart grid will play an
important role for the incorporation of
renewable energy into the electricity grid.
10
DR NADARAJAH MITHULANANTHAN





Comprehend various tests for parameter
calculations of models of electrical
machines.
Develop equivalent circuits of electric
machines for given conditions, solve and
analyse them.
Be aware of the modes of bulk electrical
energy transmission and their inherent
limitations.
Comprehend the utilization side of
electrical energy and appropriate load
management strategies.
Develop an overall understanding of how
electric energy conversion, transmission
and utilization work in power systems.
ELEC7310 E LECTRICITY M ARKET O PERATION
AND S ECURITY
SMIEEE
Planning Engineer
The Ceylon Electricity Board,
Colombo, Sri Lanka
March 1994 – December 1995
Senior Lecturer
March 2009 - Present
Associate Professor
Asian Institute of Technology - Thailand
January 2009 – June 2009
Assistant Professor
Asian Institute of Technology - Thailand
November 2002 – December 2008
EDUCATION
ELEC 3300 E LECTRICAL ENERGY
CONVERSION AND UTILISATION ( UG )
ELEC3300 examines the behaviour of the
critical elements required for these basic
processes
of
electricity
generation,
transmission and utilisation and their
requirements.
 Understand electric and magnetic circuits
related to electrical machines.
ELEC7310 provides a broad knowledge on (i)
evolution of electricity market, related rules,
generator and retailer behaviours and risk
management;
(ii)
power
system
security/stability issues.
 Be competent with the electricity market
structure, including rules and codes;
electricity market operation from a
generation, transmission and distribution
systems' point of view; and major issues
such as ancillary services and transmission
pricing relevant to market operations.
 Be competent with power system stability
definition, classifications and concepts.
 Acquire essential knowledge and skills in
mathematical modelling of power system
and analytical techniques for various
stability studies.
 Perform case studies on a given test
system on transient, small signal and static
voltage stability analyses.
ELEC7309 P OWER SYSTEM PLANNING AND
RELIABILITY
ELEC7309 is intended to introduce the students
to the fundamental knowledge of power
system reliability and planning.
 Understand the basic modelling of power
system components for reliability
evaluation and planning.
 Know the methodologies to solve power
system generation system reliability
calculation and generation planning.
11







Understand how to calculate reliability
indices for combined generation and
transmission systems.
Apply reliability concepts to transmission,
distribution and interconnected systems,
especially in planning.
Understanding power systems reliability
and planning in the context of deregulated
environment; and recognise load
forecasting models for short-term and
long-term power system planning.
Comprehend transmission and generation
expansion models for both regulated and
deregulated power systems.
Select suitable technology options for
generation and transmission planning
problems using cost benefit analysis.
Identify challenges and tools for solving
large scale power system planning
problems.
Simulate a small scale planning problem
using power system packages and
toolboxes.
K. Prasertwong, N. Mithulananthan and D.
Thakur, "Understanding Low Frequency
Oscillation in Power Systems," IJEEE, UK, June
2009.
N. Mithulananthan and Than Oo, "Distributed
Generator Placement to Maximize the
Loadability of Distribution System," IJEEE, Vol.
43, No. 2, pp. 107-118, April 2006.
INDUSTRY
I NTELLIGENT GRID CLUSTER PROJECT
( RESEARCH )
S. Dahal (RHD student), N. Mithulananthan, T.
Saha, “Enhancing Small Signal Stability of
Emerging
Distribution
Systems
by
a
Coordinated Controller,” accepted in IEEE PES
General Meeting 2012 to be held in San Diego,
22-26 July 2012.
Tareq Aziz (RHD student), T. K. Saha and N.
Mithulananthan, “Analysis and Mitigation of
Transient Overvoltage in Small Scale Power
Electronic-Interfaced DG,” accepted in IEEE PES
22-26 July 2012.
V OLTAGE - VAR AND POWER QUALITY PROJECT
( RESEARCH )
This project will look at voltage-var and power
quality issues of solar PV integration to the
distribution grid.
Industry partner/s
Ingenero
Key benefits
This project addresses two key technical
barriers
associated
with
photovoltaic
integration into the grid and will provide a
practical solution for improved power supply
stability and quality.
Rakibuzzaman Shah (RHD student), N.
Mithulananthan, R. C. Bansal, Kwang Y. Lee and
A. Lomi “Influence of Large-scale PV on Voltage
Stability
of
Sub-transmission
System,”
accepted for publication in International
Journal on Electrical Engineering and
Informatics (IJEEI), ITB, Indonesia, Vol. 4 No. 1,
March 2012.
This research involves investigation of voltage
and small signal stability issues due to
renewable
energy
integration
at
subtransmission level.
API CRC SUBMISSION ( RESEARCH )
Industry partner/s
CSIRO
Industry partner/s
API
Key benefits
This project provides a comprehensive
understanding about the voltage stability and
small signal stability issues of renewable
energy integration at sub transmission voltage
level.
Key benefits
Industry
engagement
and
research
collaboration with the API and its member
organisations.
12
Dr Nadarajah was a key participant in 2011 API
Power
CRC
submission
through
the
intermittent generation program.
DR CHANDIMA EKANAYAKE




Be competent with major issues in asset
management in Australian distribution and
transmission companies.
Optimize the maintenance process in
power industries
Evaluate the financial impact of
catastrophic failure and adoption of
various asset management methods
Understand a specific topic on the subject
and able to communicate to fellow
colleagues
ELEC4320 M ODERN ASSET MANAGEMENT
MIEEE
Lecturer
January 2012 - Present
Post-Doctoral Research Fellow
July 2008 – December 2011
Lecturer
University of Peradeniya, Sri Lanka
January 2003 – June 2008
EDUCATION
ELEC4320 M ODERN ASSET MANAGEMENT
AND CONDITION MONITORING IN POWER
SYSTEM ( UG , PG )
ELEC4320 covers asset management of modern
power system assets such as transformers,
overhead lines, cables, switchgear, and other
transmission
and
distribution
network
equipment.
 Understand the construction, uses and
failure mechanisms of important station
equipment e.g. Transformer, Cable,
Switchgear etc.
 Be conversant with philosophy of
maintenance strategies followed in the
electrical utilities.
 Be competent to apply the concepts of
statistics and reliability in power system
operation.
AND CONDITION MONITORING IN POWER
SYSTEM ( UG , PG )
ELEC4320 covers asset management of modern
power system assets such as transformers,
overhead lines, cables, switchgear, and other
transmission
and
distribution
network
equipment.
 Understand the construction, uses and
failure mechanisms of important station
equipment.
 Be conversant with philosophy of
maintenance strategies followed in the
electrical utilities.
 Be competent to apply the concepts of
statistics and reliability in power system
operation; and asset management in
Australian distribution and transmission
companies; and optimisation of the
maintenance process in power industries.
 Evaluate the financial impact of
catastrophic failure and adoption of
various asset management methods.
ELEC7051 T RANSFORMER TECHNOLOGY
DESIGN AND OPERATION ( PG )
This course explores the construction,
operation and maintenance of power
transformers, including the best practice of
condition monitoring techniques.
 Understand the construction of power
transformers.
 Understand the operation and
maintenance of power transformers.
 Understand and use best practice
condition monitoring techniques for
transformers.
13
ELEC4302 P OWER SYSTEM PROTECTION
( UG , PG )
I NVESTIGATION OF PIN CORROSION OF
INSULATORS ( RESEARCH )
ELEC4302 focuses on design of transmission
and distribution protection schemes, including
fundamentals on protection, relay design and
protection schemes for transmission lines,
transformers, reactors, generator and bus.
This research is aimed at investigating pin
corrosion of insulators. This is an ASTP project
for studying the performance of different
insulator pins under accelerated conditions.
 Understand the principle of operation of
protective devices i.e. fuses, relays, circuit
breakers and instrument transformers.
 Understand the applications of protection
devices in the design of protection systems
for transmission lines; and protection of
reactors, bus, transformers and
generators.
 Understand the power quality problems
and their mitigating techniques.
INDUSTRY
P OLARISATION BASED DIAGNOSTICS OF
POWER TRANSFORMERS ( RESEARCH )
This is an ARC linkage project investigating the
key factors affecting the polarisation based
diagnostics of power transformers.
Industry partner/s
Powerlink
Energy Australia
Aurecon Australia
Key benefits
Research outcome from this project will help
utilities to better manage their aged power
transformers operation.
C. Ekanayake, T. K. Saha, H. Ma and D. Allan,
“Application
of
Polarization
Based
Measurement Techniques for Diagnosis of Field
Transformers” accepted for IEEE Power &
Energy Society General Meeting, Minneapolis,
Minnesota, USA, 25-29 July 2010.
Hui Ma, Tapan K Saha, Chandima Ekanayake
“Statistical Learning Techniques and Their
Applications for Condition Assessment of
Power Transformer” IEEE Transactions on
Dielectrics and Electrical Insulation Vol. 19, No.
2; April 2012, pp. 481-489.
14
Industry partner/s
ENA utilities and members of ASTP Forum
Key benefits
This research will help ASTP member utilities to
better understand the pin corrosion process of
field insulators and subsequently take
necessary precautions.
Atefeh Dehghani Ashkezari,
Hui Ma, ,
Chandima Ekanayake, and Tapan K. Saha,
“Multivariate Analysis for Correlations among
Different Transformer Oil Parameters to
Determine Transformer Health Index”, Paper
accepted for the proceedings of IEEE PES
22-26 July 2012.
Ashkezari, A.D.; Saha, T.K.; Ekanayake, C.; Hui
Ma; , "Evaluating the accuracy of different DGA
techniques for improving the transformer oil
quality
interpretation,"
Australasian
Universities Power Engineering Conference
(AUPEC), 2011 21st Australasian , vol., no., pp.16, 25-28 Sept. 2011
S EMINARS RUN FOR INDUSTRY





Future Condition Monitoring of
Transformers – December 2010
Earthing for lightning and installations –
March 2007
Insulation Diagnostics of power system
components – August 2006
High Voltage open day workshop – August
2003
Trends in Power and High Voltage
Engineering – March 2001
Industry partner/s
Ceylon Electricity Board (2001-2010)
Key benefits
These seminars were CPD programs for the
utility engineers and kept them aware of latest
technological developments in transformer
condition monitoring.
DR GREGOR VERBIC
EDUCATION
The University of Sydney
E LEC 3203 ELECTRICITY NETWORKS ( UG )
This unit of study provides an introduction to
electrical power engineering and lays the
groundwork for more specialised units. It
assumes a competence in first year
mathematics (in particular, the ability to work
with complex numbers), in elementary circuit
theory and in elements of introductory physics.
A revision will be carried out of the use of
phasors in steady state AC circuit analysis and
of power factor and complex power. The unit
comprises an overview of modern electric
power system with particular emphasis on
generation and transmission.
SMIEEE
Head of Investment Department and Project
Director
Interenergo d.d., Ljubljana, Slovenia
(the company invests in energy sector in South
Eastern Europe, in particular renewable energy
sources, mostly hydro, wind and biomass)
2008 – 2010
System engineer responsible for design and
commissioning of SCADA systems
KORONA d.d., Ljubljana, Slovenia
1995 - 1998
Lecturer
The University of Sydney
May 2010 – now
Adjunct professor
University of Ljubljana, Ljubljana, Slovenia
May 2010 – now
Assistant professor
2004 - 2008
Teaching assistant
1998 – 2004
 Solve problems specific to the operation of
engineering power systems by undertaking
information investigation and selection
and adopting a system based approach.
 Demonstrable understanding of per unit
systems to the extent of the course
content.
 Ability to perform analysis using per unit
systems.
 Ability to demonstrate an understanding of
specific tools such as load flow software
and the information provided by such tools
to the extent of exercises and projects set
throughout the course.
 Proficiency in examining the relationship
between load flow software and other
computer based software used in modern
power systems, by looking into the
concepts, principles and techniques
employed.
 Ability to demonstrate applicability of
fundamental scientific concepts and
procedures to the specific engineering
models developed in the unit.
 Ability to write a report to communicate
complex project specific information
concisely and accurately and to the degree
of specificity required by the engineering
project at hand.
 Ability to work in a group, manage or be
managed by a leader in roles that optimise
the contribution of all members, while
showing initiative and receptiveness so as
to jointly achieve engineering project goals
in a laboratory environment.
15
E LEC 5206 SUSTAINABLE ENERGY SYSTEMS
( PG )
The unit builds upon the knowledge of
engineering mathematics, electronic devices
and circuit theory and simulation techniques. It
deals with both technical and business aspects
of sustainable electrical energy systems. In
technical aspect, it focuses on energy
conversion and electrical characteristics of
different renewable energy sources and
integration of multiple energy sources into
power system both at distribution and
transmission levels. In business aspect, it
focuses on economical, marketing and political
aspects of installing and managing sustainable
electrical energy systems in present and future
society. It lays a solid foundation of practical
and managerial skills on electronics and
electrical (power) engineering and later studies
such as ELEC5208 Intelligent Electricity
Networks and advanced energy conversion and
power systems.
 Capacity to solve analysis and design
problems in renewable and non-renewable
energy sources drawing on technical and
non-technical information and applying the
emerging concepts.
working principle, energy conversion
efficieny, and maximum power point
tracking of each renewable energy source
that uses for sustainable energy system
design, to the extent of the material and
work presented.
systems including electromechanical
converters (electrical machines),
electrochemical converters (batteries, fuel
cells) and electronic converters as well as
basic circuit elements to the extent of the
material presented.
the properties, applications and limitations
of conventional and alternative
renewable/non-renewable energy sources,
including solar, wind, tidal, geothermal.
 Ability to instigate inquiry and knowledge
development using electronic media to
draw on a vast source of professional
documents in various formats, synthesising
the information to solve a specific
engineering problem.
16


