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Creating Power Engineering Laboratory Experiences For Distance Education Students

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Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

Innovative Ideas for Energy Labs

Page Count

9

Page Numbers

10.368.1 - 10.368.9

Permanent URL

https://peer.asee.org/15337

Download Count

51

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Paper Authors

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Vinod Yedidi

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Brian Johnson

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Joseph Law

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Herbert Hess

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session XXXX

Creating Power Engineering Laboratory Experiences for Distance Education Students

Vinod K. Yedidi, Brian K. Johnson, Joseph D. Law, Herbert L. Hess University of Idaho

Abstract: A virtual laboratory for outreach (or off-campus) electrical power engineering students using the personal edition of PSCAD/EMTDC, a time domain electromagnetic transients program, is presented. The lab experience starts out with a video tour of the lab the on-campus students will use, including a description of the equipment in the lab. Five lab experiments covering: three phase measurements, three phase transformers, synchronous generators, and load flow studies are implemented. The off-campus students perform the same lab exercises as their on-campus classmates, record the same types of data, and provide the same computations for their reports. The off-campus students start with data files providing the basic building blocks they need to implement the lab, including metering functions that provide the same outputs available in the lab. The simulation results and experimental results were both compared and verified to ensure that the results will be similar.

Introduction Every electrical engineer will likely encounter a certain range of energy topics, such as household and commercial distribution and wiring, power quality problems with harmonics, transformers, small dc motors, dc/dc conversion, and switch mode power supplies. A required first course in power engineering is designed to address these topics at the junior level [1]. Also included are topics that form a foundation in alternating current phenomena and analysis for those students who intend to study further. A laboratory requirement emphasizes applications of these topics.

The EE curriculum requires that each student take a second course (at the senior level) in at least three of five fundamental areas: analog electronics, power and energy, electromagnetism, digital electronics, and systems (communication and controls) . In the second power engineering course, the following topics for steady state, three phase, balanced power systems are taught: foundations of three-phase systems, three phase transformers, transmission systems, power flow, and generation [1]. This second course serves those students who have energy as a primary or secondary interest. There is a half-credit laboratory requirement as part of this course. However, this course is also the first course taken by distance education students who are planning to pursue graduate degrees but were not able to take a course on three phase energy systems as undergraduates. Since this half credit laboratory is a required component of the course, the distance students also need to complete laboratory exercises. One option is to assign an on- campus lab partner for each off-campus student. However, the delivery of the course materials Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright  2005, American Society for Engineering Education

Yedidi, V., & Johnson, B., & Law, J., & Hess, H. (2005, June), Creating Power Engineering Laboratory Experiences For Distance Education Students Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/15337

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