Wind Energy CDT Handbook

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in Wind Energy Systems. CDT Handbook 2012-2013 ...... Ability to analyze and propose solutions to main challenges associated with the large scale integration of ... Power Systems Analysis and Design; Glover and Sarma; Brookes/Cole 2007 .
EPSRC Centre for Doctoral Training in Wind Energy Systems

CDT Handbook 2012-2013 1

CONTENTS

1

HEAD OF DEPARTMENT’S MESSAGE .............................................................................................. 4

2

THE ACADEMIC YEAR – 2012-2013 .................................................................................................... 5

3

INTRODUCTION ...................................................................................................................................... 6 3.1 3.2 3.3

4

THE DEPARTMENT OF ELECTRONIC AND ELECTRICAL ENGINEERING ............................ 8 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8

5

INTRODUCTION......................................................................................................................................... 8 DEPARTMENTAL STAFF AND OFFICES....................................................................................................... 8 NOTICE BOARDS AND THE ‘STUDENT INFORMATION PORTAL’ ................................................................. 8 SAFETY .................................................................................................................................................... 8 EEE RESOURCE CENTRE .......................................................................................................................... 9 DEPARTMENTAL COMPUTING FACILITIES .................................................................................................. 9 RESEARCH ACTIVITIES WITHIN THE DEPARTMENT ................................................................................. 10 THE INSTITUTION OF ENGINEERING AND TECHNOLOGY ......................................................................... 10

INTRODUCTION TO THE CDT .......................................................................................................... 11 5.1 5.2 5.3 5.4 5.1 5.2

6

ABOUT THIS HANDBOOK .......................................................................................................................... 6 THE UNIVERSITY ...................................................................................................................................... 6 THE FACULTY OF ENGINEERING ............................................................................................................... 6

EPSRC BACKGROUND ........................................................................................................................... 11 KEY ACADEMIC STAFF ........................................................................................................................... 11 DELIVERY .............................................................................................................................................. 13 GROUP PROJECT DESCRIPTION ............................................................................................................... 13 CHARTERED ENGINEER .......................................................................................................................... 14 PROFESSIONAL ENGINEERS TRAINING SCHEME (PETS) ......................................................................... 15

CDT WEBSITE AND SHAREPOINT SITE ......................................................................................... 16 6.1

SEMESTER 1 MODULES .......................................................................................................................... 18

N/A ...................................................................................................................................................................... 27 6.2 6.3 7

STUDY, ASSESSMENT AND CONDUCT ........................................................................................... 39 7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8 7.9 7.10 7.11 7.12 7.13

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REGISTRATION ....................................................................................................................................... 39 SUBMISSION OF WRITTEN WORK AND ACADEMIC HONESTY ................................................................. 39 KEEPING IN TOUCH ................................................................................................................................. 41 HOLIDAY AND SICK LEAVE .................................................................................................................... 42 CHANGE OF ADDRESS ............................................................................................................................. 42 MEETING ACADEMIC STAFF .................................................................................................................... 42 ENGLISH LANGUAGE SKILLS ................................................................................................................... 43 AVOIDING LOSS OF DATA ........................................................................................................................ 43 MEDICAL CERTIFICATES AND IMPAIRED PERFORMANCE ........................................................................ 43 USE OF MOBILE PHONES AND OTHER ELECTRONIC EQUIPMENT ........................................................ 43 LIBRARY............................................................................................................................................ 44 STYLE OF TECHNICAL WRITING .......................................................................................................... 45 LOGBOOKS ........................................................................................................................................ 46

ACADEMIC DISHONESTY AND PLAGIARISM .............................................................................. 47 8.1

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SEMESTER 2 MODULES .......................................................................................................................... 28 BUDDY SCHEME ..................................................................................................................................... 38

EXAMPLES OF ACADEMIC DISHONESTY ................................................................................................. 47

UNIVERSITY POLICIES AND GENERAL INFORMATION .......................................................... 49

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9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 9.9 9.10 9.11 10

MAPS ........................................................................................................................................................ 55 10.1 10.2

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ABSENCE................................................................................................................................................ 49 APPROPRIATE USE OF COMPUTING FACILITIES ....................................................................................... 49 EXAMS OUTWITH THE UNIVERSITY ........................................................................................................ 50 EQUALITY AND DIVERSITY ..................................................................................................................... 50 FACULTY OFFICE.................................................................................................................................... 51 GRADUATION ......................................................................................................................................... 51 DATA PROTECTION POLICY .................................................................................................................... 51 REGISTRY STUDENT BUSINESS ............................................................................................................... 52 LETTERS DEMONSTRATING STUDENT STATUS ......................................................................................... 52 APPEALS PROCEDURE........................................................................................................................ 52 STUDENT COMPLAINTS PROCEDURES ................................................................................................ 53

ROYAL COLLEGE BUILDING ............................................................................................................... 55 BUILDING CODES ............................................................................................................................... 57

ADDENDUM ............................................................................................................................................ 58 11.1 11.2

FIGURE 1: YEAR ONE STRUCTURE ..................................................................................................... 59 PROFESSIONAL DEVELOPMENT COURSE OUTLINE ............................................................................. 60

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1

HEAD OF DEPARTMENT’S MESSAGE

I would like to take this opportunity to welcome you to the University of Strathclyde and the Department of Electronic and Electrical Engineering, or, if you are returning, to welcome you back. I am sure that you will find the coming year stimulating and productive. Our degree courses are continually evolving, becoming more relevant, enjoyable and rewarding in the process. We are very much aware that an essential component to gaining full benefit from the course is hard work and dedication from students and staff alike. The University of Strathclyde proudly portrays itself as “the place of useful learning”, and you are joining a Department where the staff subscribe wholeheartedly to this ideal. The Department of Electronic & Electrical Engineering has an established record of teaching and research excellence, with a world class reputation for pioneering work across the broad spectrum of the discipline. Ranked one of the premier departments of its kind in the UK by The Complete University Guide 2009, the Department’s success in forming strong partnerships with Business and Industry has resulted in a prestigious and extensive scholarship programme, and an enviable record of enterprise, entrepreneurship and research commercialisation. With 60 academic staff and 250 postgraduate students from over 20 countries worldwide, the Department has a vibrant international Graduate School. State-of-the-art equipment and resources ensure the School is a dynamic and supportive environment for advanced study, and we are delighted that you have chosen to join it. . The Department has a strong commitment to the world of research: as well as advancing specialist knowledge, this includes the preparation of postgraduate and postdoctoral researchers for stimulating and challenging careers that involve the seeking out and application of new knowledge. Our research programmes will influence what you encounter in the postgraduate courses. The staff frequently draw upon their practical experience in industrially oriented activities and, from time to time, will present you with concepts and information from the forefront of knowledge. We are here, not only to teach the course, but also to advise on careers and opportunities and to help with the art of presenting yourself for employment. We also learn from you, our students, and encourage you to talk to staff and convey your concerns and suggestions. We do hope you have an enjoyable, productive four years. The most important contributor to your postgraduate life is you. Work hard, play hard and, most importantly, finish the coming year in the knowledge that you have done full justice to your talents.

Professor Stephen McArthur Head of Department of Electronic and Electrical Engineering

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2

THE ACADEMIC YEAR – 2012-2013

Registration Induction

Semester 1 Week Beginning 1 October 2012 1 October 2012

25 – 30 September 2012, Assembly Hall, Royal College Building Thursday 1st October 2009, 9.30am, R3.36 Royal College Building

1 October 2012 – 21 January 2013 Dates to Note Induction: Monday 1st October Wind Farm Visit: Friday 19th October Group Project: A critical assessment of UK Government plans for renewable energy development

8 October 2012

Group Project Presentations: Friday TBC

15 October 2012

Semester 1 taught modules begin Christmas Vacation Revision period Examination Diet Semester 2 taught modules begin Revision period Examination Diet Mini-project 1 Mini-project 2 Brokerage event

Note: The above dates may be subject to change.

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INTRODUCTION 3.1 About this Handbook

The aim of this handbook is to answer the many questions you may have about the different aspects of studying for a PhD degree in the EPSRC Wind Energy Systems Doctoral Training Centre, Department of Electronic and Electrical Engineering at the University Strathclyde. The handbook contains practical information about the Department and your course of study including course regulations, module descriptors and departmental procedures. It is an important reference document which will help you ensure that your time here is organised efficiently. More general information about the university and student life (living in Glasgow, health services, student support, finance, careers advice, etc.) can be found in the University Student Handbook. In various places in this Handbook, direct quotations are made from the university Regulations. These are shown in aerial font; the full Regulations may be found in the University Calendar available through the Academic Office on Richmond Street and at http://www.mis.strath.ac.uk/Secretariat/Publications/general/publications/ Further, general information about student life and support services can be found in the University Student Handbook. 3.2 The University The University of Strathclyde was formed from the Royal College of Science and Technology and the Scottish College of Commerce, and received its Royal Charter in 1964, both former institutions having had long traditions of involvement in higher education. In the case of the Royal College this dates back as far as 1796. Since receiving its Charter, the University has thrived on the John Anderson Campus in the city centre, with four faculties having developed, viz. the Faculties of Science, Engineering, Arts and Social Sciences and the Strathclyde Business School. In 1993, the University gained a new faculty, the Faculty of Education, through the merger between the University and the former Jordanhill College. The Faculty of Education is situated on the Jordanhill Campus, West of the city centre. 3.3 The Faculty of Engineering The Faculty of Engineering is one of the UK’s leading centres of engineering education. It is the largest in Scotland, and among the largest in the UK, and has achieved the highest ratings in official assessments of teaching quality and research. In addition to links with the Research Councils and the professional Engineering Institutions, the Faculty is renowned for its close links with industry. These are a major influence on both research programmes and taught courses, helping to keep the Faculty’s academic staff at the forefront of their subjects. The following are the main office holders within the Faculty. Dean of the Faculty: Vice-Dean (Academic):

Prof. C Grant, Chemical & Process Engineering Mr. R Chapman, Electronic & Electrical Engineering