Ability to present terse information
accurately using varied formats and media
to a level appropriate to the expected
understanding and capabilities of relevant
stakeholders.
Ability to work in a team by assuming
diverse roles, aiding or initiating the
process of team interaction and drawing
on and being receptive to others'
viewpoints, to try and solve a specific
engineering task.
INDUSTRY
A RC LINKAGE PROJECT : SMART HOUSE
ENERGY MANAGEMENT SYSTEM , 2011 – 2014
( RESEARCH )
Industry partner/s
Ausgrid
Key benefits
Ausgrid will benefit from more efficient use of
the resources, improved energy efficiency,
reduced peak demands, new business models,
alleviated problems due to intermittent output
of DG and increased benefit to the system by
providing system support.
The proposed
research will serve as a lighthouse project for
other utilities, thus establishing Ausgrid as a
leading utility in the area of Smart Grids
worldwide.
The project will create
technologies essential to build Australia’s 21stcentury intelligent electricity infrastructure.
The impending modernisation provides an ideal
opportunity for national benefit by gradually
transforming our infrastructure to a ‘smart’,
electronically automated system, delivering
more reliable and new services to customers
more economically, while achieving most
energy efficient demand side management.
The proposed research will also enable new
business practices to add value to Ausgrid's
services.
Henning Tischer, Gregor Verbič, "Towards a
Smart Home Energy Management System - A
Dynamic Programming Approach", Innovative
Smart Grid technologies Asia 2011, Perth,
Australia.
DR JESSICA WALKER
(NEE ANDREWARTHA )
University of Tasmania

Analyse steady flow by applying the three
conservation equations – mass, mechanical
energy (bernoulli) and linear momentum.
INDUSTRY
E FFECT OF FRESHWATER BIOFILMS ON THE
EFFICIENCY OF HYDROPOWER SCHEMES
( RESEARCH )
Industry partner/s
Hydro Tasmania
MIEAust
Civil Engineer
Hydro Tasmania
Feb 2011 – Dec 2011 (part-time secondment)
API Research Fellow
University of Tasmania
1 Aug 2009 – 29 June 2012
Key benefits
Research is being conducted on the effect of
freshwater biofilms on the efficiency of
hydropower schemes, particularly the influence
that biofilms have on headloss in penstocks
and pipelines, and the capacity of hydropower
canals. The research has benefits to the
hydropower industry in increasing the
understanding of the performance their water
distribution systems and being able to
maximise power output.
Perkins, K, Andrewartha, J, McMinn, A and
Hallegraeff, G (2010) Succession and
physiological health of freshwater micro algal
fouling in a Tasmanian Hydropower canal.
Biofouling: The Journal of Bioadhesion and
Biofilm Research, 26(6): 637-644.
EDUCATION
K NE 216 CIVIL ENGINEERING 1 ( UG ,
LAB / PRAC )
The unit covers fundamental concepts and
principles of stress analysis of bar elements and
elementary fluid mechanics. The aim is to give
students the necessary background for
learning skills to design, construct and
supervise structural and mechanical projects.
 Apply knowledge to the analysis of axial
loaded members.
 Analyse simple statically indeterminate
structures.
 Calculate stresses and deflections of
prismatic structural members.
 Demonstrate an understanding of the
properties of fluids and their application in
the analysis of fluid dynamics problems.
Andrewartha, J and Sargison, J (2011)
Turbulence and mean-velocity structure of flow
over filamentous biofilms. Proceedings of IAHR
34th World Congress 2011, Brisbane, Australia.
Sargison, J, Wallis, M, Lord, B, Walker, G and
Andrewartha, J (2011) Wet feet in the ivory
tower – a 50 year research partnership
supporting hydropower development in
Tasmania. Proceedings of IAHR 34th World
Congress 2011, Brisbane, Australia.
Andrewartha, J, Sargison, J and Li, X (2011)
Optimising hydropower generation through
fluid dynamics research. Proceedings of 15th
International Conference for Women Engineers
and Scientists, Adelaide, Australia.
17
I NITIAL INVESTIGATIONS INTO THE UNSTEADY
OPERATION OF HYDROELECTRIC SYSTEMS
DURING RAPID STARTING OF FRANCIS
TURBINES ( RESEARCH )
Industry partner/s
Hydro Tasmania
Key benefits
In a market with increasing penetration of
often
intermittent
renewable
energy
resources, hydropower is a key component in
terms of providing flexible and reliable
generation options for maintaining system
stability and ensuring a secure electricity
supply. In the liberalised market the flexible
and comparatively rapid response of
hydropower also presents valuable business
opportunities for operators in the form of
ancillary service markets. As such there is a
growing need for operators to develop a more
comprehensive understanding of the full
dynamic capabilities and safety limitations of a
given hydropower plant so that existing units
may be utilised to their full potential. For the
18
purpose of [safely and economically] studying
transient turbine response the University of
Tasmania has developed a scale model
hydraulic turbine test facility incorporating a
6.5 kW rated Francis turbine with the ability to
test in either open loop or the more
conventional closed loop configuration. The rig
will be used to test hydropower plant in tail
water depression mode and the ability for
hydropower stations to come online in a short
time frame in the event of generator failure
elsewhere in the network.
Giosio, D, Henderson, A, Sargison, J,
Andrewartha, J and Walker, G (2010) Initial
Investigations into the Unsteady Operation of
Hydroelectric Systems During Rapid Starting of
Francis Turbines, Proceedings of the 17th
Australasian Fluid Mechanics Conference,
Auckland, New Zealand.
SECTION 2
API FUNDED LABORATORY /
EQUIPMENT AND COURSES
CURTIN UNIVERSITY
LABORATORY/EQUIPMENT
S MART GRID LABORATORY INTELLIGENT
DISTRIBUTION SYSTEMS FACILITY – 10/11
The intelligent distribution laboratory supports
teaching at the undergraduate and course
work masters level and postgraduate research.
The laboratory examines the use of intelligence
and control to manage distribution systems
that are subject to limitations on peak demand
and power quality disturbances.
Topics
covered will include:
 The integration of smart meters, home
area network controllers and intelligent
appliances for load control and demand
response;
 Remote operation of smart meters
including remote energy reading, remote
connect and disconnect , remote power
quality monitoring;
 Integrated volt and VAR control, (IVVC);
Distributed generation and storage.
Contribution to power engineering learning and
education
The system is currently used by three current
Bachelors thesis and utility Masters thesis
students who are developing a Zigbee based
home area energy network that will integrate
with the existing smart meters.
H ARMONIC WAVEFORM GENERATOR – 09/10
The harmonic generator allows a number of
non-ideal power quality cases to be produced
allowing the response of power systems
components such as transformers to unbalance
and distortion to be analysed.
education
The equipment has been used for
demonstrations in Electrical machines and has
been used for several research projects.
G REEN ELECTRICAL ENGINEERING PARK –
08/09
The GEEP facility is a modern renewable energy
teaching and research laboratory featuring a
diversity of solar and wind sources. It includes
an extensive array of data logging facilities,
inverters, a water turbine test bench, fuels cells
and batteries. The laboratory is configured to
allow the renewable resources to run in an
islanded or grid interactive micro-grid
configuration.
education
The GEEP labs are extensively used by
Bachelors and Masters students in the course
units on renewable energy.
Smart Meter Unit
19
Access
Equipment and GEEP data (accessible on line)
are available to other universities for short
periods on request.
Contact:
Dr Sumedha Rajakaruna:
Email: [email protected]
GEEP Laboratory
Harmonic generators used to demonstrate asymmetric
transients in transformers
P ROJECT B ASED L EARNING FOR P OWER
E LECTRONICS AND D RIVES – 11/12
COURSES
Funding
for
the
conversion
of
a
Petrol/Electrical Go-Kart for an undergraduate
research project in the area of power
electronics controller design. This project is still
ongoing.
T HE ESTABLISHMENT AND ADMINISTRATION
OF API’ S N ATIONAL P OWER E NGINEERING
B URSARY P ROGRAM IN WA AND SA FOR ALL
FIRST YEAR ENGINEERING STUDENTS – 07/08
The API’s Bursary in WA was established in
2007, with 9 bursaries being awarded in 2007
and 8 the following year. Of the bursary
holders in 2007, all have graduated. The final
two bursary holders from the 2008 cohort will
complete their studies in 2012. In total, 37
bursaries have been awarded to WA students
to date. Students in the bursary program are
also provided vacation work opportunities
through the API Industry sponsor companies.
In 2011, for the first time, API bursaries were
awarded to 2nd and 3rd year students as well
as first year undergraduates– two from 2nd
year and two from 3rd year.
In 2012, we have received applications from 43
eligible candidates.
The applications are
currently being processed
S PONSORSHIP OF K EYNOTE S PEAKER AT
A USTRALASIAN U NIVERSITIES P OWER
E NGINEERING C ONFERENCE (AUPEC’ 07) IN
P ERTH - 07/08
The two sponsored keynote speakers were
Professor Roy Billinton from the University of
Saskatchewan, Canada and Professor M A
Rahman of the Memorial University of
Newfoundland, Canada.
20
education
All courses provided high quality learning
resources across the Australian Electrical
Engineering Departments.
Access
API website for user registration:
www.api.edu.au
QUT Blackboard site for account users:
http://blackboard.qut.edu.au
2010 Engineering Summer School Attendees
E LECTRICAL ENGINEERING SUMMER CAMPS
The camps provided the students an
opportunity to experience some of the
engineering facilities available at Curtin and
introduce them to some simple but interesting
projects in electrical engineering. The students
made industrial visits, listened to some recent
graduates, senior electrical power engineers,
professional institution representatives, and
API Board members.
education
The main objective of the Summer Camp is to
reach out to Secondary students and make
them aware of the exciting careers available in
power engineering.
21
EDITH COWAN UNIVERSITY
A MOBILE LEARNING PLATFORM FOR
SUSTAINABILITY IN POWER ENGINEERING ,
BASED ON HYBRID RENEWABLE ENERGY
( SOLAR HYDROGEN POWERED FUEL CELL
VEHICLE ) - 11/12
The requested infrastructure allows for a pilotscale, fully-functional, solar-hydrogen powered
fuel cell utility vehicle to be assembled at the
Edith Cowan University (ECU) campus in Perth.
Components are integrated, optimised and
controlled through final year projects to yield a
state-of-the-art system. The concept car will be
used to support the much needed training in
power systems geared towards emerging
electric vehicles and will allow students and
staff from ECU and the University of Western
Australia (UWA) to implement exciting projects
for conveying practical knowledge in the field
of mobile power management and supply
through renewable energies and hydrogenbased energy storage. Moreover, the proposed
facility represents a mobile (laboratory) unit
which will be utilised for recruiting students in
the Electrical Power course through
promotional activities at high schools as well as
career expos and API events. Multiple
collaborative teaching and research projects
will be identified by academics involved with
developing the Electrical Power course.
Additionally, the concept model developed
through final year projects will also be
employed as an important educational tool in
Power Engineering laboratory sessions in
relation to renewable energy systems,
electrical power management and optimization
(this is the first operational capacity at ECU in
these teaching and research areas of national
and international strategic significance). Finally,
the proposed equipment allows the School of
Engineering at ECU to establish a nucleus of
teaching and research expertise in the field of
hybrid
renewable
power for mobile
applications.
DC converter
Carryall 1 Utility Vehicle
Hydrogen generator, leak detector
22
Nexa 1200 Fuel Cell System integrated for testing and
training
6.
education
 The complete infrastructure specified in
the proposal was purchased, delivered and
commissioned by the end of 2011.
 Final year projects for the new concept
vehicle were announced at the beginning
of 2012 and attracted considerable interest
from final year undergraduate and Master
students. There are currently eight
students involved in the project, starting in
the first semester of 2012, as follows:
1. Cong Nguyen: “Investigation of the
electrical characteristics of the NEXA
1200 Fuel Cell System and the Trojan
Power Drive batteries set to be used in
a hybrid electric vehicle” (Supervisor:
Dr Octavian Bass)
2. Stuart Dalglish: “Integration of the
NEXA 1200 Fuel Cell System into the
Carryall 1 electric utility vehicle”
(Supervised by Dr Stefan Lachowicz)
3. Saravanen Govinden: “Monitoring and
Data Acquisition for a hybrid electric
utility vehicle” (Supervisor: Dr
Octavian Bass)
4. An Yong Chew: “Hybridization of the
Carryall 1 electric utility vehicle”
(Supervisor: Dr Wlodimierz
Gornisiewicz)
5. Morne Van Der Merwe: “Hydrogen
Powered Fuel Cell Vehicles –
Engineering Systems and
Deployment” (Supervisor: Dr Yasir AlAbdeli)


