0x010088F6312065A70A44B630A6848498EAD80093CFEAFE161DC94D83C7C5C9A5A748B8

From Autumn 2022's action plan, two major goals for Autumn 2023 were as follows:<ol><li>Continue the efforts to create relevant activity-based instructional and learning mechanisms in the course.</li><li>Ensure that the end-semester exam is not too ambitious with respect to the available time.</li></ol>Both these goals were realized to a highly satisfactory extent.

Course Planning:Based on the aspirations built after completing the ‘emnerapport’ of the Autumn 2022 edition of the course, it was envisioned that the Autumn 2023 edition of the course would include more extensive activity-based instructional and learning mechanisms in the course. On the very first day of the course in Autumn 2023, I (the undersigned) conducted an anonymous ‘learning environment survey’ with the following questions:<ul><li>What motivates you to learn in a classroom?</li><li>What is your preferred learning environment that you thrive in?</li></ul> The three predominant factors, according to students, that motivate their learning are as follows:<ul><li>A mixture of working individually and in groups enhances student learning.</li><li>An inspiring/caring teacher is a must for a good learning environment.</li><li>Practical relevance of what is being taught/used in the activities is important.</li></ul> In the ‘new’ setup created for the Autumn 2023 edition of the course, the following activities were included:<ul><li>Blended learning approach – synchronous and asynchronous activities.</li><li>pre-recorded lectures made available online, coupled with face-face instruction &amp; recapitulation, clarifications.</li><li>This solution caters to the diversity of the learning process among students.</li><li>Pre-recorded videos (for individual- and group viewing)</li><li>In-class recapitulation</li><li>In some cases, in-class teaching/instruction for complex concepts.</li><li>In-class problem-solving activities in groups</li><li>In-class and out-of-class group project work</li><li>Lab work in groups</li></ul> Lectures (a combination of pre-recorded and live lectures) are employed in this course not because they provide logistical convenience, but because the subject matter complexity demands a certain amount of expository instruction to cover the foundational needs of the knowledge dimensions — factual knowledge, conceptual knowledge, procedural knowledge and metacognitive knowledge. Course Execution:<ul><li>Students were divided into voluntary groups of four members per group in the very second week of the semester.</li><li>These groups remained the same throughout the semester and participate in all in-class group activities together.</li><li>Same groups for Course Project.</li><li>Same sub-groups for Lab activities.</li><li>Students without groupmates by the third week were paired up randomly.</li><li>I used the live recordings of the course from Autumn 2022 in Panopto, edited the content into sub-modules to the extent possible, and uploaded these sub-modules on a weekly basis on Mondays, on the Blackboard coursepage. Students were required to watch these videos before attending the Friday sessions.</li></ul> 4-hour activity sessions were scheduled on Fridays (10:15 to 12:00 in R9 and 12:15 to 14:00 in S5) as follows:  <ul><li>Activities scheduled for a Friday varied depending upon the nature of the course content planned for coverage that week.</li><li>Every Friday typically started with a Mentimeter poll (and my supporting justifications of the answers) and a series of Think-Pair-Share sessions among student groups, irrespective of the activities scheduled for the day.</li><li>The scheduled activities scheduled for a day included:</li><li>problem solving in groups,</li><li>elaboration from my side on Threshold concepts, or</li><li>illustrative problem solving by me.</li></ul> A more detailed account of the typical activity sessions is given below:10:15 – 11:00: <ul><li>I ask a few questions through a Mentimeter poll, which the students first respond to individually.</li><li>The basis for the questions is either the activities that were done in the previous class or the videos that were uploaded for individual consumption the week before.</li><li>Then, I give students an opportunity to get into groups and answer as groups for the select-few questions that were first asked individually.</li><li>This exercise helps me identify on-the-spot which concepts/topics were relatively difficult for the students to comprehend.</li><li>If need be, I recapitulate necessary parts of the content uploaded the preceding Monday.</li></ul> 11:15 – 12:00<ul><li>Group Tasks for the day released, and a brief introduction given.</li><li>Students work in groups.</li><li>5 Student assistants, together with me, provide assistance to the groups as required.</li></ul>12:15 – 13:00<ul><li>Continuation of group work.</li></ul>13:15 – 14:00<ul><li>Dedicated slot for course project group work</li><li>Conceptual help and clarifications of task descriptions provided to students by the student assistants and myself.