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Vice-Dean (Planning & Resources): Vice-Dean (Research): Faculty Officer: Assistant Faculty Officer

Dr. D Nash, Mechanical Engineering Prof. A. Duffy, DMEM Dr G Wilson Ms G Weir

The Faculty is made up of 9 academic departments: Architecture Civil Engineering Mechanical Engineering

Bioengineering Design, Manufacture & Engineering Management (DMEM) National Centre for Prosthetics and Orthotics

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Chemical & Process Engineering Electronic & Electrical Engineering Naval Architecture and Marine Engineering

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THE DEPARTMENT OF ELECTRONIC AND ELECTRICAL ENGINEERING 4.1 Introduction

The Department of Electronic and Electrical Engineering is the largest department in the University with 60 academic staff, over 500 undergraduate students and over 150 postgraduate students. As well as being the largest department in Strathclyde, we are also the largest Electronic and Electrical Engineering Department in Scotland. The Department is part of the University's Faculty of Engineering, one of the University's five teaching faculties. 4.2 Departmental Staff and Offices A list of departmental staff with rooms, telephone numbers and e-mail addresses is listed at http://www.eee.strath.ac.uk. To help you navigate the corridors of the Royal College building (for which room numbers are prefixed with ‘R’) maps of Levels 2 and 3 where the Department is mainly located can be found at the back of this Handbook. Some of the Department is also housed within the Graham Hills Building (room prefix GH). The office of the Graduate School is in R2.03. 4.3 Notice Boards and the ‘Student Information Portal’ The noticeboard for the Graduate School is located in the corridor beside Room R2.10. Some noticeboard/course information and timetables are available on the Department’s Graduate School website: http://www.eee.strath.ac.uk/gradschool . The Department has a specific website dedicated to the provision of information to its students, both undergraduate and postgraduate. This is the ‘Student Information Portal’, or SIP and can be found at: http://sip.eee.strath.ac.uk Students are also strongly advised to keep in touch with the department by checking the email account specified in the ‘Pegasus’ system on a regular basis. (See also section 7.3 below). 4.4 Safety Given the nature of electronic engineering, safety is an extremely important aspect of both Departments. It is a condition of your studentship here that you familiarise yourself with the Safety Regulations in the appendices. In addition to knowing how to avoid accidents it is a good idea to spend a few minutes reading the Appendix information and understanding what to do in the rare event of electrical shock. The University Safety notices are displayed in both the parent departments and under the Health and Safety at Work Act it is your duty to make yourself aware of, and comply with, the correct procedures. If you have any concerns about safety, speak to any one of your lecturers or contact the EEE Department Safety Convenor, (to be confirmed), or Mr Joe McKechnie on Ext 2429.

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4.5 EEE Resource Centre The Department provides a resource centre for undergraduate and postgraduate students, located in Room R2.06. The facilities offered include: sale of basic stationery items, binding, laminating, OHP slide printing, general printing, photocopying, faxing, supply of lecture notes and the collection/distribution of assignments, reports and other student work. The centre is open 9.00am until noon and 1.00pm until 4.45pm, Monday to Friday. 4.6 Departmental computing facilities Students registering at the university are given access to central IT services such as Pegasus and a university computing account (sometimes known as a ‘DS’ account) including an email address (see section 7.3 below). Students are also entitled to make use of a range of computing facilities in the EEE department. These include access to departmental PC labs in R4.46 and R4.48 in the Royal College Building; wireless network access in the Royal College Building; access to teaching and assessment information via the ‘Student Information Portal’ http://sip.eee.strath.ac.uk access to Case Study and Project information via EEE department’s own ‘Teaching Assistant Portal’ website - http://tap.eee.strath.ac.uk/ . Many course materials are made available via ‘LearnOnline’– a university-wide ‘virtual learning environment’ or ‘VLE’) To be able to use the departmental facilities, you will need a departmental account. This can be obtained by registering online from any PC with web access as a “Research Student” http://itsupport.eee.strath.ac.uk/account/account.htm (location: R3.36) or by visiting the departmental IT help desk in R4.38 opposite the main labs. The departmental computer labs in R4.46 and R4.48 are open between 8am and 8pm, Monday to Friday whenever the university is open. Outside normal hours, a swipe card may be required. This can be bought from the EEE Resource Centre. At weekends, a remote access facility might be used. See http://itsupport.eee.strath.ac.uk/students/remote-access.asp for information. Information on the software available in the EEE department’s computer labs can be found on the Student Information Portal (SIP) http://sip.eee.strath.ac.uk under “Laboratory Information” The university’s IT Services (http://www.its.strath.ac.uk ) also has a list of software available via the central university facilities under “Labs & Teaching Support”. See http://www.its.strath.ac.uk/teachingsupport/hardwareandsoftware/listofsoftware/ In addition, in the first 2 weeks of Semester 1, central IT services provide some IT training – see http://www.strath.ac.uk/ittraining/itinductionsessions/

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See http://itsupport.eee.strath.ac.uk/ and http://itsupport.eee.strath.ac.uk/students/ for more information on the department’s IT facilities. See section 9.2 below for information on the university’s policy regarding the use of computing facilities. 4.7 Research Activities within the Department As well as teaching, the members of the department’s academic staff are very active in research and the supervision of a large number of research associates and PhD research students pursuing PhDs and Research Associates. There are also a number of Research Fellows on the staff. The research activity is a key part of what the department does and has, alongside the teaching at undergraduate and postgraduate level, helped to achieve the extremely strong international reputation that electronic and electrical engineering at Strathclyde has had for many years. Among other things, it plays a very important part in helping to shape and inform the undergraduate and MSc projects. Research in the department is conducted in collaboration with many industrial partners and government research bodies and takes place within the following research units: Institute for Energy & Environment; Centre for Intelligent Dynamic Communications; Centre for Excellence in Signal & Image Processing; Centre for Microsystems & Photonics; Industrial Control Centre; and Centre for Ultrasonic Engineering. See http://www.strath.ac.uk/eee/research/ for more information. 4.8 The Institution of Engineering and Technology The main institution for professional electrical and electronic engineers in the UK is the ‘Institution of Engineering and Technology’, The IET, until 2006, was known as The Institution of Electrical Engineers (The IEE). The necessary steps in terms of recognised education, professional responsibility and experience leading to becoming a Chartered Engineer can be achieved through the IET. An important part of that is study on an IET accredited or approved course – all of the main MSc degrees offered by the Department of Electronic and Electrical Engineering at Strathclyde are IET approved. Among the services offered by the IET to members are magazines about emerging technological and professional issues, regular advertisements of job opportunities and access to courses and seminars such as on commercial awareness for younger engineers and contemporary engineering challenges. See http://www.theiet.org/ for more details.

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5

INTRODUCTION TO THE CDT 5.1 EPSRC Background

The Engineering and Physical Science Research Council have funded 44 CDTs across all areas of Science and Technology at UK Universities; Strathclyde’s is the only one covering wind energy. Its aims are summarised in the proposal to EPSRC as ”... to establish a CDT in Wind Energy Systems at the University of Strathclyde...to bring together staff at Strathclyde with in depth expertise covering the wind resource, rotor aerodynamics, wind turbine structural analysis, turbine control, power conversion, condition monitoring, electrical network integration issues, and socio-economic aspects of energy to create a Centre of learning and research with strong links to the wind industry that will provide a stimulating environment for the PhD students. The Centre will be accommodated in space within the Royal College Building refurbished with the requirements of the CDT specifically in mind. The latest wind turbine design modelling software will be made available to students alongside a wide range of power system and computation modelling packages. The wider aim, drawing on links to an expected strong ETI funded research activity, is to create a centre, with the CDT at is core, that is internationally leading in wind energy systems technology and on a par with the centres in Denmark, the USA, Germany and the Netherlands. To meet the interdisciplinary research demands of the wind industry a substantial centre bringing together all the relevant skills on a single site is essential. This requires a critical mass of staff and early stage researchers of the sort that this proposal would deliver. It is also clear from Government and other reports that the projected growth of the wind industry in the UK, and elsewhere, will be limited by a severe shortage of skilled engineers unless the universities dramatically increase the scale of their activities in this area.”

EPSRC’s support is for 5 years and covers an intake of 10 UK students per year. Research at the proposed CDT will be centred on wind energy systems with a wide scope covering all aspects of the technology and its application, from wind turbine aerodynamics to power systems operational issues and economics. Wind turbine technology issues to be addressed by the CDT will include aerodynamics, condition monitoring, control systems and power electronics: the power systems issues will include analysis of high penetrations of embedded generation, demand management, gridconnection and security. The driver behind the activity of the CDT will be to meet the challenges arising from the rapid and extensive onshore and offshore deployment of wind energy that is essential to meeting the UK’s targets for carbon emission reduction. 5.2 Key Academic Staff The key academic staff involved are; Professors Bill Leithead (Director of the CDT) and David Infield (Manager); Dr Olimpo Anya-Lara joins them to form the core of the teaching delivery team. Other academics involved in the teaching will include: Professor Nigel Barltrop (module director for Mechanical Systems and Wind Turbine Design); Professor Peter McGregor (module director for Socio-Economics of Energy Systems and Business Skills); Dr Francis Quail and Dr Alasdair McDonald will be contributing in with Condition Monitoring and Electrical Machine Devices; Wind Turbine Power Conversion lectures from Dr Steve Finney and Dr Derrick Holliday and Drs Keith Bell, Graham Ault and Ivana Kochar who will be contributing to the 2 modules on Power Systems and Wind Integration. Other academic staff will be supporting the CDT with mentoring and later PhD research supervision.

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But perhaps the most important person is Drew Smith, the Administrator to the CDT. He will normally be the first place to go with a specific CDT enquiry and his office is located within the Centre.

