Engineering Institute of Technology
Unit Name |
POWER QUALITY AND ENERGY EFFICIENCY |
Unit Code |
BEE209S |
Unit Duration |
Term |
Award |
Bachelor of Science (Engineering)
Duration 3 years |
Year Level |
Two or Three |
Unit Creator/Reviewer |
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Core/Sub-discipline |
Sub-discipline |
Pre/Co-requisites |
BSC104C, BEE204S |
Credit Points |
3
Total Program Credit Points 81 (27 x 3) |
Mode of Delivery |
Online or on-campus. |
Unit Workload |
(Total student workload including “contact hours” = 10 hours per week) Pre-recordings / Lecture – 1.5 hours Tutorial – 1.5 hours Guided labs / Group work / Assessments – 2 hours Personal Study recommended - 5 hours |
The objective of this unit is to provide students with detailed knowledge of power quality and efficient use of energy resources. Information covered in this unit will include the meaning of power quality, the factors that affect it, the problems caused by poor quality of supply, and the steps to improve power quality. Additionally, energy efficiency at all stages of power generation, transmission, distribution, and utilisation will also be discussed. The discussion will include how to conduct an energy audit, how to detect areas of significant energy loss during the course of the audit, and how to report the findings regarding measures which can improve energy efficiency and their financial viability. Students will also undertake a project involving a power quality/energy audit study for a typical industrial power network.
On successful completion of this Unit, students are expected to be able to:
Explain the basic principles of power quality, causes of poor quality, and their effects.
Discuss the methods available for improvement of power quality.
Establish a mechanism to monitor power quality in a network, interpret the results, and suggest solutions for improvement.
Identify areas of poor energy efficiency in an operation and possible improvement measures.
Establish in quantitative terms – by performing energy efficiency calculations – the actual losses and benefits of efficiency improvement in terms of return on investment.
Outline the process for conducting an energy audit of a facility, and reporting the findings.
Completing this unit may add to students professional development/competencies by:
Fostering personal and professional skills and attributes in order to:
Conduct work in a professionally diligent, accountable and ethical manner.
Effectively use oral and written communication in personal and professional domains.
Foster applicable creative thinking, critical thinking and problem solving skills.
Develop initiative and engagement in lifelong learning and professional development.
Enhance collaboration outcomes and performance in dynamic team roles.
Effectively plan, organise, self-manage and manage others.
Professionally utilise and manage information.
Enhance technologist literacy and apply contextualised technologist skills.
Enhance investigatory and research capabilities in order to:
Develop an understanding of systematic, fundamental scientific, mathematic principles, numerical analysis techniques and statistics applicable to technologists.
Access, evaluate and analyse information on technologist processes, procedures, investigations and the discernment of technologist knowledge development.
Foster an in-depth understanding of specialist bodies of knowledge, computer science, engineering design practice and contextual factors applicable to technologists.
Solve basic and open-ended engineering technologist problems.
Understand the scope, principles, norms, accountabilities and bounds associated with sustainable engineering practice.
Develop engineering application abilities in order to:
Apply established engineering methods to broadly-defined technologist problem solving.
Apply engineering technologist techniques, tool and resources.
Apply systematic technologist synthesis and design processes.
Systematically conduct and manage technologist projects, work assignments, testing and experimentation.
The Australian Engineering Stage 1 Competency Standards for Engineering Technologists, approved as of 2013. This table is referenced in the mapping of graduate attributes to learning outcomes and via the learning outcomes to student assessment.