</li><li>In some weeks, no group tasks but in-class illustrative problem solving by me, or in-class instruction by me. Recap of what activities were taken up on Fridays written as ‘blog’ entries on the Blackboard coursepage.</li></ul> Assessment of the execution of learning activities:<ul><li>Until late into the semester, the feedback from students was quite positive. Most of the students came to the Friday sessions well prepared based on the pre-recorded videos uploaded on preceding Mondays, and participated actively in the Friday sessions.</li><li>I was really fortunate enough to have 5 of the most amazing student assistants in this course! With the strong support they provided, I always felt confident of handling the logistics of guidance!</li><li>I place on record my gratitude to these 5 student assistants: Tobias Aas, Vegard Storeng Fjeldstad, Øyvind Haugland, Sveinung Berg Olsen, and Jacob Fredrik von Krogh.</li><li>The Scientific Assistant, Erik Seeger Bjørnerem, was one of the best I ever worked with.</li><li>However, as the course project submission deadline approached, students began to experience issues with their time management with respect to the workload and weightage of the assessment components. Some students felt insufficiently prepared to handle the challenges of the coding aspects of the course project. It was a general feeling that the course load was uneven due to the ‘experimentation’ of activities – some students were overwhelmed by the time spent watching all the videos (and listening to my recapitulation, and repetition in some cases, on Fridays) AND participating in group activities on a regular basis!</li><li>By the end of the semester, most students felt that the conception of ideas for extensive student-active learning was interesting and required, but that there was scope for improvement in the execution of group activities with more predictability in the type and kind of activities employed on Fridays. There was also an expressly stated need for increased weightage in the course project assessment. Some even experienced that the videos were way too detailed, and requested for more ‘concise’ versions of the recordings to be made available.</li><li>A major issue pointed out by the students was how the ergonomics of the allotted rooms were not conducive for group work.</li><li>Ergonomics play a major role in sustaining motivation to embrace newer ways of teaching/learning, and improving productivity.</li><li>Need help from the Department in securing rooms designed for group work in the ‘timeplan planlegging’ phase itself!</li><li>Way too many resources for the execution were used up for lab work. Students reported relatively less ‘læringsutbytte’.</li></ul> Assessment forms:<ul><li>The assessment format – 30% course project work &amp; 70% end-semester exam (with approved lab activities) was fixed back in December 2022, on “Emner på Nett (EpN)”. There was no means of changing the assessment form for the Autumn 2023 edition once the 'emnerapport' of the Autumn 2022 edition was finalized in January 2023. This is a severe limitation of the systemic/bureaucratic aspects of ‘assuring quality’ in our educational activities.</li><li>Ideally, I would have waited to look at the empirical results of success/failure of the extensive ongoing learning activities introduced in the course, before settling in on the percentage weightage allocation to the assessment activities.</li><li>Too-much course-project based workload, with respect to the pre-fixed weightage of the assessment activities, was reported by the students, late into the semester.</li><li>HOWEVER: Students did exceptionally well in the course project.</li><li>The end-semester exam was based mostly on the problems solved as group activities during Friday sessions, and on the course project work performed by students in groups. Students did quite well in the end-semester exam. Grading results, and feedback received from the students attest to a great degree of success in the assimilation of designed learning outcomes for the course, in spite of challenges encountered in time management!</li></ul> Students did not express any interest to volunteer for the formation of reference group. I made use of Mentimeter to collect mid-term feedback, in addition to responding to each and every email sent by students vis-a-vis feedback! This is uploaded as attachment with this report; executed action points, based on the analysis of the mid-term feedback are also outlined in the attachment. In all, I would conclude that this first attempt to create an extensive student-activity based environment in the course was a reasonable success, in spite of the limitations encountered. With the experienced gained from this first edition of intensive student-active learning, the next edition of the course looks quite promising - cf. action points for Autumn 2024! Signed/Vijay Venu Vadlamudi(Course Coordinator &amp; Instructor)