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5.3 Delivery The CDT is a four year PhD programme. The first year has been designed to bring all participating students up to the level required for PhD research in wind systems. Students enrolled in the CDT have a range of engineering and science backgrounds and because wind energy systems are intrinsically multi-disciplinary, all students will need to become familiar with different core disciplines. We have done our best to design the first year modules with this in mind but inevitably there will be a need for considerable self-study to fill knowledge gaps. This will be mainly through directed reading and each student will have an individual academic mentor to help guide them through this process. The first year is also very much about developing research skills and there is a fair amount of project activity built in. Reflecting this, all CDT students are registered initially for an MRes Degree, transferring to PhD upon successful completion of the year. The MRes also provides a fall-back qualification for any students who for whatever reason cannot complete the CDT programme. Students are discouraged from fixing on their final PhD research topics until the end of the first year. By this time they will have a much better idea of the research challenges, the topics they enjoy, the academic staff available to act as supervisors, and the interests of the industry (and possible industry supervisors). It is for this reasons that in contrast to conventional PhD programmes, supervisors are not agreed at the outset. Instead, as mentioned already, each student will be given a mentor to support them until supervisors are determined. Because of the small class size, lectures will be less formal than those familiar from undergraduate level courses. Students will be expected to read more around the subject, and written lecture notes will not be the norm. Again, reflecting the small class size, and also the high academic level expected, conventional written examination will not be the norm for the MRes modules; rather, most modules will be examined by oral examination. More details will be made available toward the end of Semester 1. The timing of oral exams is indicated in Figure 1. The LEARN Online server at Strathclyde ([email protected]) will be used for making information on the CDT available to students. Timetables should be available on the site, and in general staff will upload lecture material rather than handing out printouts. 5.4 Group Project Description 5.4.1 Introduction The group project takes place during the first two weeks of the CDT programme (Monday 1st October to Friday 12th October) and has been designed to achieve a number of objectives. First, it is an opportunity for students to get to know each other through working in groups. Second, it will allow students to increase their knowledge of the UK context for wind energy development and the status of the renewable energy technologies, and last but not least it will provide an opportunity for students to familiarise themselves with the IT framework on campus and make use of the on-line data bases available through the Library. Students will work in groups of 3 or 4, selected by staff to ensure that each group comprises a range of background knowledge and skills. Learning from each other will be an important aspect of the CDT process and we wish to students working in this way from the outset. 13

Group project work will be undertaken primarily in the CDT; staff and researchers expert in wind will be around to assist groups as required. Project groups will be expected to produce a short report summarising their findings, the analysis and supporting references (no more than 20 pages in all), to deliver a 40 minute presentation to staff, researchers and fellow students and produce an A1 sized group poster. The reports, presentations and posters will be assessed and a prize awarded to the winning group. 5.4.2 Topic A critical assessment of UK Government plans for renewable energy development. The UK is bound by commitments to the EU to provide 15% of its total energy from renewable source by 2020. This has implications for transport fuels, heat provision and electricity production. Various organisations have provided analyses indicating how the renewable energy contribution might be made. Lectures given by staff at the start of the project will provide some of this contextual background. Project groups are expected to assess the credibility of UK’s plans through detailed consideration of the renewable resource, the status of the technology and the challenges of system integration, especially with regard to the electricity supply system. All relevant information sources should be used (internet, journal papers, reports etc) but not simply accepted at face value in an uncritical manner. Renewable energy is a popular topic these days and not all information available is reliable. We want groups to take a critical approach to available information, drawing on students’ expertise in the basic science and engineering. Suggested headings for the report and presentations could be as follows, but groups are not in any way bound to use these. They are provided to indicate the sorts of considerations that could be important to a balanced assessment. Global drivers for renewable energy – global warming, need for clean and sustainable energy sources, etc Policy context – EU Directive, UK policy and RO etc Renewable energy technology status and alternative CO2 mitigation technology Integration issues – electricity system, transport etc Rates of technology deployment – market incentives, supply chain, skills gaps, role of R&D Likelihood of reaching UK targets and policy suggestions

The project will be introduced to students by Professors David Infield and Bill Leithead at on Monday 1st October. The morning will also include some lectures designed to give students the background to UK plans for renewable energy. Once these lectures are done students can start work, and as already mentioned, staff and researchers will be on hand to advise if requested by students. 5.1 Chartered Engineer During 2012 the CDT received accreditation from the Institution of Engineering and Technology (IET) and Institute for Mechanical Engineering (IMechE) to act as a centre for chartered training. It became the first ever academic centre to achieve this and provides CDT students with the opportunity to work towards chartered engineer status.

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During the first semester students will be introduced to the Chartership scheme and will be assigned a chartership mentor. This person will be an experienced engineer either from Strathclyde or from one of our industrial partners. Your mentor will remain with you until you achieve charter ship, even if this takes longer than the 4 years that you spend at the CDT. New students will need to join either the IET or IMechE to take part in this scheme, although this does not tie you to a particular profession or area of research in the future. The requirements for chartered engineer are generic across all engineering disciplines and both the IET and IMechE are happy to accept candidates from the CDT whatever area they end of studying. Dr. Francis Quail leads the CDT Chartership training program and any questions can be directed to him. More information on Chartership including the competencies which must be met can be found on the Engineering Council website: http://www.engc.org.uk/professional-qualifications/standards/uk-spec The IET and IMechE provide their own information at: http://www.theiet.org/membership/profreg/ceng/requirements/index.cfm http://www.imeche.org/membership/professional-development 5.2 Professional Engineers Training Scheme (PETS) The Professional Engineer Training Scheme (PETS) was created by CDT students in 2012 in order to provide CDT students with opportunities to develop as professional engineers while undertaking their PhD at the University of Strathclyde. It is run by a committee of nine students from all the current years with an AGM in March to elect a new committee. PETS provides a range of opportunities relevant to Chartership and work closely with the centre staff to get the maximum benefit from industrial engagement. PETS has also been responsible for a highly successful outreach program with links to around a dozen schools, the Glasgow Science Centre and several national outreach schemes. The aims of the PETS are: 1. To produce well rounded engineers 2. To develop a sustainable structure to ensure continuity 3. Publication of our activities Essentially the PETS is in place to provide the chance for CDT students to get involved in activities and training that will develop their professional skills. There are two key components of the PETS, firstly the PETS committee who are a group of elected members of CDT students responsible for ensuring the PETS runs smoothly. Secondly the Professional Development Course which outlines the PETS courses and activities that CDT students will undertake while completing their PhD, see section 10.3 of this booklet for the course structure. While there are only 9 available positions on the PETS committee, all CDT students are required to complete the Professional Development Course. 15

PETS also facilitates a buddy scheme matching each first year CDT student with a third year to help get settled in to the CDT and answer any questions about work. 5.2.1 The PETS Committee The running of the PETS is the responsibility of the PETS committee. The committee have quarterly meetings and an AGM. Figure 1 is a diagram showing the structure of the committee.

Figure 1: Organizational structure of the PETS committee Committee members will be chosen by a vote at the annual general meeting to be held during March each year. All positions (except the first year rep) are open to members in their second or third year of the CDT. These positions can be classified as executive positions (Chair, Secretary and Treasurer) and the rest are non-executive positions. Executive positions are responsible for overseeing the PETS while non-executive roles are more specific, it must be emphasised that these positions are points of contact; they must source opportunities and delegate tasks. For full details of the positions consult the PETS constitution which is available on the CDT SharePoint. An outline of the training scheme can be found in this manual on page 60.

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CDT WEBSITE AND SHAREPOINT SITE

The CDT website provides more background information on the centre together with news of what is happening and a profile of each member of the CDT. The web address of the site is: http://www.strath.ac.uk/windenergy/ The CDT also provides a SharePoint site which is only accessible by members of the CDT. During the first week you will be added to this site and will be able to access information there over the internet from within Strathclyde and elsewhere. The SharePoint site is used for a number of roles. Important ones are: -

Lecture material such as slides and notes provides by staff will be uploaded to this site for you to access. It holds the calendar of upcoming activities An online library will be built up over the coming year containing any electronic text that are useful to all CDT and PETS admin can be found on the site 16

-

There is an individual folder for each member of the CDT which can be used as a remote drive. Saving work in here allows it to be accessed from home or elsewhere.

The CDT SharePoint site is not indexed by search engines such as Google so the weblink should be remembered: https://moss.strath.ac.uk/eee/team/PETS/

SharePoint is a Microsoft product and so, unfortunately, works best with Internet Explorer. Much of the functionality is lost if using Chrome, Firefox or other browsers, when logging on you will be asked for you university ‘DS’ username and password.

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6.1

Semester 1 Modules FACULTY OF ENGINEERING MODULE DESCRIPTION FORM

Module Title: Wind Turbine Technology 1

MODULE CODE:

EE958

Module Registrar:

Professor D Infield

Other Lecturers Involved: Prof W E Leithead

Credit Weighting 10

Compulsory/optional/elective class: C

Academic Level:

Pre-requisites:

Semester:

1

5

First degree in Electrical Engineering, Mechanical Engineeringor any other suitable numerate discipline

MODULE FORMAT AND DELIVERY (HOURS): Lectures

Tutorial

Assignments

Laboratories

Private Study

Total

24

12

0

0

60

96

GENERAL AIMS To provide a basic understanding of the of the wind resource and the principals of wind turbine power conversion including an introduction to rotor aerodynamics suitable for non-specialist engineers and scientists, and to explain the evolution of contemporary wind turbine technology

SPECIFIC LEARNING OUTCOMES Demonstrate understanding of the nature of the wind resource and its quantitative assessment including wind site assessment Calculate the energy yield of a turbine/wind farm at a site with known characteristics. Explain the aerodynamics energy extraction by a wind turbine rotor. Describe the different types of wind turbines and their operation Calculate the torque/speed curve and capacity factor for a wind turbine Explain the impact of wind turbines on the environment

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SYLLABUS Wind turbines basics: the different wind turbine designs. A brief review of the various applications of wind turbines including on and offshore wind farms, stand-alone systems, and small scale applications in the urban-environment. Overview of environmental impact:including noise, landscape intrusion, and for offshore shipping and impact on the sea bed and marine life. Wind Characteristics: Atmospheric boundary layer, wind shear, surface roughness, log law, power law, Wiebull distribution, turbulence characterisation, energy density, site characteristics, anemometry, electricity yield calculation. Rotor aerodynamics: introduction, lift and circulation, actuator disk theory, definition of Cp and CT , Betz limit derivation, blade element momentum theory, breakdown of momentum theory, vortex modelling, unsteady aerodynamics. Wind turbine concepts: operational characteristics, cut-in, rated and cut-out wind speeds, below/above rated, power limiting, annual energy capture, capacity factor, stall/pitch regulated, power curve, torque/speed curves, efficiency curves, constant/variable speed, stall/pitch regulation, Danish concept.