Scott McCormack: “Hydrogen Storage
and Supply Systems for Fuel Cell
Vehicles Based on Metal Hydrides”
(Supervisor: Dr Yasir Al-Abdeli)
7. Robert Kirby: “Investigations into the
energy characteristics of a PEM Fuel
Cell” (Supervisor: Dr Yasir Al-Abdeli)
8. Victor Agenson: “Design of a fuel cell
powered hybrid electric vehicle”
(Master of Engineering Design Project,
Supervisor: Dr Stefan Lachowicz)
The equipment is available for use in
laboratory sessions for ENS4445
Sustainability and Renewable Energy in the
second semester of 2012 (10 students
enrolled).
The equipment was available for use in
Open Day activities, 29 July 2012.
Access
The project is based on a joint ECU-UWA
application, and the requested infrastructure is
available to UWA undergraduate and graduate
students, under the supervision of professors
Victor Sreeram and Herbert Iu.
Contact the project leader:
Dr Octavian Bass
Senior Lecturer in Electrical Engineering
School of Engineering
Edith Cowan University
270 Joondalup Drive, Joondalup, WA 6027
Tel: +61 8 6403 5582
Fax: +61 8 6304 5811
23
JAMES COOK UNIVERSITY
COURSES
G REEN ENERGY LABORATORY AND ELECTRIC
MACHINE LABORATORY UPGRADE – 09/10
P OWER ENGINEERING SUBJECTS
API supported purchase of wind turbine is use
to make undergraduate students learn about
new power generation technologies. This is in
addition three other solar PV technologies we
have installed in our Green energy laboratory.
JCU is in the process of purchasing a set of
electric machine laboratory with fund provide
to us by API and our EPS school. This helps
students to work with modern electric machine
facilities.
L ABORATORY C OMPUTERS – 07/08
API funded 30 personal computers for the JCU
computer laboratory in 2007.
24


Power engineering 2 (EE3400)
Power engineering 3 (EE4400)
education
Remarkable contribution to power engineering
education as a result of these projects.
Courses were run for Ergon Energy
professionals using the API power engineering
modules. This course will be mainly for
professionals, not engineers or recently
graduated engineers.
Access
There is possibility of using our Power
engineering facilities by other students.
QUEENSLAND UNIVERSITY OF TECHNOLOGY
V IDEO AND REMOTE ACCESS LABS FOR
POWER SYSTEMS PROTECTION – 09/10
The physical laboratory is an important facility
in the education process of protective relay
systems. The main objective of this project was
to incorporate remote access capability into
the physical hardware of the power system
protection experiment at QUT and to
implement it as an activity which can be used
by
power engineering
undergraduates
Australia wide.
This project uses the complementary
advantages of Internet and Web technologies
to develop a new remote power system
protection laboratory and provides a corridor
of opportunity for Australia-wide power
engineering students to access the state of the
art power system protection laboratory
facilities at QUT.
The remote access facility and associated
training material are also made available for
power engineering students enrolled in
Australian Power Institute (API) distance mode
units on power system protection.
Software interface of the power systems protection rig
displaying power protection experiment results
education
There have been various technical difficulties in
the implementation of the system, which
coupled with necessary iterations making the
technology support teaching aims, caused the
delay in delivery.
Final version of the power systems protection rig
Despite the initial setbacks, the latest version
of the power systems protection rig is now
running properly and will be ready for use in
Semester 2, 2012.
Further iterative
development is expected to improve
educational outcomes of the project. The
following undergraduate subjects and API
modules will be enhanced by the outcomes of
this project:
 QUT Power Engineering unit ENB452
Advanced Power Systems Analysis
 API CASR Module on Transmission and
Distribution Protection
Access
Access to the physical hardware setup is
established through LabShare website:
http://labshare.qut.edu.au/ using a password.
The password will be allocated on request by
QUT personnel, who is still to be determined.
The LabShare project uses Sahara Labs
software:
http://sourceforge.net/projects/labsharesahara/ to schedule and provide access to
physical experiments/practicals to people
remotely.
Sahara is the open source software suite which
makes it possible for students to share rigs, or
25
experimental apparatus, remotely over the
internet 24/7. Sahara manages users, rigs and
the interactions between them.
COURSES
S PONSORSHIP OF THE PROJECT FOR THE
QUT. These training modules are particularly
valuable in the fast-tracking, re-skilling and upskilling of personnel in an industry that is
undergoing continual change. The following
graph
shows
total
number
of
registrations/enrolments for the PESTC and
other related courses.
RENEWAL OF THE PROFESSIONAL ELECTRICITY
SUPPLY TRAINING COURSES ( PESTC ) TO
REVIEW , UPDATE AND AUGMENT THE SHORT
COURSES / MODULES
The Postgraduate Electricity Supply Training
Course (PESTC) Renewal Committee was
established by QUT, with members drawn from
QUT, PEA (API, Energex, Ergon and Powerlink)
and others, to review the PESTC program and
identify enhancements to meet the challenges
of power engineering now and into the future.
The objectives of the PESTC Renewal
Committee were to consult with stakeholders
in a review of the existing courses to confirm
their continuing relevance, to identify new
courses for development on the basis of
business cases and to define the scope of new
or revised courses, and a priority order for their
development. The following tasks were carried
out:
 Market research – to identify current and
future needs (competencies).
 Identification and analysis of issues – to
identify all organisational, process and
content issues (including funding) and
recommend appropriate actions to fully
address them.
 Development of a comprehensive
implementation plan - included a process
for the development and approval of
business cases for the renewal of existing
courses and for new courses with realistic
milestones and a firm timeline for
completion.
Out of a total of 603 enrolments in 2010-11,
there were 581 enrolments in short course and
22 in distance education.
One specific PESTC module was sponsored by
API, Insulated Cable Engineering that was led
by Dr Jim Lyall.
For all registration or payments queries,
contact:
Office of Continuing Professional Education
Ph: 07 3138 9320
education
PESTC modules have been specifically designed
to provide the underpinning skills and
knowledge that have been identified in the
competency standards for electricity supply
engineers, which were developed by the
Queensland electricity supply industry and
26
Access
The overview of the PESTC semester offerings
is provided at the following QUT website:
http://www.qut.edu.au/study/short-coursesand-professional-development/shortcourses/postgraduate-electricity-supplytraining-course-pestc
Registrations can be made by visiting:
http://www.qut.edu.au/study/short-coursesand-professional-development/shortcourses/postgraduate-electricity-supplytraining-course-pestc.
For further information regarding entry
requirements and eligibility or specific course
content, contact:
Adjunct Professor Geoffrey Spencer:
Ph: 07 3138 1632
E NERGY IN SCHOOLS PROJECT
In line with the goals of the API, the Energy in
Schools project aimed to inspire high school
students to consider engineering as a desirable
profession by realizing the following
objectives:




Make secondary students, particularly
years 8-10, aware of the exciting, diverse
and rewarding careers available in power
engineering so they may make informed
career choices;
Develop a program that will engender an
understanding of energy engineering in
high schools;
Develop robust practical themed energy
activity kits and related curriculum based
on solar-powered water pump project to
be used at a range of high schools by all
participating universities;
Curriculum material and design of the
activity kits to be made available to all
participating universities.
Sam Wallace shows the Solar-powered Water Pump kit to
Year 9 Lourdes Hill College students
education
The project successfully developed a Solarpowered Water Pump kit along with relevant
curriculum materials in the form of workbooks
and teacher resources, and in-class activities.
All materials were well tested in high schools as
part of SQUEAK (Students and QUT
Engineering Activity Kits) programs and
modified and improved to enhance their
usability as necessary.
Solar-powered Water Pump kits have since
become very popular and are being
demonstrated in schools every week, along
with meaningful activities and discussions
about Engineering careers.
Following up on the concepts presented in this
project, QUT team further developed kits on
Investigating Electrical Energy and Alternative
Energy and have used these in primary schools
with Grades 4-7.
Access
QUT provided all the curriculum materials,
drawings, schematics and designs to API and to
the Project Manager of the STELR Project for
dissemination to other universities and high
schools. The Energy Activity kit has been
successfully embedded into high school
activities and was made widely available to all
high schools through former QUT Built
Environment and Engineering Faculty’s
Extreme Engineering website.
In 2012, QUT Equity Services received funds
through the Higher Education Participation and
Partnership Program (HEPPP) to promote the
Energy in Schools project as part of the
Extreme Science and Engineering Workshops
program (Appendix C) to schools with students
from low socioeconomic (SES) backgrounds.
The Sun boost workshop/kits can be booked by
selected SES high schools through the
following website:
www.qut.edu.au/scienceengineering/engineering-van-booking
Upon request, the kits are taken to schools and
demonstrated
by
QUT’s
Engineering
Ambassadors (senior students who have been
suitably trained and act as mentors).
27
RMIT UNIVERSITY
A DVANCED PARTIAL DISCHARGE AND
ELECTRICAL INSULATION TESTING
LABORATORY EQUIPMENT FOR TEACHING
–
09/10
The aim of this project was to upgrade the high
voltage laboratory at RMIT University with
some of the most advanced partial discharge
and electrical insulation testing equipment in
the world. The upgrade included a 240V/100kV
modular high voltage testing transformer,
100kV coupling capacitor, Presco partial
capacitance measuring bridge. This equipment
replaced the aging analog partial discharge
detector and capacitance bridge that had been
in service for more than 15 years. The upgrade
was essential to maintain the standing and
capability of the high voltage laboratory.
The new equipment was installed in the RMIT
Partial Discharge and Electrical Insulation
Laboratory in early 2010, and went into full
time teaching usage in Semester 2, 2010. Both
undergraduate and master students studying
electrical engineering at RMIT now undertake
specialist laboratory sessions as part of the 4th
year technical elective EEET2273 Protection and
HV Engineering, exploring topics such as the
operation of partial discharge equipment,
partial discharge testing on high voltage
insulators/bushings, partial discharge system
calibration and capacitance/dielectric loss
measurement.
Each year, more than 80
students take advantage of this new
equipment.
The new equipment greatly enhances the
learning experience of our electrical students
and will help to create better electrical
graduates for the Australia power industry for
years to come.
28
Coupling
capacitor
(Presco)
240/100kVhigh
voltage transformer
(Terco)
100kV high voltage transformer and coupling capacitor
Presco partial discharge detector and capacitance and
dielectric loss measuring system
education
EEET2273 Protection and High Voltage
Engineering. Advanced 4th year/masters level
course in HV Engineering. Course runs every
year, 80+ students each year.
Access
Contact:
Dr Alan Wong, RMIT University (NOTE:
equipment is not feasible to be used for online
web access).
SWINBURNE UNIVERSITY
H ARDWARE FOR THE POWER SYSTEM
LABORATORY – 09/10
The equipment was used to develop a wind
energy system simulator (electrical part) and
also to renovate the electrical machine
laboratory. So far three undergraduate finalyear projects and two postgraduate projects
used the equipment (each undergraduate
project is being done by a team of three
students).
Furthermore, new instructions are being
developed to use the equipment in the
electrical machines laboratory and also in the
electrical power systems laboratory. It is
expected that about 170 students will use the
tools in the electrical machines laboratory and
about 35 students will use it in the electrical
power systems laboratory in S2, 2012.
Students in Electrical Machine labs
education
The equipment were used in 3 units. Students
numbers are indicated
HET225/228 (Electrical Machines)
2009
2010
2011
120
140
160
Access
Ismat Hijazin
Associate Dean (International)
Electric Vehicle Group
Electrical, Electronics and Computer Systems
Office: EN702d
Phone: +61 3 9214 8007
HET326 Electrical power Systems
2009
2010
2011
30
35
35
HET560 Power Systems Operation and Control
2009
2010
2011
20
20
18
29
THE UNIVERSITY OF ADELAIDE
P OWER SYSTEM PROTECTIVE RELAY TEST
ARRANGEMENT ( PROJECT 1)
Laboratory for testing transmission line
protection based on SEL421 multifunctional
relay and SEL-AMS Adaptive Multichannel
Source.
The objective of this project was to develop
laboratory environment which will enhance
student learning in the following aspects:
 Understand and analyse hardware and
software tools applied in modern digital
multifunction relays used for protection
and monitoring of transmission lines.
 Apply SEL421 for transmission line
protection and test its functionalities.
 Analyse faults and protection performance
using digital records obtained from the
devices.
M OTOR PROTECTION EXPERIMENTAL TEST
ARRANGEMENT ( PROJECT 2)
Laboratory for testing motor protection based
on SEL710 multifunctional relay and SEL-AMS
Adaptive Multichannel Source.
The objective of this project was to develop
laboratory environment which will enhance
student learning in the following aspects:
 Understand and analyse hardware and
software tools applied in modern digital
multifunction relays used for protection
and monitoring of electrical motors.
 Apply SEL710 for motor protection and test
its functionalities.
 Analyse faults and protection performance
using digital records obtained from the
devices.
30
SEL Protection Equipment
education
 Power Systems course, 80 students
enrolled, delivered 2 times
 Power Systems Monitoring and Protection
course, 20 students, delivered 2 times
 6 students used for final year project
 3 students used for PhD research
Access
Web access to the remote relay testing system:
http://rrts.eleceng.adelaide.edu.au/login.php
The tutorial activity, Setting and Testing SEL421
via Remote Relay Testing System, can be
accessed via the API Education Portal
(registration via http://api.edu.au/).
Logging in: In order to add test jobs to the
RRTS, view test results and have access to the
documents and information about this activity
which are restricted from public viewing.
Whenever you try to access a section of the
site that requires you to be logged in, you will
be given a login form asking for your username
and password. Simply enter your username
and password and click the button to login. If
you are not yet a user of the system and wish
to be given access, you'll need to see the
system administrator to get access. You'll need
to provide some details, such as: your name
and your email address. You will be allocated
with 10 test cases in a job. If you need to test
more than 10 cases you can divide your cases in
more jobs (each having 10 cases or less).
Contact:
Rastko Zivanovic
31
UNIVERSITY OF NEW SOUTH WALES
control supply voltage to step-up transformer),
interlocking, metering, and protection devices.
U PGRADE OF UNSW HIGH - VOLTAGE
LABORATORY FOR ELECTRIC POWER
– 09/10
The aim is to modernise key items of HighVoltage Laboratory equipment which is used
for Power Engineering teaching and research
at UNSW. For teaching, the facilities provide
five different experiments on high-voltage
testing for our fourth year Power System
Equipment course (ELEC4611):
1. Transients in power equipment:
investigates transient recovery voltage and
magnetizing inrush current phenomena.
2. Surge propagation in electrical systems:
investigates behaviour of switching surges
in transmission lines.
3. Non-destructive testing of high-voltage
components: assessment of electrical
insulation is important in the monitoring
and maintenance of equipment. This
experiment involves two diagnostic tests:
dielectric dissipation factor and partial
discharge tests.
4. Impulse voltages in electrical systems:
generation of lightning impulses to test
performance of surge arresters and to
determine impulse distribution in
transformer windings.
5. Computer-based analysis of electric stress:
insulation in power equipment are
subjected to severe electric stress.
Simulation, using finite element methods,
enables determination of electric field
distribution in the insulating structure.
6. In 2008, university funding enabled a major
refurbishment program of the HV
laboratory. $50,000 was spent on replacing
the main distribution switchboard and
ventilation system. A further $110,000 was
spent on new state-of-the-art test
equipment for ELEC4611 teaching: Mtronix
dielectric dissipation factor measuring
system, and Mtronix partial discharge
detector.
In 2009, with a grant from the API of $50,000
and similar amount from the university, highvoltage test bays were equipped with new
power supply control systems. Each unit
consists of an accurate motorised variac (to
32
Student connects circuit for partial discharge (PD)
measurement
Control unit including autotransformer for55kV AC test
supply
education
The project provides state-of-the-art testing
facilities for students to conduct high-voltage
experiments in the fourth year course on
Power System Equipment (ELEC4611). This
course is run once every year.
Student
enrolment numbers for the last 5 years: 66
(2008), 61 (2009), 78 (2010), 69 (2011), 96
(2012).
Complementary to the upgrading of the High
Voltage laboratory, Toan Phung (HV lab
manager and ELEC4611 lecturer) gained an APIsponsored academic sabbatical appointment to
spend the university summer break (Dec 2009 Feb 2010) with Ausgrid, Engineering
Transmission and Technology, Network Test.
The project is primarily based at Ausgrid's HighVoltage Test facilities in Homebush but also
involved
extensive
site
tests
in
substations/switchyards in Sydney (see photo
below). The experience gained from working
at Ausgrid is valuable in keeping up to date
with the current practice in the power utilities
and transferring that knowledge to students.
Access
Access to the laboratory for HV testing can be
arranged by contacting:
Dr. Toan Phung
A MICRO GENERATION TEST FACILITY FOR THE
ASSESSMENT OF POWER QUALITY AND
HYBRID SYSTEM CONTROL – 11/12
UNSW wished to establish a facility that
provided students with an opportunity to
explore the connection of renewable and low
carbon energy resources to the network, and
to understand some of the limitations and the
challenges associated with interconnection.
This includes issues related to power quality
and voltage rise. In addition, we wanted to
develop a system that allowed students to
explore and understand maximum power point
tracking in PV and wind systems.
As part of the facility, UNSW has also
developed a system which can be configured
for stand-alone operation to explore the
myriad of technical challenges related to hybrid
power systems which interface multiple energy
sources and energy storage systems. This
provides a platform for students to develop
their own algorithms to determine rates of
charge/discharge, generation curtailment,
power quality issues and islanded operation.
Student performing power quality test on hybrid energy
system
Group project work on microgeneration facility at UNSW
Sunnyboy and Windyboy inverters coupled to battery
storage system through a Sunny Island charge controller
The microgeneration test facility has been
commissioned and is currently being tested by
three undergraduate thesis project students
and a Masters student. The API funding was
instrumental in attracting matched University
funding to support the physical realisation of
the laboratory, and provided an opportunity
for new API-funded lecturers Dr Ravishankar
and Dr Zhang to collaborate with other power
engineering staff.
education
 ELEC9711 Power electronics for renewable
and distributed generation: 46 students
enrolled 2011. Course delivered once since
development.
 ELEC4120/1 Thesis A and B – project
module: 80+ students. Course delivered
once since development of the facility.
 4-6 thesis students each year working on
the facility.
33
U PGRADES OF THE MAIN TEACHING
LABORATORY IN ELECTRIC POWER – 08/09
The plan for upgrading the main power
teaching laboratory in room EE119 was twofold:
(A) to deliver the laboratory for the 3rd year
course on Electrical Energy with modern
machines and with full interface to power
electronic hardware and digital signal
processors, bench-top computing facilities
(Matlab+Simulink+PSIM),
data
analysis
software for the experiments offered in this
course; (B) to upgrade the power distribution
network of the laboratory with a view to
removing an old distribution panel which will
also create more space for new experiments,
and a computing facility for undergraduate
theses in electrical power.
The 3rd year undergraduate course in Electrical
Energy (ELEC3105) is the primary entry point
for students of power engineering. Fully
revised in 2006
for
Electromagnetic
Engineering and Circuits and Systems. The goal
was to offer students a more positive
experience and a feeling of studying in a
modern and up-to-date environment in which
to explore fundamental concepts in power
engineering. Experiments for several 4th year
courses in power electronics, electrical drives
and power system equipment are also
conducted in this laboratory. Laboratory setups for two of these courses (Power
Electronics and Electrical Drive Systems) are all
now fitted with modern power converter
circuits incorporating state-of-the-art power
semiconductor
devices,
digital
signal
processors, and control hardware and
software.
It was imperative that this
laboratory be modernized and equipped with
up-to-date and modern facilities which will be
at par with the best power teaching
laboratories elsewhere.
Experimental set-up for experiment in Synchronous
machines (ELEC3105)
34
Experimental set-up for brushless DC motor drive
(ELEC4613)
The new Switch and Distribution board in the UNSW Power
Laboratory
education
As a result of the completed upgrades, the
main Power Engineering teaching laboratory at
UNSW is now a thoroughly modern and up-todate teaching laboratory. The enrolment of
students studying the courses supported by
these modifications has indicated a steady
growth since 2009. This trend is the result of
various other factors including the upgrades
which were partially funded by the API. The
following is a summary of the classes
supported, the laboratories made available,
and the enrolment history since the upgrade.
ELEC3105 – Electrical Energy
Enrolment
2008
2009
2010
2011
2012
102
114
127
145
TBA
ELEC4614 - Power Electronics
Enrolment
2008
2009
2010
2011
2012
73
43
62
70
100
ELEC4613 – Electric Drive Systems
Enrolment
2008
2009
2010
2011
2012
34
27
45
44
TBA
Access
Contact:
Prof Faz Rahman
UNIVERSITY OF WOLLONGONG
oscilloscope and computer system provided by the
University
U PGRADE POWER ENGINEERING LABORATORY
- MACHINES AND DRIVES – 08/09
The purchase of Lab-Volt equipment was to
modernise and extend the already existing
teaching capabilities of the undergraduate
power engineering laboratory. The equipment
purchased would allow students to obtain
practical understanding of the operation of
common power electronics and drives
equipment.
The equipment purchased
included IGBT 3-phase inverter bridges,
common passive loads, power supplies and
controllers for the inverter bridges.
This project was able to address the shortfall in
the level of practical work that was available to
students in the area of power electronics and
drives. It provided the catalyst for a whole
range of investments in power engineering
related laboratory equipment.
education
This equipment is used by third year
mechatronic students (Essentials of Electrical
Energy Utilisation, subject code ECTE324) and
final year electrical engineering students
(Power Electronics and Drives, ECTE412).
Postgraduate students undertaking various
degree programs are also able to study a
postgraduate version of the electrical
engineering subject.
In this picture, the drive system that students use to
undertake experiments is shown. One motor is the drive
motor and the second motor is operated as a
programmable load to mimic the characteristics of the
various loads one might encounter in drive systems design.
For example, constant torque load or a high inertia load
In this photograph, several of the Lab-Volt modules
purchased by the grant funds are shown in their storage
cabinets. The top shelf shows the induction motors and on
the shelving underneath these motors, the power
electronics modules can be seen; the controllable rectifier
and three-phase inverter bridges
The undergraduate program of subjects is
delivered to 55 students per year and the
postgraduate program to 25. The laboratory
program using this equipment was first
delivered in Autumn session, 2009. Shortly
after, the laboratory space used for this work
was demolished to make way for a new
building and new laboratories. The lab was recommissioned in Autumn session, 2012.
The ‘lab bench’ used by students in the Power Electronics
and Drives Laboratory. The large orange cubicles house the
industry equipment and the frame on the bench houses the
equipment funded by the API grant. You can also see the
35
D EVELOPMENT OF A RENEWABLE ENERGY
DEMONSTRATION UNIT – 09/10
The purpose of this project was to establish a
platform for demonstrating the use of fuel cells
as a means of energy storage and retrieval. The
unit was also to be used in undergraduate
teaching laboratories to investigate the
properties of fuel cells coupled to DC-AC
inverters, injecting power into distribution
grids.
The renewable energy demonstration unit was
developed using a NEXA TRAINING SYSTEM
integrated with an intelligent energy storage
system. The NEXA TRAINING SYSTEM consisted
of a NEXA power module, blocking diode,
power supply, hydrogen connection set,
hydrogen sensor, DC/DC converter, variable
resistance load, DC electronic load, and DC/AC
inverter. This set-up is able to demonstrate the
fuel-cell impedance characteristics, control of
intelligent energy storage system, advantages
of using energy storage, response of
distributed resources for demand fluctuation,
and I-V characteristic of fuel-cells, and control
and operation of renewable power generation
and utilisation. This unit is also capable of
demonstrating the stand-alone operation of
renewable energy resources, as well as the
parallel operation with the power grid.
education
The intention was to use this platform as a
tutorial demonstration to undergraduates
enrolled in several power engineering subjects
including ECTE222 (Power Engineering 1
common across all strands), ECTE323 and
ECTE423. These three subject represent the
core power engineering subjects and will have
approximately 65, 40 and 30 students enrolled
each year.
D EVELOPMENT OF AN UNDERGRADUATE
POWER SYSTEMS ENGINEERING LABORATORY
– 10/11
In 2010, the University undertook a major
rebuild
of the electrical engineering
laboratories. These laboratories were to be
housed in the University’s new SMART facility.
The new facility provided an opportunity to
undertake an expansion of the practical
activities offered to students of electrical
engineering, in particular, those with an
interest in electrical power engineering. This
project aimed to equip a laboratory with
36
experimental apparatus so that practical work
in the topic of power systems engineering may
be undertaken. The University chose to expand
its investment in Lab-Volt equipment.
In this picture, the NEXA front panel and the computer
control system linked to the fuel cell can be seen. The
photo is taken with the unit located in a project lab where a
student is developing demonstration material for the unit.
Although being used several times for High School
demonstrations and in undergraduate teaching
laboratories, the learning material associated with this
device is presently under review
Students undertaking specialisation in electrical
engineering were not able to undertake a
laboratory program for their elective subjects
because of a lack of infrastructure. The
University recognised this shortfall and was to
provide the space to house a suitable
laboratory. This project sought funding from
the API to supplement the investment the
University was making in the equipment for
this laboratory. Students are able to undertake
experimental work in topics such as:
1. Power flow and voltage regulation in
simple transmission circuits.
2. Phase angle and voltage drop in
transmission networks.
3. Parallel lines, transformers and power
handling capacity.
4. Hunting and system oscillations.
5. Power systems transients.
the surface area requirement for the use of this
equipment was minimised since many of the
existing components can be re-used. The
University has already invested in a hydrogen
fuel cell demonstrator unit (API funded project
in 2009). The SMART project funded four
hydrogen fuel cell education modules for
laboratory/education purposes. Both of these
resources will complement the renewable
energy experiments that will be available if the
proposed upgrade goes ahead.
This photo illustrates the modular Lab-Volt workstation
housing equipment to be used in the Power Systems
Engineering subjects, ECTE423 and ECTE923
education
These laboratories will provide practical
support for several new subjects; Renewable
Energy, ECTE427, Energy Efficiency in Electricity
Utilisation, ECTE428. A new postgraduate
subject, ECTE927 Renewable Energy Systems
will also be supported by this equipment.
COURSES
C ONTINUED DEVELOPMENT OF POWER
ENGINEERING LABORATORIES
The Power Systems Laboratory is equipped with a vast
range of Lab-Volt modules. The range is required since
experiments from second year through to postgraduate
level are hosted
education
All of the subjects in the core electrical
engineering degree use this laboratory and the
equipment funded by the API and the
University. This includes Power Engineering 1
(ECTE222, 65 students each year), Power
Engineering 2 (ECTE323, 40 students per year)
and Power Systems Engineering (ECTE423, 30
students per year). The development of this
laboratory meant that for the first time,
students in ECTE423 were able to undertake a
practical program to supplement their course
work. This was a major step forward for power
engineering at the University.
E STABLISHMENT OF A RENEWABLE ENERGY
LABORATORY – 12/13
This application was for funding to provide
appropriate Lab-Volt equipment for seven
benches in the Power Systems Laboratory to
extend the range of practical work to include
experiments in renewable energy. By using the
Lab-Volt brand, the utilisation of existing
equipment would be extended. Additionally,
The University made a considerable investment
in its electrical power engineering programs in
2010. Over $438,000 was invested in power
engineering related teaching laboratory
infrastructure. Along with contributions from
the API, the University was able to establish
two, world-class teaching laboratories for its
undergraduate and postgraduate students.
The facilities are called the "Power Electronics
and Drives Laboratory" and the "Power
Systems Laboratory". At the completion of this
project, seven, fully-functional benches were
available.
This means that an increased
number of students could be accommodated
per laboratory class which made the
timetabling more efficient and hence time
saving.
education
This project sought to extend the capacity of
the electrical engineering laboratories in the
SMART Facility.
Access
All resources are available to use within the
restrictions of the timetabling requirements for
UOW subjects.
Contact:
Dr Phil Ciufo
37
THE UNIVERSITY OF QUEENSLAND
D EVELOPMENT OF A PHOTOVOLTAIC (PV)
TRAINING SYSTEM FOR SECOND YEAR
UNDERGRADUATE ELECTRICAL ENGINEERING
STUDENTS – 10/11
The objective of this project is to develop a
photovoltaic training module for second year
engineering students using an experimental
setup that will enable student to understand
the following:
 Characteristic voltage and current curves
of a solar module depending on irradiation
and temperature.
 Power output of a solar module depending
on the angle of incidence of the radiation.
 Simulate the power output of the solar
module with respect to the position of the
sun.
 Series and parallel connection of solar
modules.
 Stand-alone solar DC and AC systems.
 Grid connected AC inverter systems.
physical models of semiconductor devices; and
common electronic circuits using discrete
semiconductor devices. ELEC2003 will provide
some basic concepts of electrical engineering
principles. The skills acquired in this course will
be useful for advanced level studies in
electronics, electromechanics, control and
power systems.
Student enrolment for
Semester 1, 2012 was 185.
Due to the
enrolment numbers, 37 demonstrations 50
minute demonstrations were held in groups of
5 students.
D EVELOPMENT OF REMOTELY CONTROLLED
MACHINES – 09/10
The project has consisted of two funding
initiatives:
1. Upgrade of asynchronous experiment
apparatus with 8 new squirrel cage
motors, the replacement ac drives, and
replace dc drives with modern drive
systems. Machine experiments have been
automated and made available online for
24/7 operation.
2. Upgrade of synchronous machine
experiments with new DC drives to control
prime mover, new control of field winding
current of synchronous motor, new
supervisory control of experiment and new
protection devices. This experiment has
been automated and made available online
for 24/7 operation.
The objective is to give actual results to
enhance their understanding of the operating
characteristics of DC, AC asynchronous and
synchronous
machines
under
various
conditions.
Training system consisting of two 40W panels, isolation
switches and circuit breakers, 24V battery box, DC-DC
converter 100W, DC-DC converter 3kW with MPPT, grid tie
inverter power meters and various loads
education
The project has made enhanced contribution to
ELEC2003, Electromechanics & Electronics,
which introduces AC Circuit theories including
real
and
reactive
power
concepts,
electromagnetic fields and their applications in
electrical
machines
(in
particular
to
transformer); some basics of solar PV system;
38
education
These experiments are being extensively used
in ELEC3300/ELEC7302 course. Asynchronous
Machines (DC and Induction machines) has
been in operation since 2009. Synchronous
Machines has been operational since 2011.
Courses ELEC3300/ ELEC7302 had 90 student
enrolled in 2009; 69 students in 2010; 70
students in 2011
Machines Laboratory
Synchronous Machine control and communications
DC motor coupled to AC squirrel cage motor
Drive Electronics for DC motor and AC motor
Access
Access to the experiment involves the use a
software package called the 'Service Broker'
which manages user accounts and storage of
experiment results for the users. There are
two levels of access:
1. For a short-term access UQ, via the School
of ITEE, grants access to the machines lab
using a guest account on our UQ Service
Broker. This means that UQ is then
responsible for not only ensuring that the
machines are online and available, but
those users have accounts on our service
broker.
2. When another University decides to run
regular classes on our machine, they can
install and administer their own Service
Broker on their campus, or in their school
or department, depending on local
networking policies. Once installed, the
service broker will have direct
communication with the machines
laboratory server at UQ that controls and
schedules the experiments. UQ can
provide the source code of the service
broker to other Australian universities to
use. Note that that when someone installs
UQ Service Broker they will need to do
some customization of the user interface
to suit their environment, as our code puts
up web pages with UQ logos all over them.
D EVELOPMENT OF AN INTEGRATED
CONDITION MONITORING LABORATORY FOR
UNDERGRADUATE AND POSTGRADUATE
STUDENTS – 10/11
Communications and Monitoring to Laboratory Server
The objective of this project is to develop two
experimental facilities by using a number of
modern diagnostic instruments that tests the
response of a dielectric material in
transformers and cables.
39
In addition, the integrated condition
monitoring laboratory has facilities to provide
voltage and current impulse testing up to
300kV and 100kA peak respectively with the in
house development of PDC, FDS and RV, the
project funding has consisted of two funding
initiatives where the following items were
purchased: Capacitive Divider for PD and
impulse
measurements,
LeCroy
606Zi
Oscilloscope
for
impulse
and
PD
measurements, Omicron MPD 600 System for
PD measurements, and Megger FRAX 150
system for FRA measurements.
education
This
equipment
will
be
used
in
elec4320/elec7420 laboratory experiments.
These UG and PG experiments will be first time
implemented for individual groups in 2012. In
2011, we had demonstrated the experiments
for the students in groups, ELEC4320 with 22
students.
FRA demonstration of model transformer
FRA device
40
FDS test device
This laboratory is extensively used by UG and
PG thesis students. This number varies from 515. Several industry-sponsored thesis projects
are also being conducted in this laboratory.
D EVELOPMENT OF A COMPREHENSIVE POWER
SYSTEM SIMULATION LABORATORY (PSS-L)
– 09/10
The objective of the project is to setup a
comprehensive power system simulation
laboratory (PSS-L) which houses a number of
power system analytical tools and simulates
power systems around the world. This is a
virtual laboratory, which can be accessed
anywhere from UQ or from outside.
http://itee.uq.edu.au/pss-l/PSS-L.html
http://itee.uq.edu.au/pss-l/test%20system.htm
education
This laboratory is being used by a number of
courses: ELEC4300: Power systems analysis,
ELEC 7309: Power systems reliability &
planning, ELEC 7310: Electricity market
operation
and
security,
ENGG4801:
undergraduate thesis projects, ENGG7803:
postgraduate thesis projects, and Research
higher degree students (MPhil and PhD) are
using this facility as well. We would expect
100+ students from UQ will be using this
facility. Some facilities are already publicly
available for anywhere in the world.
Access
Contact:
Dr. Nadarajah Mithulananthan
Tel: +61 7 3365 4194
Professor Tapan Saha
Tel: +61 7 33653962
Fax: +61 7 33654999
THE UNIVERSITY OF SYDNEY