Action Points for Autumn 2024:<ul><li>Need help from the Department in securing rooms designed for group work in the ‘timeplan planlegging’ phase itself. Contiguous four-hour activity sessions on a single day in a week to be requested for.</li><li>Based on experiences from the execution of group activities in Autumn 2023, plan for improved execution of the learning activities, e.g., creation of a more predictable schedule of learning activities communicated well in advance to students, creation of manageable workload, releasing lesser pre-recorded videos that are compulsory to watch, re-designing the course project based on the noted down student feedback, etc.</li><li>Course project, which is reported to have resulted in the highest learning outcomes, will be given a weightage of 50%.</li><li>Implement regular monthly Mentimeter feedback sessions on learning activities, in lieu of student reference group arrangement!</li><li>Inclusion of lab-activity to be reviewed, given the reported relatively low learning outcome and the heavy use of assistance-hours for executing the lab sessions. </li></ul>

NTNU:TIA:REST

Institutt for elektrisk energi

Department of electric energy

Ingen trykte eller håndskrevne hjelpemidler tillatt. Bestemt, enkel kalkulator tillatt.

Engelsk

Mer om vurdering

Delvurderinger gir grunnlag for sluttkarakteren (A-F) i emnet: skriftlig avsluttende eksamen (70%), og prosjekt rapport (med presentasjon) (30%).Ved utsatt eksamen (kontinuasjonseksamen) kan skriftlig eksamen bli endret til muntlig eksamen.Dersom studenten også etter utsatt eksamen har sluttkarakteren F, må studenten gjenta hele emnet neste studieår.Tillatt hjelpemiddel på eksamen: hjelpemiddelkode D. Ingen trykte eller håndskrevne hjelpemidler tillatt. Bestemt, enkel kalkulator tillatt. I tillegg er kalkulator Casio fx-991EX godkjent.

Anbefalte forkunnskaper

Kretsanalyse og grunnleggende elektriske kraftsystemer (f. eks. TET4105/IELET2118), eller lignende. I tillegg kreves kunnskaper i programmering, for eskempel Matlab, Python, C/C++.

Forkunnskapskrav

Kretsanalyse og grunnleggende elektriske kraftsystemer (f. eks. TET4105), eller lignende. I tillegg kreves kunnskaper i programmering, for eskempel Matlab, Python, C/C++.

Faglig innhold

Emnet tar for seg avansert analyse av kraftsystemets oppførsel i normal drift og ved feil (symmetriske og usymmetriske feil/kortslutninger). Det skal gi forståelse av modellering av generatorer, transformatorer og kraftlinjer for stasjonære systemanalyser. Emnet skal også gi forståelse for formulering, løsning og bruk av optimal lastflyt. Bruk av simuleringsverktøy for å utføre omfattende kortslutninganalyse, lasflytanalyse og optimal lastflytanalyse er en viktig del av læringsutbytte.

Kursmateriell

Lærebøker og undervisningsmateriell (engelsk). Oppgis ved semesterstart.Hovedlærebok:<ul><li>John J. Grainger, William D. Stevenson, and Gary W. Chang, "Power System Analysis," McGraw Hill International Edition, 2016.</li></ul>Alternative lærebøker:<ul><li>Hadi Saadat, "Power System Analysis", PSA Publishing, 3rd edition, 2010.</li><li>J. D. Glover, M. S. Sarma, and T. J. Overbye, "Power System Analysis and Design", Cengage Learning, 6th edition, 2016.</li></ul>

Læringsutbytte

Kunnskaper: Etter å ha gjennomført emnet skal kandidaten forstå, analysere, vurdere og anvende, hvor aktuelt: - avanserte metoder for analyse av elkraftsystemer i stasjonær drift - prinsippene for modellering og analyse av kraftsystemet ved symmetriske og usymmetriske feil - den matematiske beskrivelsen og bruk av symmetriske komponenter, - modellering av generatorer, transformatorer, linjer og kabler i positiv-, negativ-og nullsystemet - betydning av ulike former for driftsjording - prinsippene for og anvendelse av avansert lastflyt og optimal lastflytFerdigheter: Etter å ha gjennomført emnet skal kandidaten kunne: - gjennomføre analyser av kraftsystemet ved bruk av avanserte metoder og algoritmer - modellere generatorer, transformatorer, linjer og kabler i positivt-, negativt- og nullsystemet som utgangspunkt for analyse av symmetriske og usymmetriske feil - gjennomføre analyser av kraftsystemet ved symmetriske og usymmetriske feil. - formulere, etablere og løse likninger for ordinær lastflyt og DC lastflyt og optimal lastflyt - bruke simuleringsverktøy for å utføre omfattende kortslutninganalyse, lasflytanalyse og optimal lastflytanalyse - bruke instrumenter og utstyr i laboratoriet - tenke selvstendig og kritisk - supplere sin læring gjennom relevant litteraturstudie - reflektere over resultater fra oppgaver - vise integritet og ansvarlighet i sin læring.Generell kompetanse - : Etter å ha gjennomført emnet skal kanidaten ha økt sine evner til: - samarbeid og tverrfaglig samhandling. - å kommunisere effektivt både overfor medstudenter, fagfolk og ikke-spesialister ved hjelp av diskusjoner, rapporter og presentasjoner. -å gi konstruktive tilbakemeldinger til medstudenter - å bidra til nytenking og innovasjonsprosesser.