ASSESSMENT METHOD(S) INCLUDING PERCENTAGE BREAKDOWN AND DURATION OF EXAMS Examination

Duration

Coursework

Number

2 2

Weighting % Weighting %

Coursework / Submissions deadlines: Resit Assessment Procedures:

60 40

END OF WEEK 10

Examination of similar form to 1st diet

RECOMMENDED READING Wind Energy Explained; J F Manwell, J G McGowan and A L Rogers, Wiley. (ISBN 0 471 49972 2) Wind Energy Handbook; T Burton, D Sharpe, N Jenkins and E Bossanyi, Wiley. (ISBN 0 471 48997 2)

DATE OF LAST MODIFICATIONS: 01/11/2012

19

FACULTY OF ENGINEERING MODULE DESCRIPTION FORM

Module Code:

EE962

Module Title: Power Systems and Wind Integration I

Module Registrar:

Dr Olimpo Anaya-Lara

Other Lecturers Involved: Dr Keith Bell, Dr.

Credit Weighting 10

Semester:

1

Ivana Kockar

Compulsory/optional/elective class: C

Academic Level:

5

Pre-requisites:

MODULE FORMAT AND DELIVERY (HOURS): Lectures

Tutorial

Assignments

Laboratories

Private Study

Total

24

10

10

10

46

100

GENERAL AIMS To provide students with the necessary background on the interconnection and integration of wind generation power plants into electric utility systems. To this aim students are introduced to the underlying technology of wind turbine generators and wind power plants, how to model them for power system analysis purposes for planning and operating studies with particular emphasis on the variable (sometimes called intermitent) nature of wind power generation. An introduction to using actual models in simulation programs is also provided. Issues such as network development, voltage rise, electricity markets are addressed through an understanding of the basic electrical engineering concepts and wind power technology. Power system balancing challenges due to wind power variations and high penetration of wind power is also examined.

SPECIFIC LEARNING OUTCOMES Understanding of fundamental circuit theory necessary for power system studies. Ability to analyse power system operation using power flow, economic dispatch, optimal power flow and generation scheduling, as well as ability to use appropriate software tools for these analyses. Understanding of the operation of electricity markets, renewable targets as well as schemes to control emissions. Ability to analyze and propose solutions to main challenges associated with the large scale integration of wind power into power networks. Ability to carry out case studies to show costs and benefits of wind power generation from power system perspective. Select appropriate methods to analyze fundamental issues related to power wind integration, as well as how to determine necessary investments in network infrastructure to facilitate wind power expansion. Understanding of the features of established Grid Codes in different countries. Analyse the way that different wind turbine conversion and connection arrangements impact on the operation of the power system network. Select appropriate simulation techniques to capture the basic dynamic interactions of wind power plant with the network and their impact on system stability, network voltage and frequency control, and power quality.

20

SYLLABUS Background to circuit theory, power system analysis and electricity markets: Fundamental circuit theory laws and analysis. Typical power system analysis methods and software tools. Drivers behind electricity industry restructureing and electricity markets; Main schemes for emissions controls and renewable targets. WInd integration issues: Utility wind integration state of the art (onshore and offshore wind farms); costs and benefits of largescale integration of wind power; introduction to different wind turbine concepts. Power System Operation Issues: Power system operation and balancing challenges due to wind power variations; voltage control, power quality and protection issues; Grid Codes in different countries. Power System Planning Issues: Basic aspects of network integration (investments and reinforcements) and pricing ; AC and HVDC transmission systems for onshore and offshore wind power; Capacity value and cost of ancillary services. Wind turbine modelling and basic control strategies: Introduction to wind turbine modelling and simulation; wind turbine control issues; Dynamic simulation studies related to wind power to gain insight on basic performance of wind energy generation and its interaction with the power network. ASSESSMENT METHOD(S) INCLUDING PERCENTAGE BREAKDOWN AND DURATION OF EXAMS Examination

Duration

Coursework

Number

2 2

Weighting % Weighting %

Coursework / Submissions deadlines: Resit Assessment Procedures:

60 40

Week 10

Examination of similar form to 1st diet

RECOMMENDED READING Power Systems Analysis and Design; Glover and Sarma; Brookes/Cole 2007 Power Sytem Generation, Operation and Control; Woods adn Wollenberg; Wiley Renewable Energy in Power Systems; Leon Freris and David Infield; Wiley 2008 Electric Power Systems, BM Weedy and BJ Cory, Fourth Edition, Wiley Power System Stability and Control, P Kundur, McGraw-Hill Wind Energy Generation - Modelling and Control, O Anaya-Lara et al, Wiley Wind Power Integration - Connection and System Operational Aspects, B Fox et al, IET Series

DATE OF LAST MODIFICATIONS: 01/11/2012

21

FACULTY OF ENGINEERING MODULE DESCRIPTION FORM

Module Registrar: Prof. Nigel Barltrop Other Lecturers Involved: Prof Bill Leithead Assumed Prerequisites: First degree in Science or Engineering Should be taking at the same time Wind Turbine Technology 1 and 2

Taught To (Course): Mechanical Systems and Turbine Design. Credit Weighting:10 Semester: 1 Academic Level: MSc

Module Format and Delivery (hours): Lecture

12

Tutorial

24

Laboratory

0

Coursework / Project

Private Study

40

24

Total

100

General Aim To provide an understanding and the practical application of the principles of wind turbine mechanical and structural design.

The course will be based on lectures and a design coursework project undertaken in Mathcad. The assessment will be based on oral examination of the individual students.

Nature of course

Specific (Learning) Objectives Demonstrate an appreciation of the basic concepts of yielding, buckling, fracture, fatigue, wear and corrosion. Explain the characteristics of steel, concrete, fibre reinforced plastics, wood laminates, gears, bearings, shafts. Calculate the extreme and fatigue forces and moments acting on the structural and mechanical parts of a wind turbine, including offshore applications. Identification of extreme design load cases. Verify the strength of a wind turbine’s components relative to the design loads. Verify the fatigue life of the wind turbine’s components.

22

Syllabus Introduction to Mathcad Material and simple system characteristics: Strength, buckling fatigue, fracture and corrosion. Properties of the materials used in wind turbines. Characteristics of wind turbine loads for strength and fatigue calculations. (Calculation of loads will be covered in the module: Wind Turbine Technology 1. Understanding the significance of different types of loading for the turbine design. Identifying the load cases to be considered for design. Application of stiffness method (static, and dynamic: natural frequency domain and time domain) to calculation of static and dynamic response of wind turbines. Designing to avoid important loading frequencies. Local stress analysis of wind turbine components (blades, hub, main shaft, gearbox, control components, nacelle bedplate, yaw bearing and drive, tower, foundations. Application of strength checking methods. Application of fatigue checking methods.

Assessment Method(s) Including Percentage Breakdown and Duration of Exams Assessment will be discussion of project by interviews. Exams Number

Duration

None

Coursework Interview Max Marks

Number

Max Marks

Multipa rt

100

Project

Main Text Books Wind Energy Handbook; T Burton, D Sharpe, N Jenkins and E Bossanyi, Wiley. (ISBN 0 471 48997 2) Date of Last Modifications: 11/06/09

23

FACULTY OF ENGINEERING MODULE DESCRIPTION FORM

Module Code:

Module Title: Socio-Economics of Energy Systems

Module Registrar:

Professor Peter McGregor

Other Lecturers Involved: Profs Bedford,

Credit Weighting 10

Semester:

1

Padgett, Poustie; Drs Booth, Rogerson, Joao, Bellingham (detail to be agreed in due course)

Compulsory/optional/elective class: C

Academic Level:

5

Undergraduate degree

Pre-requisites:

MODULE FORMAT AND DELIVERY (HOURS): Lectures

Tutorial

Assignments

Laboratories

Private Study

Total

24

6

0

6

84

120

GENERAL AIMS To provide an understanding of key socio-economic and environmental aspects of wind energy systems.

SPECIFIC LEARNING OUTCOMES Demonstrate an appreciation of the energy policy context in Scotland, UK and EU Demonstrate an appreciation of markets and energy markets; pricing non-traded goods and services Be able to interpret and compare levelised costs of wind and other technologies Explain private discounted cash flow techniques, their extension to social cost benefit analysis and application to windfarms Demonstrate an appreciation of the wider economic, social and environmental impacts of windfarm developments Be able to explain the legal and sociological aspects of renewables, including the framework for public participation; Strategic Environmental Assessments; Environmental Impact Assessment Demonstrate an appreciation of the importance of attitudes to windfarms, community engagement and involvement, changing attitudes and behaviour; SEA and EIA application to windfarms Demonstrate an appreciation of social indicators: behavioural changes, quality of life and community impacts Demonstrate understanding of the basic principles of OR modelling Demonstrate an appreciation of project risk management; reliability

24

SYLLABUS The energy policy context: instruments, goals, targets, indicators and constraints; policies to promote renewables; Scottish, UK and EU perspectives. Microeconomic aspects of wind enery: markets for energy; pricing non-traded goods; levelised costs; net present values; risky investments; externalities and cost benefit analysis.System-wide economic and environmental considerations: economics of wind farm intermittency and storage; windfarms, supply chains and local and national economic development; counterfactuals and emissions. The basic legal framework, including public participation: The National Planning Framework; Development Plans; Strategic Environmental Assessments; proposals in the new Marine Bill for offshore approval processes and Environmental Impact Assessments. Social aspects of wind energy: attitudes to renewables in general and windfarms in particular; community engagement and involment; changing attitudes and behaviour; social indicators; quality of life; SEA and EIA applied to windfarms. Introduction to OR modelling: optimization, logistics and simulation; decision support; project risk management; reliability.