Stage 1 Competencies and Elements of Competency |
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1. |
Knowledge and Skill Base |
1.1 |
Systematic, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the technology domain. |
1.2 |
Conceptual understanding of the, mathematics, numerical analysis, statistics, and computer and information sciences which underpin the technology domain. |
1.3 |
In-depth understanding of specialist bodies of knowledge within the technology domain. |
1.4 |
Discernment of knowledge development within the technology domain. |
1.5 |
Knowledge of engineering design practice and contextual factors impacting the technology domain. |
1.6 |
Understanding of the scope, principles, norms, accountabilities and bounds of sustainable engineering practice in the technology domain. |
2. |
Engineering Application Ability |
2.1 |
Application of established engineering methods to broadly-defined problem solving within the technology domain. |
2.2 |
Application of engineering techniques, tools and resources within the technology domain. |
2.3 |
Application of systematic synthesis and design processes within the technology domain. |
2.4 |
Application of systematic approaches to the conduct and management of projects within the technology domain. |
3. |
Professional and Personal Attributes |
3.1 |
Ethical conduct and professional accountability. |
3.2 |
Effective oral and written communication in professional and lay domains. |
3.3 |
Creative, innovative and pro-active demeanour. |
3.4 |
Professional use and management of information. |
3.5 |
Orderly management of self and professional conduct. |
3.6 |
Effective team membership and team leadership. |
Successfully completing this Unit will contribute to the recognition of attainment of the following graduate attributes aligned to the AQF Level 7 criteria, Engineers Australia Stage 1 Competency Standards for Engineering Technologists and the Sydney Accord:
Graduate Attributes (Knowledge, Skills, Abilities, Professional and Personal Development) |
EA Stage 1 Competencies |
Learning Outcomes |
A. Knowledge of Science and Engineering Fundamentals |
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A1. Breadth of knowledge of engineering and systematic, theory-based understanding of underlying principles, and depth of knowledge across one or more engineering sub- disciplines |
1.1, 1.3 |
1, 2, 4, 5 |
A2. Knowledge of mathematical, statistical and computer sciences appropriate for engineering technology |
1.2 |
5 |
A3. Discernment of knowledge development within the technology domain |
1.4 |
1, 2, 4, 5 |
A4. Knowledge of engineering design practice and contextual factors impacting the technology domain |
1.5 |
3, 6 |
B. Problem Solving, Critical Analysis and Judgement |
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B1. Ability to research, synthesise, evaluate and innovatively apply theoretical concepts, knowledge and approaches across diverse engineering technology contexts to effectively solve engineering problems |
1.4, 2.1, 2.3 |
3, 6 |
B2. Technical and project management skills to design complex systems and solutions in line with developments in engineering technology professional practice |
2.1, 2.2, 2.3, 3.2 |
3, 6 |
C. Effective Communication |
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C1. Cognitive and technical skills to investigate, analyse and organise information and ideas and to communicate those ideas clearly and fluently, in both written and spoken forms appropriate to the audience |
3.2 |
3, 6 |
C2. Ability to engage effectively and appropriately across a diverse range of cultures |
3.2 |
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D. Design and Project Management |
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D1. Apply systematic synthesis and design processes within the technology domain |
2.1, 2.2, 2.3 |
1, 2, 4, 5 |
D2. Apply systematic approaches to the conduct and management of projects within the technology domain |
2.4 |
3, 6 |
E. Accountability, Professional and Ethical Conduct |
||
E1. Innovation in applying engineering technology, having regard to ethics and impacts including economic; social; environmental and sustainability |
1.6, 3.1, 3.4 |
1, 2, 4, 5 |
E2. Professional conduct, understanding and accountability in professional practice across diverse circumstances including team work, leadership and independent work |
3.3, 3.4, 3.5, 3.6 |
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Unit Competency and Learning Outcome Map
This table details the mapping of the unit graduate attributes to the unit learning outcomes and the Australian Engineering Stage 1 Competency Standards for the Engineering Technologist.