Læringsformer og aktiviteter

Forelesninger, regneøvinger, laboratorieoppgave og prosjektoppgave (med presentasjon). Emnet undervises på engelsk. I noen oppgaver er det pålagt bruk av simuleringsverktøy og Matlab/Python/C/C++.

Laboratorie

Elektriske kraftsystemer 2

Elkraftteknikk

Teknologiske fag

Sustainable Energy (Master's Programme)

Industriell økonomi og teknologiledelse - masterstudium (5-årig)

Kybernetikk og robotikk - masterstudium (5-årig)

Innovative Sustainable Energy Engineering (Nordic Master's Programme)

Energi og miljø - masterstudium (5-årig)

Energi og miljø - masterstudium (2-årig)

Electric Power Engineering (Master's Programme)

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(26563)/FieldValuesAsText

This course, TET4205 - "Power System Analysis - 2", is a new course in effect from Autumn 2022. This course has been designed to be a natural progression for the course TET4105 - "Power System Analysis - 1", which was in effect from Autumn 2021. Together, TET4105 and TET4205 replace and expand the predecessor course TET4115 - 'Power System Analysis'.

Course organization:<ul><li>The course was allotted the slot 08:15-10:00 on Thursdays and the slot 14:15-16:00 on Fridays, both at the venue R9 (auditorium in Realfagsbygget), for the weeks 34-47; these slots were used for lectures, which were interspersed with discussion sessions among students in attendance.</li><li>Guidance sessions for tutorials and course project work were scheduled on Tuesdays in the slot 16:15 to 18:00 at the venue S1 (auditorium in Sentralbygget), for the weeks 36-47.</li><li>The auditorium R9 was equipped with automatic recording facilities. All the lectures were streamed live and recorded using Panopto, even though there was no formal requirement to do so;this was done keeping in mind the feedback from the student community at large, on the benefits of access to recorded videos of lectures.</li></ul> Learning activities:<ul><li>The learning activities in the course included lectures, discussion sessions among students during the lectures, tutorials, course project, guidance sessions for tutorials and course project, and laboratory work.</li><li>Lectures were designed and executed with the primary intent of providing the necessary building blocks to stimulate the student to comprehend, analyse, assess, and apply algorithmic approaches to the study of steady state behaviour of power systems during normal operating conditions and during faults.</li><li>Lectures are employed in the course not because they provide logistical convenience, but because the subject matter complexity demands a certain amount of expository instruction. </li><li>Students were encouraged to work together in groups during assigned tasks in the classroom (labelled as ‘make-some-noise sessions’), on tutorials and the course project, and during the conduct of lab experiments, by tapping into the potential of the so-called ‘collaborative learning’ or ‘community learning’.</li><li>Collaborative learning is on the lines of Think-Pair-Share learning strategy, where students engage in conversations and work together to figure out the conceptual nuances and the best way to solve a given problem. Such learning can thrive in both supervised and unsupervised learning environments.</li><li>Had the ergonomics in the auditorium been better, it would have been feasible to design more tasks that would contribute to in-class activity-based learning.</li></ul> Assessment:<ul><li>Keeping in mind the feedback on 'fatigue' experienced by students on account of several assessment components in courses (from the last two years in the courses for which the undersigned (Vijay) was the course coordinator), just two simple assessment components were used - a report submission of group project work and an individual in-person end-semester exam, which counted 30% and 70%, respectively, towards the final grade. </li><li>Letter grades were used for each of the assessment components, and combined to obtain a final aggregated grade. </li><li>Lab-report submission was assessed as passed/not-passed. </li><li>Though over 100 students were enrolled on the Blackboard coursepage, only 71 students attended the end-semester exam. </li><li>Looking at the results of the assessment components, the undersigned is positively assured that a majority of students managed to successfully assimilate the intended learning outcomes.