ASSESSMENT METHOD(S) INCLUDING PERCENTAGE BREAKDOWN AND DURATION OF EXAMS Examination

Duration

Coursework

Number

2 1

Weighting % Weighting %

Coursework / Submissions deadlines: Resit Assessment Procedures:

60 40

End of week 10

Examination of similar form to 1st diet

RECOMMENDED READING This will draw on a range of disciplines, and so no single text is suitable: a detailed reading list will be provided in due course

DATE OF LAST MODIFICATIONS: 01/11/2012

25

FACULTY OF ENGINEERING MODULE DESCRIPTION FORM

Module Code:

Module Title: MRes Dissertation

Module Registrar:

Professor David Infield

Other Lecturers Involved: Bill Leithead, Steve

Credit Weighting 99

Semester:

McArthur, Barry Williams and the rest of the CDT team including Andy Cruden, Steve Finney, Ivana Kockar and Julian Feuchtwang.

Compulsory/optional/elective class: C Pre-requisites:

Academic Level:

5

S1 and S2 compulsory courses

MODULE FORMAT AND DELIVERY (HOURS): Lectures

Tutorial

0

Assignments

0

Laboratories

0

Private Study

0

999

Total

999

GENERAL AIMS To help the students develop their research capability by doing, and increase their knowledge of specific areas of wind systems research through background reading are through their own research. Each student will complete 2 distinct research topics to maintain a wide perspective in the run up to the 3 year single research topic phase of the 4 year PhD programme.

SPECIFIC LEARNING OUTCOMES in depth knowledge in 2 distinct wind system subject areas demonstrable research capability improved report writing

26

SYLLABUS N/A

ASSESSMENT METHOD(S) INCLUDING PERCENTAGE BREAKDOWN AND DURATION OF EXAMS Examination

Duration

Coursework

Number

Weighting %

2

Weighting %

Coursework / Submissions deadlines: Resit Assessment Procedures:

0 100

at the end of the summer

Resubmission of course work

Recommended Reading Students will draw on specific research literature as required. Access to hardware, data and appropriate software will be provided according to the needs of the projects.

DATE OF LAST MODIFICATIONS: 01/11/2012

27

6.2 Semester 2 Modules FACULTY OF ENGINEERING MODULE DESCRIPTION FORM

Module Code:

Module Title: 2

Module Registrar:

Wind Turbine Technology

Professor W E Leithead

Other Lecturers Involved: Prof D Infield

Credit Weighting 10

Compulsory/optional/elective class: C

Academic Level:

Pre-requisites:

Semester:

2

5

First degree in Electrical Engineering, Mechanical Engineeringor any other suitable numerate discipline

MODULE FORMAT AND DELIVERY (HOURS): Lectures

Tutorial

Assignments

Laboratories

Private Study

Total

24

12

0

10

60

104

GENERAL AIMS To build on Wind turbine Technology 1 and gain a more detailed understanding of wind turbine technology, sufficient to understand in outline the design and operation of multi-Megawatt machines

SPECIFIC LEARNING OUTCOMES .Undertake simulations of wind turbines using aero-elastic codes Explain the loads and other variables in both the time domain and the frequency domain Demonstrate an appreciation of the different types of wind turbine designs in terms of loads and performance and how these impact on reliablilty and wind farm availablility Calculate the lifetime performance of wind turbines for both on and offshore sites Describe the various drive-train options, drawing on the other modules, and be able to identify the pros and cons of the different configurations..

28

SYLLABUS Design options: structural options, tower/rotor characteristics, two/three bladed, drive-train options, direct drive, indirect drive, semi-direct drive, size-related issues, reliability, offshore aspects. Operational issues: supervisory control, star-up, shut-down, over-speed protection, yaw control, objectives, basic strategies based on wind vane measurement, operational control, objectives, control modes, pitch control, torque control, grid-connection, grid code compliance, fault-ride-through, load management. Loads and dynamics: aerodynamic loads, rotational sampling, nP components, deterministic and stochastic components, structural loads, drive-train loads, relative contribution to life-time fatigue loads, efficiency, dominant dynamic modes for tower, blades and drive-train, relation to physical parameters, sources of damping, simple drive-train models for constant speed and variable speed machines, typical spectra and their interpretation, size related issues. Aero-elastic modelling: Introduction to FLEX, BLADED, investigation of wind turbine behaviour, power curves, assessment of life-time performance.

ASSESSMENT METHOD(S) INCLUDING PERCENTAGE BREAKDOWN AND DURATION OF EXAMS Examination

Duration

Coursework

Number

2 2

Weighting % Weighting %

Coursework / Submissions deadlines: Resit Assessment Procedures:

60 40

End of week 10

Examination of similar form to 1st diet

Recommended Reading Wind Energy Explained; J F Manwell, J G McGowan and A L Rogers, Wiley. (ISBN 0 471 49972 2) Wind Energy Handbook; T Burton, D Sharpe, N Jenkins and E Bossanyi, Wiley. (ISBN 0 471 48997 2) The Aerodynamics of Wind Turbines, Martin Hansen; Earthscan 2008.

DATE OF LAST MODIFICATIONS: 01/11/2012

29

FACULTY OF ENGINEERING MODULE DESCRIPTION FORM

Module Code:

EE963

Module Title: Power Systems and Wind Integration 2

Module Registrar:

Dr Olimpo Anaya-Lara

Other Lecturers Involved: Dr Campbell Booth

Credit Weighting 10

Compulsory/optional/elective class: C

Academic Level:

Semester:

2

5

Pre-requisites:

MODULE FORMAT AND DELIVERY (HOURS): Lectures

Tutorial

Assignments

Laboratories

Private Study

Total

20

10

10

10

50

100

GENERAL AIMS To provide students with more advanced computational tools for assessing complex aspects of wind farm integration including wind farm electrical design and power network dynamic stability. Students are introduced to more complex and sophisticated control strategies for wind turbines and also wind farms treated as far as possible as a power generation unit or power station, and learn on the impact that such wind farms have on the dynamic and transient stability of electrical systems. In addition the design of electrical collectors and transmission schemes for onshore and offshore wind farms is explained in detail. The students will also learn to apply what they will have learnt in other modules about power electronic conversion equipment to interface wind farms and also energy storage units, and also their potential (eg through FACTS) to improve intergation and network stability in particular. Future concepts such offshore DC networks and smart grid technology that may well be used as part of wind energy systems will also be taught.

SPECIFIC LEARNING OUTCOMES Explain enhanced wind turbine control techniques to allow wind farms to contribute to power network operation. Construct digital models and get familiar with simulation tools to investigate the impact of wind generation on transient and dynamic stability of power networks. Demonstrate an appreciation of transmission schemes for offshore wind farms and to gain insight into their modelling and control. Explain typical reactive power compensation equipment for wind farms and energy storage devices that can facilitate the integration of wind power into electricity systems. Demonstrate an appreciation of future concepts and potential solutions that can assist the development of wind energy systems and large-scale integration of wind power.

30

SYLLABUS Advanced wind turbine power conversion control techniques Control design to optimise wind turbine performance; complex control techniques based on rotor flux control to enable wind farms to provide dynamic voltage/frequency support; implementation of power system stabilisers. Power system stability (transient and dynamic) Digital models and simulation techniques to assess the impact of wind generation on the transient of power systems; eigenvalue analysis to explore the impact of dynamic (small-signal) stability; options to investigate stability analysis of mixed power systems Transmission systems for onshore and offshore wind farms HVAC and HVDC transmission schemes for offshore wind farms; modelling and control of multiterminal DC networks; design of electrical collectors optimising performances in terms of reliability and losses Power electronic equipment and enabling technologies Reactive power compensation equipment such as SVC and STATCOMS; Energy storage devices such as batteries and hydrogen. Future concepts Gas insulated lines, offshore DC networks, FACTs and superconducting lines and fault current limiters ASSESSMENT METHOD(S) INCLUDING PERCENTAGE BREAKDOWN AND DURATION OF EXAMS Examination

Duration

Coursework

Number

2 2

Weighting % Weighting %

Coursework / Submissions deadlines: Resit Assessment Procedures:

60 40

WEEK 10

Examination of similar form to 1st diet

Recommended Reading Renewable Energy in Power Systems; Leon Freris and David Infield; Wiley 2008 Electric Power Systems, BM Weedy and BJ Cory, Fourth Edition, Wiley Power System Stability and Control, P Kundur, McGraw-Hill Wind Energy Generation - Modelling and Control, O Anaya-Lara et al, Wiley Wind Power Integration - Connection and System Operationa Aspects, B Fox et al, IET Series

DATE OF LAST MODIFICATIONS: 01/11/2012

31

FACULTY OF ENGINEERING MODULE DESCRIPTION FORM

Module Code:

EE961

Module Title: Wind turbine power conversion

Module Registrar:

Dr Steve Finney

Other Lecturers Involved: Dr Derrick

Credit Weighting 10

Semester:

2

Holliday, Dr Catherine Jones

Compulsory/optional/elective class: C

Academic Level:

5

Pre-requisites:

MODULE FORMAT AND DELIVERY (HOURS): Lectures

Tutorial

Assignments

Laboratories

Private Study

Total

20

10

10

10

50

100

GENERAL AIMS To provide students of diverse enginnering and science backgrounds with suitable background on the different electrical/electronic, electrical conversion arrangements and their implications for wind turbine loads and control. Students will learn the fundamentals of induction and synchronous generator modelling and control and the use of power electronic equipment in wind turbines. Different wind turbine arrangements are introduced including converter-connected generators and potential challenges associated with each arrangement are thoroughly explained.

