June 18, 2006
June 18, 2006
June 21, 2006
Energy Conversion and Conservation
11.94.1 - 11.94.15
A Power Systems Analysis Project
This paper describes a six-week laboratory project in which students analyze a small power system. The analysis is done with PowerWorld and is supplemented with MatLab calculations. The students were provided information concerning a small (seven bus, two generator) power system. They were required to assemble all of the information into tables, both in actual values as well as in per unit on a common base, before beginning the analysis. Since the system was small, students could manually calculate Ybus and Zbus values and compare them to the PowerWorld results. Any discrepancies had to be resolved in order to get the proper results. Once the system was correctly entered into PowerWorld, a power flow and fault analyses were done. Each week the students were required to produce interim products which were graded to insure they were on track. At the end, they were required to produce a formal report with all of their results. This project contributes to several of the ABET a-k outcomes, both for technology and engineering. Producing the report contributes to their communication skills, the analysis and correcting of the system contributes to their design skills, and the use of PowerWorld and MatLab, which are both commercial products, contributes to their ability to use current tools of the trade.
The Engineering Accreditation Commission (EAC) and the Technology Accreditation Commission (TAC) of ABET have both moved to outcomes-based accreditation of engineering and technology programs, via EC 2000 and TC2K, respectively. Both EC 2000 and TC2K require that every accredited program develop a set of program outcomes, which must insure that students have demonstrated the achievement of eleven outcomes, the so-called “a” to “k” lists. Table 1 shows a listing of the “a” to “k” outcomes for EC 2000 and TC2K.1, 2 With the change from previous accreditation criteria, ABET has gone away from the so-called “bean counting” that required certain numbers of credit hours in various categories, such as mathematics, sciences, social sciences, and humanities. Instead each program must evaluate and assess its curriculum on a continuous basis to show that graduates are demonstrating the required outcomes.
Although the outcomes are different for the two sets of criteria, they have a number of similarities. In particular, both the EAC and TAC require an “ability to communicate effectively,” (item g. for both). Other similarities are noted between EAC item k. and TAC item a., which require the use or mastery of techniques, skills, and modern tools; EAC item c. and TAC item d., which both deal with design; EAC item b. and TAC item c., which both include interpretation of data; and EAC item d. and TAC item f., which deal with formulating and solving technical problems. The author has found that contributions can be made to all of these criteria with a power systems analysis project. This paper provides a brief description of the
Skvarenina, T. (2006, June), A Power Systems Analysis Project Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. https://peer.asee.org/1324
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