</li></ul> Support:Of particular note are the invaluable contributions of the scientific assistant Erik Seeger Bjørnerem and the student assistant Karl Fredrik Anker Wigernes, in the design and execution of several interesting learning activities. Praise is due also to the University's 'Section for Teaching and Learning Support' for the excellent digital infrastructure facilities in the auditorium R9. The huge Surface Pro and the accompanying Wacom pen, stationed on a height-adjustable desk, make the experience of any teacher in the auditorium R9 using digital tools, significantly better and less stressful! Student Reference Group:<ul><li>In spite of repeated appeals, the undersigned was not successful in soliciting voluntary participation of students in the reference group for the course. Thus, the undersigned had to rely on direct informal feedback from the students throughout the semester on the scope for improvement in the teaching and learning activities. </li><li>In-person feedback was collected during the lectures and the lecture breaks, and after the lectures; all emails from the students requiring clarifications were responded to. </li><li>The scientific assistant, Erik, was a discussion partner after every lecture session on the collected feedback, also taking his experience and observations during the lectures into account. </li><li>Students were by and large constructive in their critique. </li><li>Most feedback pertained to which concepts needed further elaboration and further problem-solving, and which concepts would benefit from a quickening of pace. Based on dynamic feedback from the students, more time was devoted to the theme 'Short Circuit Studies'; however this came at the expense of the theme 'Optimal Power Flow Studies'. </li><li>Students made a positive note on the systematic organization of content on the Blackboard coursepage. </li><li>The lab sessions had to be rescheduled on account of some unforeseen contingencies. As a result of this rescheduling, some students shared their concern about the logistical difficulties with respect to the submission deadline of the course project report and the lab report; the number of tasks in the course project was reduced as a compensatory gesture. </li><li>Students requested model questions to help them in their preparation for the end-semester exam, given as how this course was being given for the first time; the request was duly complied with. </li><li>At the end of the semester, an anonymous feedback questionnaire was circulated among the students to collect comprehensive feedback on their perception of the organization and execution of the learning activities; the results are appended here. </li></ul> Miscellaneous:<ul><li>Students have mixed reactions to the lack of mandatory assignments in the course. Assignments together with solution proposals have been uploaded on the Blackboard coursepage. The undersigned believes that It is the responsibility of students to use this supporting material voluntarily and be in control of how their learning process should evolve. Also, the assignments are lengthy as the extensive mathematical nature of the subject warrants elaborate assignments for the students to understand better the underlying theoretical concepts.</li><li>Not all students have the pre-requisite background (e.g., TET4105) in totality, and this necessitates the need for a bit more recapitulation in the class than strictly necessary. Diversity of backgrounds of the students is always a challenge in a huge course like this. </li><li>Not all students have sufficient knowledge of programming in Python. This comes in the way of computer-aided analysis of the performance of large-scale power systems.</li><li>The syllabus and the reading material are up to date.</li><li>This course is a gateway to success in several other courses in subsequent semesters at the Department, and as such is relevant and topical. </li><li>The learning outcomes of the course complement the learning outcomes of several study programmes that this course is a part of.</li></ul> Concluding Remarks:Looking at the results of the anonymous feedback questionnaire, and reflecting upon the experiences from the course during the semester, it is clear to the undersigned that the first edition of this course has been very well received by the students. The learning environment in the course as a whole can be regarded to have been conducive for the realization of the intended learning outcomes. The success could be attributed to the reliance on the pedagogical principles of 'constructive alignment' in the design and execution of learning activities in the course. The undersigned feels even more motivated to continue to experiment with summative and formative forms of assessment in the future editions of the course, in addition to continuing the efforts to create relevant activity-based instructional and learning mechanisms. Signed/Vijay Venu VadlamudiCourse Coordinator &amp; Instructor

Lærebøker og undervisningsmateriell (engelsk). Oppgis ved semesterstart.

Forelesninger, regneøvinger, laboratorieoppgave og prosjektoppgave. Emnet undervises på engelsk. I noen oppgaver er det pålagt bruk av simuleringsverktøy og Matlab/Python/C/C++.

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(21068)/FieldValuesAsText

Elektriske kraftsystemer 2 - TET4205