SPECIFIC LEARNING OUTCOMES Be able to detail the range of power electronic devices available and their operation including diodes, IGBTs, MOSFETs, thryistor-based technology Explain the fundamentals of the operation of wind turbine conversion systems including fixed-speed and variable-speed technologies and to understand their implications in terms of wind turbine loads and performance. Describe the modelling of induction generators and their grid connected operation. Describe the modelling of synchronous and permanent-magnet generators. Describe the operation of a voltage-source converter connected to the grid and methods of controlling active and reactive power flow to/from the network. Describe DC-DC conversion circuits,control systems and their application to wind turbines Describe the control and operation of a synchronous generator using a voltage source inverter for variable speed wind turbine grid connected operation Demonstrate a basic understanding of dq axis current control in synchronous and induction machines and its appplication to wind turbines. Demonstrate an appreciation of power electronic converters used in wind turbine applications including the different topologies and modulation techniques used. Construct suiatble digital models of wind power conversion systems and employ simulation tools to explore the dynamic performance of grid connected turbines and wind farms.

32

SYLLABUS Power electronic devices Construction and modelling of induction and synchronous generators (electrically excited, permanent magnets); In-depth analysis of the operation of fixed-speed and variable-speed wind generators; Converter-connected wind generators (doubly-fed induction generator and fully-rated converter); Direct-drive configurations; Modelling and control of voltage source converters; Back-to-back converters; 3-level topologies; Pulse-width modulation techniques; System control issues; Operation during faults; Analysis tools:Modelling of wind turbine conversion systems and power electronic equipment for wind turbines using commercial software. ASSESSMENT METHOD(S) INCLUDING PERCENTAGE BREAKDOWN AND DURATION OF EXAMS Examination

Duration

Coursework

Number

2 2

Weighting % Weighting %

Coursework / Submissions deadlines: Resit Assessment Procedures:

60 40

WEEK 10

Examination of similar form to 1st diet

Recommended Reading Analysis of Electric Machinery and Drive Systems, P. Krauss et al, IEEE Power Electronics: Converters, Applications and Desingn, N. Mohan et al, Wiley Grid Integration of Wind Energy Conversion Systems, S. Heier, Wiley

DATE OF LAST MODIFICATIONS: 01/11/2012

33

FACULTY OF ENGINEERING MODULE DESCRIPTION FORM

Module Code:

EE960

Module Title: Wind Turbine Control

Module Registrar:

Professor W Leithead

Other Lecturers Involved: Dr Hong Yue

Credit Weighting 10

Compulsory/optional/elective class: C

Academic Level:

Pre-requisites:

Semester:

2

5

First degree in Electrical Engineering, Mechanical Engineeringor any other suitable numerate discipline

MODULE FORMAT AND DELIVERY (HOURS): Lectures

Tutorial

Assignments

Laboratories

Private Study

Total

20

10

0

10

60

100

GENERAL AIMS To provide an understanding of the principles of control in the context of wind power technology suited to engineers with no formal prior training or education in control

SPECIFIC LEARNING OUTCOMES Demonstrate an appreciation of linear cotrol design and analysis Specify the control design task for a pitch regulated constant speed wind turbine Specify the control design task for a stall rated variable speed wind turbine. Specify the control design task for a pitch regulated variable speed wind turbine Construct simple MATLAB/Simulink models for wind turbines Explain the main dynamic charateristics of wind turbines relevant to their control Design simple controllers for wind turbines Evaluate performance of wind turbine control systems

34

SYLLABUS Introduction to control design and analysis: linear time-invariant systems, time domain analysis, frequency domain analysis, simple design methods. Control system specification: design objectives for different types and size of wind turbines, nonlinear aspects, switching, constraints. MATLAB/ Simulink: introduction to MATLAB and its functionality, introduction to Simulink and simulation of dynamic systems Wind turbine control models: introduction to a control dynamic model of a wind turbine and its elements, relationship of the simulation lumped parameters to the physical parameters of the wind turbine. Control design: design of simple linear controillers for above and below rated operation. Performance assessment: assessment of time domain aspects of performance including linear and nonlinear aspects, assessment of frequency domain aspects.

ASSESSMENT METHOD(S) INCLUDING PERCENTAGE BREAKDOWN AND DURATION OF EXAMS Examination

Duration

Coursework

Number

2 2

Weighting % Weighting %

Coursework / Submissions deadlines: Resit Assessment Procedures:

60 40

END OF WEEK 10

Examination of similar form to 1st diet

Recommended Reading Linear Control System analysis and Design; J J D'Azzo, C H Houpis, Wiley. (ISBN 0 07 113295-3) Wind Turbine Control Systems,Principles, Modelling and Gain Scheduling Design; Bianchi, Fernando D., De Battista, Hernán, Mantz, Ricardo J.; Springer 2009 Variuos University of Strahclyde reports on control of wind turbines

DATE OF LAST MODIFICATIONS: 01/11/2012

35

FACULTY OF ENGINEERING MODULE DESCRIPTION FORM

Module Code:

Module Title: Business skills

Module Registrar:

Professor Peter McGregor

Other Lecturers Involved: Profs Bedford,

Credit Weighting 10

Semester:

Padgett, Poustie; Drs Booth, Rogerson, Joao, Bellingham (detail to be agreed in due course)

Compulsory/optional/elective class:

Academic Level:

C

5

Undergraduate degree Module Format and Delivery (hours):

Pre-requisites: Lectures

Tutorial

Assignments

Laboratories

Private Study

Total

0

10

84

120

16 10 General Aims

To provide an understanding of the key business skills that underpin socioeconomic and environmental analyses of energy systems and wind energy systems in particular.

Specific Learning Outcomes Discounting and compounding in Excel; computing levelised costs for wind and other electricity-generating technologies; calculating the NPV of wind farm investments Ability to conduct a cost benefit analysis of a windfarm development (Excel) Able to undertake a system-wide economic and environmental impact analysis of windfarms, input output and social accounting matrix approaches (Excel) Understand the nature and importance of Strategic Environmental Assessments and Environmental Impact Assessments and their practical application to windfarm proposal developement and planning applications Practical skills for analysis of public attitudes to renewable energy in general and windfarms in particular; including case studies of changing attitudes Applying social indicators: measuring behavioural changes, quantifying quality of life and methods for assessing community impacts Knowledge of how to apply in practice OR modelling techniques to wind farm planning and investment optimisation Practical undertaking of case studies in project risk management and reliability: application to wind turbines and windfarms

36

Syllabus This module aims to develop the skills required to implement the principles presented in the module: Socioeconomics of Energy Systems module. Calculating net present values and internal rates of return; estimating levelised costs given raw data on capital, operation and maintenance and other costs; applications to offshore and onshore wind; incorporating ROCs into investment appraisal. Measuring non-market benefits and costs, including the valuation of local amenity impacts. Cost benefit analyses of wind farms. System-wide modelling of economic and environmental impacts: input-output analysis applied to a windfarm development; computing output and employment multipliers; extension to social accounting matrices and the importance of community benefits and ownership. Introduction to policy analysis using an energy-economyenvironment computable general equilibrium model. Analysing the social aspects of wind energy in practice: measuring and modelling attitudes to renewables in general and windfarms in particular; computing and interpreting social and quality of life indicators; conducting and participating in: SEAs; EIAs - with a focus on renewable energy in general and windfarms in particular. The practical application of OR modelling methods: optimization, logistics and simulation in practice; case studies of decision support, project risk management and reliability.

Assessment Method(s) Including Percentage Breakdown and Duration of Exams 2 60 Examination Duration Weighting % 1 40 Coursework Number Weighting % Coursework / Submissions deadlines: Resit Assessment Procedures:

END OF WEEK 10

Examination of similar form to 1st diet

Recommended Reading This will draw on a range of disciplines and skills, and so no single text is suitable: a detailed reading list will be provided in due course

Date of Last Modifications: 01/11/2012

37

6.3 Buddy Scheme The CDT runs a buddy scheme where new PhD students are partnered with a student going into the 3rd year who is there to help the new student settle in and deal with any issues during the first year. During the first week the buddy and senior student should meet to go over what is to be expected in the first year from a student’s perspective. There is a brief check list of tasks for new students to complete as well as the opportunity to identify any knowledge gaps before lectures start. More importantly the buddies are there throughout the year to act as a first point of contact for first years with any questions that come up.

First Year

Third Year

Afroditi

Koutoulaki

Callum

MacIver

Alexander

Giles

Mark

Keegan

James

Carroll

Iain

Dallas

Ibrahim

Ahmed

Graeme

Wilson

Shona

Pennock

David

Ferguson

Pablo

Jaen Sola

Laura

Kane

David

Hamilton

Rob

Young

Hamish

MacDonald

Iain

Dinwoodie

Velissarious

Kourkoulis

Scott

McLaren-Gow

Christopher

Warnock

Charlie

Plumley

Edward

Corr

Roberts

Proskovics

Kamyab

Givaki

Kenny

Scott

38

7

STUDY, ASSESSMENT AND CONDUCT 7.1 Registration

Many facilities of the university will be unavailable to a student if they have not registered, e.g. computing, library access, use of sports and support services. It is therefore extremely important that you complete the Registration Form with the modules you will take, have it signed by the relevant Course Director and return it to Registry. Only once that is done, will a student be formally registered as a student at the University. A student may submit a signed Registration Form to Registry from September 21 to 25 in the Assembly Hall in the Royal College Building or thereafter at Registry-Student Business in the McCance Building. Note that a student registers late and misses classes at their own risk; a student’s impaired assessment performance under such circumstances will not be accepted as grounds for appeal.