D EVELOPMENT OF A POWER MONITORING
AND CONDITIONING LABORATORY FOR
ELECTRICAL / POWER ENGINEERING STUDENTS
- 12/13
With the trend of renewable energy sources
integration into existing electricity network
and more electrical and electronic equipment
and apparatus being connected to the grid, the
grid is experiencing greater dynamic changes
and complex power flow, it is therefore very
important for the engineers to master the skills
of monitoring the power quality of the grid and
conditioning the grid and equipment through
power electronics interfaces. It is this very
important need that drives the establishment
of a new power monitoring and conditioning
laboratory (PMC) for training electrical/power
engineering students who will be benefited
from this laboratory setup for their studies and
future career in the area of power quality
measurement and improvement, control and
protection.
This laboratory setup can be structured in
different formats – minigrid, renewable power
system, standalone block for specific study
such as power factor correction, AC or DC
motor drive, and AC or DC machinery
experiment. The experiments will be at circuit
level at this stage although additional digital
control and communication blocks can be
added to extend the platform for system level
study; this will be for future planning and funds
seeking. This laboratory setup will be used in
experiments and projects.
The equipment sought in this proposal will be
used for the following 3rd year units of study in
the School of Electrical and Information
Engineering at the University of Sydney:
ELEC3204 Power Electronics and Applications
 Students will learn how to design and
control power electronics interfaces for
motor drive, photovoltaic power system,
power factor correction, and power
conversion.