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Graduate Attributes |
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A1 |
A2 |
A3 |
A4 |
B1 |
B2 |
C1 |
C2 |
D1 |
D2 |
E1 |
E2 |
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Engineers Australia Stage 1 Competency Standards for Engineering Technologist |
1.1 |
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1.5 |
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1.6 |
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2.1 |
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2.4 |
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3.1 |
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3.2 |
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3.3 |
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3.4 |
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3.5 |
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3.6 |
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Unit Learning Outcomes |
LO1 |
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LO2 |
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LO3 |
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LO4 |
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LO5 |
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LO6 |
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Student Assessment
Assessment Type |
When Assessed |
Weighting
(% of total unit marks) |
Learning Outcomes Assessed |
Assessment 1 Type: Multi-choice test / Group work / Short answer questions / Practical / Remote Lab / Simulation Topic: Power quality. Students will complete a quiz with MCQ type answers to 30 questions to demonstrate a detailed knowledge of power quality problems and solutions. |
Week 5 |
15% |
1, 2 |
Assessment 2 Type: Multi-choice test / Group work / Short answer questions / Practical / Remote Lab / Simulation Example Topic: Energy efficiency Students will complete a test with about 20 questions having a mix of numerical problems and short answer questions (each to be answered in less than 100 words and explanatory diagrams) to demonstrate a detailed knowledge ofenergy efficiency problems in industry and possible solutions. |
Week 10 |
20% |
3, 4 |
Assessment 3 Type: Multi-choice test / Group work / Short answer questions / Practical / Remote Lab / Simulation / Project / Report Example Topic: A project covering the energy audit (or power quality audit) of an industrial facility. |
Week 11 |
20% |
5, 6 |
Assessment 4 Type: Examination Example Topic: All topics An examination with a mix of detailed essay type questions and numerical problems to be completed within 2 hours. |
Final Week |
40% |
All |
Attendance / Tutorial Participation Example: Presentation, discussion, group work, exercises, self-assessment/reflection, case study analysis, application. |
Continuous |
5% |
- |
EIT reference books on the topics of power quality (PH) and energy efficiency (EE)
Number of peer-reviewed journals and websites (advised during lectures). An example is shown below:
http://www.environmentalleader.com/2012/06/14/how-to-do-a-basic-energy-audit/ : How to Do a Basic Energy Audit - June 14, 2012, Environmental Leader.
One topic is delivered per contact week, with the exception of part-time 24-week units, where one topic is delivered every two weeks.
Basics of power quality, problems, and solutions
Power quality – definition
Common types of power quality problems encountered in a system
Power interruptions – problems and some reasons for these
Reliability indicators (SAIDI, SAIFI, and etc.) used by utilities, and measures to improve reliability
Use of automatic circuit reclosers
Emergency power, electronic uninterrupted power supply equipment, and engine- based uninterrupted supplies
Voltage sag – problems and some reasons for these
Voltage regulation methods
Flicker and control by SVC equipment
Over-voltage and its effects
Transient over-voltage and the role of surge protection
Unbalance and Harmonics and mitigation
Unbalance in power systems
Symmetrical components for quantifying the unbalance
Problems caused by unbalanced current/voltage
Mitigation measures
Definition of harmonics
Fourier theorem for analysis
Reason for harmonics
Problems caused by harmonics
Control of harmonics-principles
Harmonic control at source
Active and passive filters and comparison
Relation between harmonics and EMI
Power quality studies in an installation
Analysis of power quality problems
Summary of solutions
Case studies from industry
Power quality site studies and types of studies
Conducting a systematic study
Instruments used
Study using a power quality analyser
Period of study
Recording the measurements
Analysis of the results
Report preparation
Energy forms and the impact of energy losses
What is energy?
Forms of energy
Energy sources and sinks
A global look at energy production and sinks
Sources of energy and EROEI (Energy Return Of Energy Invested) of different fuels
Laws of thermodynamics
Environment impact due to energy losses
Ozone layer and global warming
Sustainability principles
Carbon footprint of an activity and need for its reduction
Energy usage in industrial applications
Energy losses and scope for loss reduction
Energy losses in different processes and improving energy efficiency
Inefficient fuel use in heating operations
Improving combustion efficiency to reduce fuel consumption
Heat energy and heat losses with typical examples
Obtaining better efficiency by waste heat recovery
Reduction of heat losses by proper sealing
Loss of heat through charge (process material)
Improved processes for better energy usage (examples)
Climate control and energy efficiency
Cogeneration as a method of heat recovery
Electrical energy utilisation
Energy conservation opportunities in electrical equipment
Variable speed drives for energy saving
Energy audit
Energy audit as a means of improvement
Areas of audit
Instruments used for audit
Typical audit procedures
Measurements and comparison using graphical representation
Financial analysis of investment proposals for energy saving and establishing ROI
Audit report
Unit Review
In the final week students will have an opportunity to review the contents covered so far. Opportunity will be provided for a review of student work and to clarify any outstanding issues. Instructors/facilitators may choose to cover a specialized topic if applicable to that cohort.
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