7.2 Submission of Written Work and Academic Honesty Essays, assignments, dissertations, project reports and other forms of written material, submitted by either individual students or groups, form important components of your assessed work leading to credit awards. They should be handed in by the relevant deadline as advised by the lecturer. A hard copy should be handed in to the CDT administrator, accompanied by a signed standard cover sheet, again as advised by the lecturer. (See section 7.2.1 below). For some classes an electronic submission will be required. Such cases will be advised to you by the lecturer concerned. It is your responsibility to ensure that submitted coursework is your or, in the case of group work, your group’s own work, and not that of others. Electronically submitted work may be checked for whether any content has been plagiarised. (See below for a discussion on plagiarism). Failure to comply with standards of academic honesty may result in penalties being imposed through reduction in marks and possible disciplinary action. The University position on Academic Dishonesty is clearly stated in this handbook (section 8) and in the University Regulations 5.4 and 5.6. These should be read and understood. The following, which must be read in conjunction with the University position on Academic Dishonesty noted in section 8 below, particularly applies to the submission of written work. The two most recognised forms of academic dishonesty are plagiarism and collusion. Plagiarism is taking the work of others and presenting it as your own. A typical example is copying material from texts or papers with little or no alteration and without referencing the source. Another is downloading material electronically to present it as your own. Word for word or substantial copying of sentences, paragraphs or sections of someone else’s work must be put in quotation marks and referenced. For example,

39

According to Professor A.N. Other, “The World’s malaria crisis has reached epidemic proportions” [Reference 12]. Full details of the reference – the article or book’s title, the name(s) of its authors and where and when it was published – must be given accurately in the bibliography. Any substantial inclusion of someone else’s work, even if it is in quotation marks and referenced, will not be marked as your own. (Note: it is easy to identify copied work using Google and other search engine software tools.) Collusion is using the work of a fellow student as if it was yours, with their knowledge, and is a form of cheating. Care is essential to ensure that your/your group’s work is not used by other students as though it were theirs, and to assist them in that process is strongly condemned and will also lead to penalties. Study and discussion with your fellow students, as a formal group or otherwise, is of course encouraged. This important process should not be confused with collusion. Any work submitted for assessment must have been done only by you; if group work is to be submitted, it must only have been done by members of your group. Research material for written submissions necessarily involves accessing text books, journals web-sites and so on, and making notes about what you read. You should then present your or your group’s work in your own words; this is among best ways for a reader – and you – to appreciate whether you have understood the subject of the submission. When presenting other people’s ideas in your own words, you should include references to the main sources of those ideas in a bibliography or ‘References’ section. This lends credibility to what you are saying; demonstrates the breadth of your reading; allows the reader to know where to look to find out more; and gives proper acknowledgement to ideas that are not your own. You may also, if you feel it is important to the explanation or argument you wish to present, include direct quotations from source material, provided they form only a minor part of the overall submission, are placed in quotation marks and are fully referenced. Sources of diagrams, tables or figures adopted from work published elsewhere should also be fully acknowledged. An important part of your learning is the assimilation of ideas, forming your own ‘mental models’ and being able to explain them to others, and so the over-use of quotations is likely to result in reduced marks. 7.2.1 Coursework cover sheet Lecturers in the Department will generally specify that submitted coursework must be accompanied by a signed copy of the Department’s standard coursework cover sheet; the submission will not be accepted if a signed sheet has not been provided by the student. The cover sheet invites students to read an extract from the university’s policy on academic honesty, to confirm that they have understood it and that the work has not been submitted 40

before for any other degree. For group work, the sheet must be signed by all members of the group. Each student should take care to read the sheet carefully. Please read the following extract from the University of Strathclyde Regulations 5.4 and 5.6. “Essays, assignments, dissertations, project reports and other forms of written material, submitted by either individual students or groups, form important components of your assessed work leading to credit awards. It is your responsibility to ensure that such material is your/your group’s own work, and not that of others. Failure to comply with this standard of academic honesty will result in penalties being imposed through reduction in marks and possible disciplinary action.” Full details of the University’s Academic Dishonesty Policy and definitions of Plagiarism and Collusion are given in the University Regulations and reproduced in all Undergraduate and Graduate School Handbooks.

Declaration: I/We confirm that I/We have read and understood the above. I/We hereby declare that this work has not been submitted for any other degree/course at this University or any other institution and that, except where reference is made to the work of other authors, the material presented is original.

7.3 Keeping in touch The university provides each registered student with an account enabling access to a ‘Portal Engine Giving Access to Strathclyde University Systems’, known as ‘Pegasus’. This is reached at http://pegasus.strath.ac.uk and is an important system enabling the university Registry to keep track of students’ chosen options. The database sitting behind Pegasus also includes the default email address to which communications from the Department, Registry and Finance would be sent. It is extremely important that your default university email account is checked regularly, e.g. daily. All university email communications will be sent to your default university address. In the worst case, failure to respond to urgent and repeated communications to that email address and written communications to the address held by Registry as the student’s dwelling may result in a student being deregistered from their course. All changes to classes/courses must be approved by the Course Director and notified to Registry. (See section 9.8 below for more on Registry). Various course materials may from time to time be made available via the University’s ‘LearnOnline’ system which can be accessed from the main university home page. Department specific information for students is also provided via the EEE ‘Student Information Portal’ - http://sip.eee.strath.ac.uk The Graduate School can be contacted by emailing [email protected] . When doing so, the student should identify themselves using both their given name and family name, which course they are on and, preferably, also by quoting their student registration number. Queries regarding course curriculum and selection of options should be addressed to your Course Director. Requests for formal letters should normally be addressed to Registry or the Graduate School office. Concerns regarding academic progress or welfare may be addressed

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to your Course Director or one of the student support services noted in the University Student Handbook. 7.4 Holiday and Sick Leave Each CDT student has 30 days of annual holidays plus University holidays (see below) to be taken during the academic year 1st October to 30th September. 4 Days mandatory holidays will be deducted for the Christmas and New Year period when the University is closed. All holidays must be logged in the holiday book and holiday sheet. The holiday book will record the date whilst the holiday sheet used as a quick reference to holiday count per student. Both will be located in the CDT administrator’s office. A version of the holiday sheet can also be viewed via SharePoint for information only. 24 December 2012 - 2 January 2013 29 March 2013 1 April 2013 6, 27 May 2013 12, 15 July 2013 23 September 2013 SICKNESS ABSENCE MANAGEMENT POLICY (Details can be found on the Sharepoint under CD Students/Staff/Drew Smith) 7.5 Change of address Students are required by Regulation 6.4.9 to notify Registry of any change in your permanent home or term-time addresses. Registry sends at least four letters to each undergraduate and two to each postgraduate student every year. It is therefore important that they have the correct home and term-time addresses. These letters advise students of their academic progress, provide an opportunity for students to check their curriculum, and where applied for may assist the student to claim exemption from the Council Tax. Students can update their personal details on the University’s ‘Pegasus’ website http://pegasus.strath.ac.uk 7.6 Meeting academic staff Lecturers in the department are delighted to welcome you to the university and to have the opportunity of sharing in your learning and development and working with you. However, they have many demands on their time including undergraduate teaching, supervision of PhD students, departmental and university administration, industrial liaison and their own research. It is therefore strongly advised that, if you wish to meet them, you request an appointment via email. You should normally give at least a couple of days’ notice and suggest a range of times in which you are available. It is important to respect any appointment that you have made; please also ensure that your mobile phone is switched off during a meeting. If, for some reason, you are unable to make the appointed time, you should let the academic know as soon as possible.

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Some members of staff in the Department operate an ‘office hours’ system during which they are normally happy to meet students. Please respect these hours. 7.7 English language skills It should be noted that students are admitted to the Department on the understanding that they have adequate English language skills to undertake a degree in conducted in English. However, students for whom English is not a first language should take every opportunity to improve their reading and listening comprehension and writing and conversation skills, not least through conversing with fellow students in English. For students in need of specific support, the university offers courses through the English Language Teaching Division. Each student is entitled to up to 4 weeks of free English language tuition during term-time. For more information, see the University Student Handbook. 7.8 Avoiding loss of data It is quite standard now for coursework to be prepared using a word processor or for there to be computer-based exercises. Students should take care to back-up all their data on a regular basis in case of hardware failure, theft or accidental over-write. USB ‘memory sticks’ and CD-RW discs are among the means that might be used. 7.9 Medical Certificates and Impaired Performance If a student believes that their academic performance has been impaired due to medical or personal circumstances they should inform Registry and provide supporting evidence such as a doctor’s note. A copy should also be sent to the Graduate School office. This should be done as soon as possible to ensure that relevant circumstances are taken into account by Exam Boards. (Note that, in respect of students’ privacy, details of circumstances are not discussed at Exam Boards). If a student is unable to attend the University due to illness a medical certificate is required. The type of certificate depends on the duration of the illness and whether the student misses an examination or some other form of assessment. Please refer to the section on Absence in section 9.1 below for the University rules. The following point is re-iterated: account cannot be taken by an Exam Board of impaired performance due to medical or personal circumstances without timely evidence. 7.10

Use of Mobile Phones and other Electronic Equipment

Mobile phones must be switched off at all times during classes, lectures, laboratories, tutorials and examinations. Students attempting to use mobile phones within lectures, tutorials, laboratories and so on may disturb fellow students and staff and accordingly may be asked to leave the class by staff in charge. Use of a mobile phone in any form by a student within an examination or assessment situation is a clear breach of University regulations and can be subject to disciplinary action by the University. Students are advised to ensure that all 43

mobile phones are switched off and remain in bags or jackets for the duration of an examination or assessment. Students wishing to record (video or audio) any aspect of lectures, tutorial or laboratory work must obtain the permission of the lecturer-in-charge before commencing recording. As well as there being legal issue for obtaining this permission, it is also a matter of general courtesy. The use of Personal Organisers, electronic dictionaries, laptops and electronic devices capable of storing data and communication within the examination/assessment environment is not permitted and contravenes University regulations. Paper-based dictionaries may be permitted to be used in an examination but the use of electronic Dictionaries is explicitly forbidden. The use of dictionaries and electronic calculators within examinations is covered in section of this Handbook. 7.11

Library

Strathclyde University Library is made up of two Campus libraries: the Andersonian Library on the John Anderson Campus with its satellite: the Law Library; and the Jordanhill Library on the Jordanhill Campus. The Andersonian Library has 1,400 reader places, the Law Library provides 108, and the Jordanhill Library 500. A library introduction session will be organised for students during their first day induction period. This normally last about 1 hour. 7.11.1