New experiment to be covered in the
PMC lab is AC/DC rectification (Power
factor at different type of loads
including AC/DC machines) and DC/AC
inversion (power quality study at
different type of sources including PV
panel). The PMC lab with which
projects can be carried out for
example grid-connected inverter, PV
power system, motor drives advanced
power factor correction techniques,
etc.
Equipment needed: Oscilloscopes,
load banks, PQ meters, AC power
supplies, DC machines, PV panels, and
power electronics interface.
ELEC3206 Electrical Energy Conversion Systems
 Students learn how the electrical machines
and transformer play an important role in
power quality via motoring, generating
and impedance variations.
 New experiments to be covered in the
PMC lab are transformer (load tests),
induction machines (equivalent
parameters calculation), and synchronous
machines (load tests, synchronous
impedance calculation, and grid
synchronisation). The PMC lab with which
projects can be carried out for example
studying of PQ with synchronous
generator, induction motor, and variable
resistive, capacitive and inductive loads.
 Equipment needed: Oscilloscopes, load
banks, PQ meters, AC power supplies,
synchronous machines, induction
machines, transformers, PV panels, and
power electronics interface.
education
The laboratory equipment will be used for the
following courses starting from 2013:
 ELEC3204 Power Electronics and
Applications (83 students in 2012)
 ELEC3206 Electrical Energy Conversion
Systems (62 students in 2011)
Access
The resource will be located in the energy
laboratory and will be accessible by other
universities through our professional officers.
41
UNIVERSITY OF TASMANIA
D EVELOPMENT OF THE RENEWABLE ENERGY
LAB FOR UNDERGRADUATE ENGINEERING
STUDENTS AND INDUSTRIAL TRAINING – 10/11
The Renewable Energy Lab will provide a world
class training facility for engineering students
to investigate different technologies in
renewable energy and micro-grid systems.
The Lab was officially launched in September
2009 by Lisa Singh, the Minister Assisting the
Premier on Climate Change. On the same day,
Dr Peter Davis, CEO of Aurora Energy, opened
the Solar Research Facility mounted on the
roof of the Engineering Building. The Lab
equipment includes experimental sets for
simulating different types of wind turbines by
reproducing their torque under variable wind
conditions. Wind turbines are based on three
main types adapted by power industry: 1) fixed
speed, with squirrel cage induction generator
directly connected to the grid, 2) variable
speed, with doubly fed induction generator,
and 3) variable speed, with direct-drive multipole synchronous generator.
Since its
launching, the Lab has been used by
undergraduate students enrolled in Electrical
Power Engineering Project and Electrical Power
Engineering Honours.
In 2010/2011, the first initial stage of the project
was completed. This stage included the design
and implementation of PLC software,
development of the Ethernet interface,
hardware configuration for wind and solar
workstations, and workstation coding. The
Microgrid has been designed for both face-toface and web-based teaching modes.
Power Engineering Project, KNE446 Electrical
Power Design, KNE449 Electrical Power
Engineering Honours A, and KNE450 Electrical
Power Engineering Honours B
In 2013, a new core course “Renewable Energy
Systems” will be introduced for 4th year. The
course will include laboratory sessions in the
Renewable Energy Lab.
Research higher
degree students (PhD and masters) have been
using the Lab facilities extensively.
Opening the Solar Research Facility of the Renewable
Energy Lab, September 2009.
From left to right: Nazmul Hasan, Masters student; Dr
Enamul Haque, Lecturer; Prof Michael Negnevitsky,
Director of the Centre for Renewable Energy and Power
Systems; Dr Jane Sargison, Program Leader – Renewable
Energy of the Centre for Renewable Energy and Power
Systems; Lisa Singh, the Minister Assisting the Premier on
Climate Change; Dr Peter Davis, CEO of Aurora Energy; Prof
Chris Letchford, Head, School of Engineering; and Prof
Jim Reid, Dean, Faculty of Science, Engineering and
Technology
In 2011/2012, the second stage of the project
was completed.
The wind and solar
workstations were connected to the SCADA
system to enable the access remote clients via
Ethernet and Internet.
education
The Renewable Energy Lab has been used by a
number of undergraduate students enrolled in
the following courses:
KNE445 Electrical
42
Renewable Energy Lab – general view
The Renewable Energy Lab is tested on-line via the Internet
(RMIT, June 2012)
From left to right: Dr Brendan McGrath, Senior Lecturer,
RMIT and Prof Michael Negnevitsky, Director of the Centre
for Renewable Energy and Power Systems
The Renewable Energy Lab has also been by
engineers
attending
post-graduate
professional development courses run by the
Centre for Renewable Energy and Power
Systems.
Access
The Microgrid has been designed for both faceto-face and web-based teaching modes. In the
web-based mode, students will be provided
with a remote access to the Lab facilities via
Internet.
Contact:
Professor Michael Negnevitsky
Chair in Power Engineering and Computational
Intelligence
Director of the Centre for Renewable Energy
and Power Systems
School of Engineering
University of Tasmania, Private Bag 65 Hobart,
Tasmania, 7001
Tel: +61 3 62 267613
Fax: +61 3 62 267247
E-mail: [email protected]
The Microgrid experimental set
43
UNIVERSITY OF WESTERN AUSTRALIA
2010: 66
2011: 72 2012: 25 (early
figures)
P OWER ENGINEERING LABORATORY
EQUIPMENT ( MACHINES ) – 08/09
The existing electric machines currently used in
the laboratories for the power engineering
units are enclosed ones, and it is not possible
for students to examine the machines’ internal
construction and structures.
The power
engineering units that require machines for
their
laboratory
experiments
are:
ELEC1302/ELEC2302 Power and Machine
Technologies (level-1 unit), ELEC3305 Power
and Machines (level-3 unit), and ELEC4306
Power Electronics and Drives (level-4 unit).
With the objectives of enhancing the
educational value of the machine experiments,
reinforcing and supporting more effectively
themachines materials delivered in the
lectures, and very importantly, stimulating the
student interests in power engineering, it is
proposed that the new experiments will be
based on dissectible machines. Individual
components (windings and cores) of the
machines will be made available to the
students in the laboratories. With these
facilities, the students will have, applying the
theory learned in lectures, the opportunity in
the laboratories to construct by assembling,
from the components, a wide range of electric
machines of the kind used in the power
industries (for example, DC machines,
induction machines of single-phase or threephase type, synchronous machines, and
stepper motors), and then to carry out tests
and measurements to evaluate the machine
performance and determine the machine
characteristics and properties.
education
Enrolment figures
ELEC1302/ELEC2302 Power and Machine
Technologies (level-1/2 unit):
2008: 77/40
2009: 106/18
2010: 54/36
2011: 70/28
2012: 70
ELEC3305 Power and Machines (level-3 unit),
and ENSC 3016: Electrical Machines from 2012
onwards.
2008: 47
2009: 66
44
Induction motor experimental setup with dissectible
machine parts
Parts of Dissectible Machine System
ELEC4306 Power Electronics and Drives (level-4
unit), and ELEC8380, Advanced Power
Electronics Applications in Power Systems from
2011 onwards.
2008: 58
2009: not offered
2010: not offered
2011: 35
2012: 24
R EGENERATIVE BRAKING LABORATORY –
12/13
The regenerative braking projects will allow the
undergraduate students to have a practical
hands-on experience in directly working and
experimenting with DC machines, designing
and building power electronic circuits required
for controlling the dc machines, and carrying
out
performance
evaluation
of
the
regenerative braking system. This will not only
enhance the student interests in power
engineering
but
will
enforce
their
understanding of electrical machines and
power electronics circuits.
education
Enrolment figures
ELEC4308 EE Engineering Project Part 1
Number of students who did the project
(ELEC4308 and ELEC4309) on regenerative
braking:
2009: 2
2010: 3
2011: 2
2012: 2
S MART GRID : A MINIATURE MODEL – 10/11
The Smart Grid projects will allow the
undergraduate students to have a practical
DC series motors with Controller for the Regenerative
Braking Project
Controller for the Regenerative Braking Project
hands-on experience in directly working and
experimenting with power system switchgear,
appliances,
batteries,
programmable
automation controllers, solar panels, inverters,
relays and contactors, which are essential
components required for implementation and
analysis of a miniature model of Smart Grid.
This will not only enhance the student interests
in power engineering but will enforce their
understanding of power systems, control and
automation, switchgear, protection, and power
electronics.
education
Enrolment figures
Number of students who did the project
(ELEC4308 and ELEC4309) on smart grid:
2010: 3
2011: 5
2012: 4
Setup of Smart Grid Implementation
Access
For all resources, no web access to the
resource, as it is an equipment in the
laboratory.
Contact person to access the equipment:
Professor Victor Sreeram
Batteries and Inverter for the Smart Grid Project
45
VICTORIA UNIVERSITY
T ESTING FOR IEC61850 PROTECTION SYSTEM
– 11/12
It is also used at various promotional shows,
API Residential School, Master Class and other
workshop/seminars throughout Australia.
(to add to previously funded protection and
communications transportable module) – 11/12
The
new
IEC
61850
standard
for
communication networks and systems in
substations allows the development of highspeed peer-to-peer communications based
distributed protection applications that result
in significant changes in the ways protection
functions are implemented. The laboratory
describes in detail the principles of different
IEC 61850 distributed functions and analyses
the factors that will affect their performance.
The definitions of the individual components of
distributed functions will be made available in
detail, including the different possible
allocations of sub-functions and functional
elements in physical devices.
It also introduces undergraduate with the
requirements and principles of their testing. A
comparison between the functional testing of
conventional
devices
and
testing
of
communications based Intelligent Substation
Devices (ISD). The laboratory demonstrates
examples of distributed applications based on
GOOSE messages and sampled analog values
from the point of view of the requirements for
their testing.
Methods and tools for functional testing of
distributed IEC 61850 based systems are
presented in the laboratory. Full, partial and
hybrid implementations of IEC 61850 are
analyzed. The different steps in the testing
process are described. They include the
configuration, simulation, operation detection
and results analysis. The impact of nonprotection related events on the performance
of distributed functions and how it can be
covered in the test process is also
demonstrated.
education
Between 30 to 40 students are involved with
the subject on Power System Communications
and this laboratory is widely used.
46
The portable IEC61850 testing unit
The IEC61850 Demonstration set
O FF GRID STAND - ALONE RENEWABLE POWER
SOLUTION – 10/11
education
Renewable off-grid power solutions based
upon solar power or wind power have one key
issues and that being the power predictability.
The power produced by renewable is both
unpredictable and enormously variable
depending on time of day and time of year.
Due to this issue off-grid renewable power
solution offsets it in one of the two general
ways:
1. The use of large battery banks and solar
panels.
2. Using diesel generators to recharge the
batteries when the solar or wind is not
available.
Hydrogen fuel cells provide the only option to
keep these distributed off-grid power solutions
“green” to solve the reliability problem. As fuel
cells produce no carbon output they can
replace the diesel generators, reduce the need
for large solar footprint and reduce the battery
run time. For this reason Hydrogen Fuel Cells
are extremely popular overseas and being
installed in their thousands in most countries.
The key issue in Australia is the availability and
cost of hydrogen! A solution that can produce
low cost hydrogen on-site would solve this
issue and the hurdle to the roll-out of off-grid
totally renewable zero carbon solutions in
Australia.
The value of this laboratory is to be able to run
the alternative energy lab cheaply by avoiding
costly purchase of hydrogen. Balancing of
power from solar, fuel cell, wind and battery –
all four being “green technologies” is excellent
laboratory for undergraduate students.
EL100 – H2 GENERTOR
education
Since 2010 between 30 to 40 students have
been doing Renewable Energy System. This lab
is used for a number of experiments both for
undergraduate projects and demonstration
purpose.
The hybrid system inclusive of renewable energy for h2 generation
D EVELOPMENT OF A LABORATORY MODEL
FOR DEMONSTRATING ALTERNATIVE ENERGY
SYSTEMS -09/10
The value of this project is to be able to run the
alternative energy lab cheaply by avoiding
costly purchases by expensive ready-made
solution from specific vendors. The project was
to develop an alternative energy laboratory
which has solar, wind, battery and this to be
supplemented later on with fuel cells. In this
project the aim is to purchase 3kW vertical axis
wind generator, install it on the roof of the
main engineering building, in order to get
maximum exposure from students and general
public. The 1kW solar power was installed to
47
give value through solar installation and
understanding the reliability and effects of
Australian climatic conditions. Balancing of
power using hybrid techniques utilising wind,
solar wind and battery, with possibility of
adding fuel cells – all four being “green
technologies” is an excellent laboratory for
undergraduate students.
education
Between 30 to 40 students choose Renewable
Energy subject. This lab is very popular during
OPEN DAY and other marketing exercise for
VU.
L ABORATORY U PGRADE WITH P OWER
S YSTEM M ONITORING /C OMMUNICATIONS
BPL E QUIPMENT – 08/09
As power industry enters the de-regulated
market, powerful driving forces, uncertainties
and new functions are compelling electric
utilities to make dramatic changes in their
information communication infrastructure.
Expanding network services such as real time
measurement and monitoring are also driving
the need for more bandwidth in the
communication network. These needs will
grow further as new remote real-time
protection and control applications become
more feasible and pervasive.
The concept of broadband over power lines
(BPL) is simple and has been established for
quite some time where the electrical power
transmission lines is used as the transport
media for broadband communications.
Because of the ever presence of power lines to
the most remote areas, BPL seems to be a very
promising access technique for broadband
communications.
This laboratory investigates the technology
behind broadband over power line (BPL) and
develops an effective, reliable and secure
power system monitoring system using BPL for
the next generation power utility. BPL may
even provide utilities with benefits beyond
additional revenue. The same system that
transmits internet data can also be used to
remotely monitor household electricity usage,
eliminating the need to send a technician out
to inspect the household meter. The system
provides detailed feedback on electricity usage
in real time, which could potentially detect
brownouts before they escalate into blackouts.
48
3kW Vertical axis Wind turbine
For home and office broadband users, the ever
presence of power lines offer services that
were not available to many in remote areas.
For broadband users in the urban areas,
additional choices mean competitive prices and
better services.
1kW Polycrystalline solar panel array
Purpose and objectives
1. Attract undergraduate students to Power
Engineering and provide the best Power
Engineering project students to present
their findings
2. Presenting world class and cutting edge
research to the delegates
3. Provide avenue for the power industry to
participate in applied research, with
outcomes of immediate use to them
4.
Opportunity to develop Power System
Protection and Communication as VU’s
contribution to the centre of excellence.
BPL CPE (Data Type)
BPL transmitted through the grid
education
Between 25 to 40 students have been enrolled
from 2008 onwards and they have all done a
laboratory exercise using this equipment.
COURSES
V ICTORIA U NIVERSITY WILL ADMINISTER THE
API B URSARY P ROGRAM IN V ICTORIA – 07 –
TILL DATE
BPL MV Access Node
BPL LV Access Node (Head End & Repeater)
With the modern world depending on
electricity every second of every day, it is no
surprise that the power industry experiences
continued growth, which means great
opportunities for power engineers. The
objectives of the API Bursary program are:
 To make bright students be aware of the
importance of Power Engineering and
choose Power Engineering as elective.
 To encourage quality and quantity of
applicant for graduate position in Power
education.
 To select the best engineering students in
Victoria to take up API Bursary awards
which is $8,000 payment over 4 years.
 To gain opportunity for paid vacation
employment.
 To be involved with industry thesis topics
 To network with industry personnel.Power
engineering 2 (EE3400).
education
Currently 8 students are chosen annually from
Victoria.
Access
For access to all resources contact:
Professor Akhtar Kalam
49
MURDOCH UNIVERSITY
S CHOOL OF E NGINEERING AND E NERGY ,
R ENEWABLE E NERGY P OWER S YSTEM
T RAINING F ACILITY – 09/10
API funding has assisted the School of
Engineering and Energy at Murdoch University
to develop a Renewable Energy Power System
(REPS) Training Facility. The system consists of
both new equipment and existing equipment
including a PV array, a battery bank, two wind
turbines, a diesel generator, a variety of AC
loads and programmable load banks and
associated power electronic equipment. The
core of the system is a stand-alone 5kW
inverter (Sunny Island technology from SMA)
which controls the renewable energy
components that are connected to the system
via the AC bus. System control is based on
active power/frequency droops similar to the
control of large utility grids. Furthermore, the
facility is equipped with data acquisition
systems, environmental sensors and isolation
amplifiers which permit students to safely
observe a variety of voltage and current
waveforms using oscilloscopes and study a
variety of power system aspects including
power system control, transients, battery
charge current control, and other distributed
generation aspects.
Specific objectives of this project were:
 To develop an educational facility that
consists of a renewable energy system that
can also demonstrate conventional power
system aspects.
 Through the facility and its use address the
need of the power industry to include and
understand the impact of distributed
generation sources in future power
systems.
 Design the facility to provide power
systems education that is particularly
interesting, challenging, relevant, topical
and attractive to engineering students.
education
Teaching and training activities using the
facility include:
 Three final year thesis projects associated
with the system design and project
development.
50

Laboratory exercises for 4th year
renewable energy engineering students in
the Unit ENG421 Renewable Energy
Systems Engineering, Semester 1, 2011 (14
students) and 2012 (20 students).
REPS Training Facility
Field Point Unit,
Environmental Monitoring
Isolation Amplifier
Panel,
NI
DAQ
system
Dedicated PC
REPS Training Facility (Dedicated Personal Computer,
Fieldpoint units for environmental parameter monitoring,
and the isolation amplifier panel with National Instruments
data acquisition cards. Shown are also the (isolated) BNC
test points where student can safely connect oscilloscopes
to view various system voltage and current waveforms)
REPS Training Facility (Photovoltaic array and Ginlong
Turbine)
Student testimonials
“I would like to thank you for Friday's
laboratory session at the REPS training facility.
The system setup there is perfect to see the
behaviours of a stand-alone renewable system.
I am very pleased that we were able to use this
facility and hope it can be implemented for
future teaching use.
This is a very unique facility, once properly
established for various laboratories, will
generate interest in the degree itself by future
students.
This is a huge benefit while
competing with other universities.
I am
currently in my final year and wish I had been
able to use this facility for previous years.
We were able to perform this lab safely under
supervision and it allowed us to monitor the
effects of islanding.
It is very hard to
demonstrate this effect without being able to
"see it" live on an oscilloscope while measuring
the time delay. I was amazed at how long the
system actually continued to stay on for when
the load was matched (closely) to the input
power and would not have been able to
understand this concept in a traditional
classroom.
Murdoch Engineering has always been strong
with the "hands on" approach and industries
have started to recognise this. I cannot
recommend this facility enough for the benefit
it provides to the Renewable Energy
Engineering
students
for
hands
on
experience.”
(Nicholas Sweetman, ENG421 student,
Semester 1, 2012)
“I'd like to give you some feedback on the first
two lab sessions we had for ENG421. I felt like
these sessions were the closest I had come to
'actual' engineering work at uni. Being a
practical person, I found these labs really
helped me learn the concepts we were
studying. I enjoyed seeing first-hand what was
happening and the effect a change in
conditions can have on a system...”
(Luke de Hoog, ENG421 student, Semester 1,
2012).
Access
Refining of the data acquisition system
including the development of a web interface
to communicate system performance to a
wider audience are ongoing tasks and will
assist in providing a valuable resource for
future electrical power and renewable energy
engineering education.
The facility has also been used for industry
training purposes (e.g. 30 installers, technicians
and engineers as part of the SMA Sunny Island
– Remote Energy Supply Roadshow Perth
Workshop, hosted by Murdoch University
visited the REPS training facility in February
2011).
Contact:
Martina Calais
School of Engineering and Energy, Murdoch
University, Murdoch WA 6150,
Tel. ++61 8 9360 7628,
51
CENTRAL QUEENSLAND UNIVERSITY
S UPPORT FOR AN UPGRADE OF THE POWER
SYSTEM ANALYSIS LABORATORY - 07/08
In 2006 CQU allocated $197 000 for equipment
to commence the upgrading of the Electrical
Engineering laboratory. The existence of both
Power Engineering Alliance (PEA) and the
Australian Power Institute lent considerable
weight to the internal arguments made to
support this investment. Access to modern
electrical engineering design tools to assist in
establishing a positive image for power
engineering within the Faculty was provided by
API:
Year 1 – 2006/7
Certificate Server; five desktop machines;
power systems software
Year 2 – 2007/8
Additional five desktop machines; expanded
software for supporting curriculum in years
two and three; license maintenance fees
Year 3 – 2008/9
License
maintenance
fees;
hardware
maintenance; software enhancements.
education
Access to modern electrical engineering design
tools to assist in establishing a positive image
for power engineering within the Faculty.
E STABLISHING AN E LECTRICAL P OWER
E NGINEERING L ABORATORY - 10/11
Timelines for this project is currently delayed
due to technical difficulties and renovation of
the engineering buildings. However, progress
is currently underway.
The proposed
laboratory will be facilitated with modern
Electrical equipment consisting of machines,
drives, relays. This facility will be used to
conduct much needed practical experiments in
each power engineering courses.
52
The proposed lab will have 5 different modules
of laboratory task for undergraduate students
and the facility will be available for Masters and
PhD level research works as well. An internet
based video facilities will be installed to provide
remote access to our flex (distance) students
and to other universities.
education
The benefit of this project is manifold and long
lasting. Electrical Power Engineering program
at CQUniversity will be enhanced and be better
delivered with appropriate modern laboratory
equipment.
Some of the other direct benefits are:
 Students will be trained with modern
equipment.
 Flex students can use this facility remotely.
 This facilities can be accessed from other
Universities.
 The laboratory will be a showcase to
attract more students into power
engineering.
 CQUniversity will be strengthened in terms
of capability in delivering power courses
more practically and effectively.
Overall, this will fulfil API objectives in
promoting Power engineering program and
delivering power engineering program more
effectively.
Access
For access to all laboratory equipment,
contact:
Dr Amanullah Maung Than Oo
Senior Lecturer in Electrical Power Engineering
Leader, Power Engineering Research Group &
Leader, Electrical Discipline, School of
Engineering and Built Environment
Phone: + 61 (0) 7 4930 9632
Faculty of Sciences, Engineering & Health
CQUniversity
THE UNIVERSITY OF NEWCASTLE
converters in association with machines and
the power supply.
The equipment purchased has been
incorporated into ELEC4160 (Advanced
Drives and Power Electronics) and ELEC3130
(Electric Machines and Drive Systems) in a
number of ways.
Contribution to power engineering learning
and education
In the project proposal it was stated that this
project would contribute to the API objective
of access to world class practical laboratory
infrastructure to support learning and the
link to industry for students.
Virtual Instrumentation
Five sets of virtual instrumentation were
purchased as part of this order. Since then
another set has been purchased. There are
six experimentation benches in the power
laboratory.
In addition, the purchase of this equipment
has contributed to making power
engineering electives more attractive to
students at Newcastle with a steady increase
in the popularity of these courses over the
last few years.
S UPPLEMENTING EXISTING EQUIPMENT FOR
3 RD AND 4 TH YEAR LABORATORIES – 09/10
Torque and Speed Control Panel and
Dynamometer One Torque and Speed
Control Panel was purchased as part of this
order. Since then more have been purchased.
The torque and speed control panel is
directly utilised in ELEC4160 to control the
output of the dynomometer either in
association with the virtual instrumentation
or independently. This forms an integral part
of the DC and AC drives experiments
undertaken in this course.
Motor Speed Controllers Motor speed
controllers are used in ELEC4160 and
ELEC3130 to drive the machines under test
whether they be DC or AC machines.
Induction Machines Induction machines are
used in ELEC4160 when investigating AC
drives.
They also can play a part in
undergraduate projects as required.
Variable Speed Drives The variable Speed
drives are used in ELEC4160 to (a) drive
machines under test but also (b) more
importantly to enable students to investigate
the output waveforms of switching
Student numbers
Access
For access to all laboratory equipment,
contact:
Dr Terrence Summers
Program Convenor
Electrical Engineering School of Electrical
Engineering and Computer Science
The University of Newcastle University
Drive Callaghan 2308 Australia
Phone: +61 2 49216022
Fax: 61 2 49216993
53
Engineer as specialist, recognising the need for world class
technical experts…
Engineer as “Integrator”, reflecting the need of
graduates “who can operate and manage across
boundaries, be they technical or organisational, in a
complex business environment…
Engineer as “Change Agent”, highlighting the
critical role engineering graduates must play in
providing the creativity, innovation and
leadership needed to guide the industry to a
successful future…
54
APPENDIX
LIST OF API FUNDED PROJECT
PROPOSALS
CURTIN UNIVERSITY

















Associate Lecturer : Early Career Female Academic (1st Year) – 12/13
Electrical Engineering Summer Camp for Year 10 and 11 Science/Maths Students – 11/12
Continuation of Support for Senior Lecturer in Electric Power Transmission and Distribution
(3rd year) – 11/12
Project Based Learning for Power Electronics and Drives – 11/12
Continuation of Support for Senior Lecturer in Electric Power Transmission and Distribution
(2nd year) – 10/11
SmartGrid Laboratory Intelligent Distribution Systems Facility – 10/11
Electrical Engineering Summer Camp for year 10 and 11 science and mathematics students –
08/09
Upgrade Power Sytems Protection Laboratory – Purchase of a Harmonic Waveform Generator
– 09/10
Senior Lecturer in Electric Power Transmission and Distribution – 09/10
Green Electrical Engineering Park – 08/09
The establishment and administration of API’s National Power Engineering Bursary Program in
WA and SA for all first year engineering students – 07/08
Sponsorship of a contract Lecturer in Power System Protection to deliver teaching in the area
of power system protection – 07/08
Development of 3 On-Line teaching modules from the Master of Engineering Science in
Electrical Utility Engineering Program in support of API’s collaborative centres of excellence
approach – 07/08
Development of 2 short courses in power engineering to provide for the continuing education
needs of industry professionals – 07/08
Sponsorship of Keynote Speaker at Australasian Universities Power Engineering Conference
(AUSPEC’ 07) in Perth- 07/08
EDITH COWAN UNIVERSITY

A mobile learning platform for sustainability in power engineering, based on hybrid renewable
energy (solar hydrogen powered fuel cell vehicle) – 11/12
55
JAMES COOK UNIVERSITY






New Energy Laboratory – 09/10
Part funding of an academic staff position (2nd year) – 08/09
Support for power engineering seminars in North Queensland – 08/09
Support for undergraduate teaching facilities (laboratories and visiting lecturers) – 07/08
Sponsorship of promotion of power engineering to high schools in North Queensland – 07/08
Part funding of academic staff position (1st year) – 07/08
QUEENSLAND UNIVERSITY OF TECHNOLOGY










Early Career Woman Academic in Power Engineering (1st Year) – 12/13
Continuing Support for lecturing position in distance education and Power Systems Operations
(2nd year) – 12/13
Lecturing position in distance education and Power Systems Operations (1st Year) – 11/12
Continuation of Energy in Schools Project – 10/11
Video and Remote Access Labs for Power System Protection – 09/10
Energy in Schools Project – 09/10
Part funding of academic staff positions – 08/09
Sponsorship of the project for the renewal of the Professional Electricity Supply Training
Courses (PESTC) to review, update and augment the short courses/modules – 08/09
Part funding of academic staff positions.
Sponsorship of the project for the Renewal of the Professional Electricity Supply Training
Courses (PESTC) to review, update and augment the short courses/modules.
RMIT UNIVERSITY


Open Frame Power Electronic Converter Systems for Laboratory Experiments – 12/13
Advanced Partial Discharge and Electrical Insulation Testing Laboratory Equipment for
Teaching – 09/10
SWINBURNE UNIVERSITY

Hardware for Power System Laboratory – 09/10
THE UNIVERSITY OF ADELAIDE


Power system protective relay test arrangement (project 1)
Motor protection experimental test arrangement (project 2)
56
THE UNIVERSITY OF NEW SOUTH WALES









Continuation of Early Career Academic Support 93rd year) – 12/13
Continuation of teaching and Research Support in Electrical Protection – 12/13
Support to Establish a Power System Protection Laboratory – 12/13
Continuation of Early Career Academic Support (2rd Year) – 11/12
A Micro Generation Test Facility for the Assessment of Power Quality and Hybrid System
Control – 11/12
Teaching and Research Support in Electrical Protection (1st Year)
Early Career Power Engineering Academic Support (1st Year) – 10/11
Upgrade of High Voltage Laboratory for Electric Power – 09/10
Upgrade of Main Teaching Laboratory for Electric Power -08/09
THE UNIVERSITY OF WOOLLONGONG





Establishment of a Renewable Energy Laboratory – 12/13
Continued Development of UOW Power Engineering Laboratories – 11/12
Development of an Undergraduate Power Systems Engineering Laboratory – 10/11
Development of a Renewable Energy Demonstration Unit – 09/10
Upgrade Power Engineering Laboratory - Machines and Drives – 08/09
THE UNIVERSITY OF QUEENSLAND















Female academic in Electrical Engineering (Power and Energy Systems) – 12/13
Laboratory Development for Enhancing Student Skills in On-line Condition Monitoring
Measurements – 12/13
Bridging between Preaching and Practicing in Power Engineering – 12/13
Development of Laboratory Test Setups for Enhancing Students Understanding on Asset
Management – 11/12
To Incorporate UQ Remote Labs of Electrical Machines into API Module of AC Machines
developed by UTS (Joint UQ/UTS Project) – 11/12
Development of a Comprehensive Power Systems Simulation Laboratory – 10/11
Development of an Integrated Condition Monitoring Laboratory for Undergraduate and
Postgraduate Students – 10/11
Development of a Photovoltaic training System for 2nd year Undergraduate Electrical
Engineering Students – 10/11
Development of Two Remotely Controlled Synchronous Machines Experiments for
Undergraduate Students – 09/10
Development of a Modelling and Simulation Facility for Plant Control System Course – 09/10
Part funding of an academic staff position – 08/09
Part funding of an API research academic in power engineering – 08/09
Support for an upgrade of the machines laboratory – 07/08
Part funding of academic staff position – 07/08
Sponsorship of an API Researcher in Power Engineering at the University of Queensland –
07/08
57
THE UNIVERSITY OF SYDNEY




Development of a Power Monitoring and Conditioning Laboratory for Electrical/Power
Engineering Students – 12/13
Continuation of Early Career Academic with Power Systems Expertise (3rd Year) -11/12
Continuation of Early Career Academic with Power Systems Expertise (2nd year) – 10/11
Part Funding for Early Career Academic in Power Engineering (1st Year) -09/10
THE UNIVERSITY OF TASMANIA










API Lectureship for a Woman in Renewable Energy and Power Systems – 12/13
Development of an Experimental Set for a Microgrid with Renewable Energy Sources for
Undergraduate Students and Industrial Training – Stage 3 – 12/13
Continuation of Post-Doctoral Support for Woman Researcher in Centre for Renewable Energy
and Power Systems (3rd Year) – 11/12
Development of an Experimental Set for a Micrgrid with Renewable Energy Sources for
Undergraduate Students and Industrial Training - SCADA System for connecting Microgrid to
Ethernet and then internet – 11/12
Continuation of Post-Doctoral Support for Woman Researcher in Centre for Renewable Energy
and Power Systems (2nd Year)
Development of an Experimental Set for a Microgrid with Renewable Energy Sources for
Undergraduate Students and Industrial Training - 10/11
Post Doctorial Support for Woman Researcher in Center of Renewable Energy and Power
Systems (1st year) – 09/10
Continued Upgrade of Renewable Energy Laboratory – 09/10
Equipment/Software for Centre for Renewable Energy and Power Systems – 08/09
Sponsorship of an API Postdoctoral Fellowship for Women in Electric Power Engineering –
07/08
THE UNIVERSITY OF WESTERN AUSTRALIA



Power System Emulation Hardware Platform with Interactive Student Interface – 12/13
A Miniature Model of Smart Grid – 10/11
Power Engineering Laboratory Equipment(machines) – 08/09
VICTORIA UNIVERSITY





Testing for IEC61850 Protection System (to add to previously funded protection and
communications transportable module) – 11/12
Off Grid Stand Alone Renewable Power Solution – 10/11
Development of a Laboratory Model for Demonstrating Alternative Energy Systems -09/10
Laboratory Upgrade with Power System Monitoring/Communications BPL Equipment – 08/09
Victoria University will administer the API Bursary Program in Victoria – 07/08
MURDOCH UNIVERSITY

Renewable Energy Power System Training Facility – 09/10
58
CENTRAL QUEENSLAND UNIVERSITY




Establishing a Electrical Power Engineering Laboratory – 10/11
Part funding of an academic staff position (5 years) – 09/10
Part funding of postgraduate scholarship (3 years) – 09/10
Support for an upgrade of the power system analysis laboratory – 07/08
THE UNIVERSITY OF NEWCASTLE

Supplement Existing Equipment for 3rd and 4th year Laboratories – 09/10
59
API MEMBERS
60
2012
REPORT CARD

2012 Report Card On Achievements

Transcription

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