Collections and Resources

The Andersonian Library caters for the majority of subjects studied in the University and is particularly strong in science, engineering, technology, language and literature, business studies and management. It holds 550,000 books; 220,000 bound serial volumes or their equivalents; and receives 7,500 print or electronic serial titles. The Andersonian Library also contains the Royal Scottish Geographical Society Library and a Special Collections Department which houses several collections of rare books and manuscripts. There is an open access Short Loan Collection; and an important collection of Government publications and documents published by other international agencies. The thesis collection includes copies of higher degree theses of the University. In addition to the Library's print collections, staff and students of the University are provided with access to a wide range of electronic resources. The Library provides over 200 computers for use by readers. These offer access to the Internet, email, a wide range of software packages and access to the Library's catalogue. Contacts: Email: [email protected] Web: www.lib.strath.ac.uk 7.11.2

Information Services

The Andersonian Library provides access to electronic databases and journals, as well as printed abstracts and indexes, which together cover subjects studied and researched in the 44

University. Some of the Library’s electronic databases provide full text availability. Full text electronic access is offered to a selection of reference works and electronic books, to electronic journals, and to British Standards and other resources of relevance to the Engineering Faculty. Library staff give regular guidance sessions on database and ejournal use. The Library web pages provide links to a wide variety of engineering resources and to the catalogues of other University libraries and libraries worldwide. Academic staff, postgraduates and honours students may use the Inter-Library Loans service to obtain material that is not available in the Library. The staff of the Reference and Information Division are the public face of the Library. Librarians are assigned to each faculty and carry out enquiry work, reader instruction and liaison with members of that faculty. They can help users exploit library collections and resources to the full, and support services such as online databases and ejournal services, online searching, and access to the Internet. The Faculty Librarian for Engineering is Diane Lindsay. She may be contacted on Tel: 0141 548 4089 or by email at: [email protected] 7.12

Style of technical writing

The convention in the UK for technical writing is to use the impersonal style. This means avoiding the first or second person, i.e. avoid referring to “I”, “me”, “we”, “us” or “you”. For example, use “An analysis was undertaken” instead of “I did some analysis”. To look completely professional, a report should be word-processed with equations properly typeset, and figures and graphs computer drawn. Equations, at least when first quoted, should be quoted outside of paragraphs and centred, with the terms used clearly defined. To enable unambiguous referrals from the main text, figures and tables should have numbers and titles; equations should have numbers. (It then suffices in the main text to refer to the figure, table or equation numbers). For longer reports, a table of contents should be included. In technical writing, it is important to be precise and avoid vagueness. A good précis of the underlying theory or background helps the reader trust that you understand what you are doing. If you are positing some new idea or argument, the evidence you can present is extremely important. Throughout science and engineering, the main evidence comes from experimental results from which information and hence understanding or knowledge can – with the right follow-up analysis and interpretation – arise. Any conclusions reached must at least appear to be robust in light both of experimental results (or, in the absence of adequate equipment or facilities, simulation results) and what others have done (in experiments or theory). Overall, try to make a report readable as a standalone document that ‘tells a story’ (albeit a true one!). Try to look professional as it helps persuade the reader to trust you and makes the report easier to read and understand. Make the headings clear. Get into the habit of writing reports in a certain way and think of whom you are writing for: what level of rigour are they looking for? A laboratory report, dissertation or thesis should be detailed enough to allow someone else to validate your results and conclusions. On the other hand, a technical report for a manager may need to be briefer. (How much time do they have to read the report in detail? Do they want some brief coverage of the main issues?)

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7.13

Logbooks

Keeping a log book is an important element of all engineering activity, including software laboratories. Learning the skill of good log-keeping will stand you in good stead throughout your PhD, as well as in your professional career. The paragraphs which follow will explain why we think log books are important and help you to make the best of them. 7.13.1 The purpose of logbooks Because you cannot rely on memory, you need to keep a log (diary) of the progress of your practical work, including the dates on which it was done. Such a log is invaluable when preparing, for example, a formal report. Your log needs to be readable, but you should not waste time re-writing sections just to tidy them up: corrections, deletions, rough outlines and hand-sketched diagrams are all in order. The place for your more polished efforts at technical writing is in formal reports. 7.13.2

Content of logbooks

You might imagine a log should record only data strictly relevant to the work, with no peripheral information. However, it is not unusual to recognise sometime after the event the significance of some factor thought unimportant at the time. Consequently, always log as much detail as reasonable, on the basis that it is better to record superfluous information than to omit something that may later prove significant. In an extended project, as the work progresses, options may be encountered and decisions may have to be made. Your overall work plan may require to be modified in the light of your results. Always review your work plan in you logbook and detail the line of reasoning being followed if modifications are introduced. A good log will therefore contain: all the information that is clearly relevant to the task in hand; a considerable amount of information that is probably not relevant, and notes on the logical progression of the work. Material that should always be included: Background material: include copies of background material such as application sheets, data sheets, scientific papers or other introductions or reviews or references to where these might be obtained. It is sensible to include these, because they might contain essential information for the preparation of a formal report. Details of facilities employed: e.g. type, make and version, - including hardware, software, etc. Results and output – include both: (a) raw data, which should be recorded in the log while the work is in progress; (b) further data derived at later times from the raw data. Material that may be included:

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Theory: include details of any theories, mathematical models, algorithms, etc. If this is given fully in the background material or if there is a reference to a standard text or published paper, then there is no need to repeat it, but you should record any developments or adaptations you make. Figures, diagrams and sketches: include all forms of useful presentation, rough figures are better than none. After completion of a log entry, it should be read over and any errors noted. This does not mean re-writing whole sections, just careful editing so that any errors are easily identifiable at a later date. Supplementary guidelines on log books may be supplied in certain classes. Keep any such guidelines with your log book and refer to them as necessary. Failure to keep a satisfactory log book will result in the credit(s) for that class being withheld.

8

ACADEMIC DISHONESTY AND PLAGIARISM

The following should be read in conjunction with University Regulations 5.4 and 5.6 and the discussion on submission of coursework in section 7.2 above. The University regards academic dishonesty as a serious offence. Allegations of academic dishonesty will be fairly assessed and appropriate action will then be taken. An allegation that has been dismissed as a disciplinary offence may still incur an academic penalty for poor scholarship. The University is aware that there are a variety of temptations for students to engage in academically doubtful or dishonest activities during formal examinations, or in relation to assignments, practical work, dissertations or thesis preparation. In setting assessed assignments of whatever form, all teaching staff actively consider how to minimise the opportunities for students to cheat. Promoting a general climate of academic integrity within the student body is important. 8.1 Examples of Academic Dishonesty a

cheating in written examinations

illicit copying or communicating; possession of prohibited materials

b

false candidature

being replaced by a false candidate or impersonating a candidate

c

collusion

the representation of a piece of unauthorised group work as the work of a single candidate

d

commissioning, stealing or acquiring

submitting an assignment done by another person as the student’s own work

e

duplication

the inclusion in coursework of material identical or

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substantially similar to material which has already been submitted for another assessment within the University f

false declaration

making a false declaration in order to receive special consideration by an Examination Board/Committee or to obtain extensions to deadlines or exemption from work

g

falsification of data

presentation of data in laboratory reports, projects, etc based on work purported to have been carried out by the student, which have been invented, altered or copied by the student

h

plagiarism

the unacknowledged use of another’s work as if it were the student’s own work. Examples, which apply both to conventional sources and information downloaded from the internet, are: i inclusion of more than a single phrase from another’s work without the use of quotation marks and acknowledgement of source; ii summarising another’s work by changing a few words or altering the order of presentation without acknowledgement; iii copying another’s work; iv use of another’s ideas without acknowledgement or the presentation of work which is substantially the ideas of another.

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9

UNIVERSITY POLICIES AND GENERAL INFORMATION

General University regulations are published on the University web-site http://www.mis.strath.ac.uk/Secretariat/Publications/general/publications/index.html.

at

9.1 Absence The following University regulations relating to absence through illness should be noted. Regulation 4.1.10 Students who fail to present themselves for an examination at the time and place published will be deemed to have forfeited that opportunity to sit the examination; except that in cases of absence through illness or other sufficient cause the Board of Examiners will take into consideration documentary evidence in assessing a candidate’s position. Regulation 6.4.11 Students must sit all terminal tests and examinations unless prevented by illness in which case a medical certificate must be produced. For absences of 7 days or less. Students who have been absent for 7 days or less should record a self-certification online via PEGASUS using the Personal Circumstances link under the services tab. For absences of more than 7 days. Where sickness results in absence of more than 7 days, the student is required to submit a medical certificate (signed by a medical practitioner who is not a member of the student’s family) to Registry-Engineering. Registry will inform the relevant Department and, if the absence continues for 14 days or more, the SAAS or relevant grant awarding body. For absences from an examination or failure to complete assessed coursework. The self-certification convention does not apply and a student absent from an examination, class test or who fails to submit an assessment/assignment on time due to sickness must submit a formal medical certificate. In considering results, the Board of Examiners is concerned to take into account medical or other circumstances which may have adversely affected a student’s performance. It is very important that the University is made aware of such circumstances in writing and, where relevant, with the production of a medical certificate. Students should provide information on adverse circumstances both to their Adviser of Study and to Registry-Student Business. They may also find it useful to arrange to see their Counsellor.

9.2 Appropriate Use of Computing Facilities Students on EEE degrees use computers administered by the University and the EEE Department. There is a University code of conduct that all users have to sign before they are allocated an account on the University systems, and the EEE Department insists that all students sign a declaration on an annual basis stating that they will not misuse the computing facilities within the EEE Department. Students are also reminded that one of the conditions of registering for any degree course within the University is an undertaking that computers throughout the University will only be used correctly. Misuse of computers is often a criminal offence, as well as breaking University and Departmental regulations, and without exception any case of a EEE student found using

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computing facilities in an inappropriate manner will be passed immediately on to the University disciplinary procedures. The University will not permit the use of its computer facilities and resources for access to, or transmission of, information which is considered by the University to be unacceptable; illegal; in breach of university policies, such as those on Equal Opportunities and Harassment; wasteful of resources or not commensurate with the provision of facilities for legitimate educational purposes. Examples of such unacceptable use may include: Accessing or displaying pornographic material; stating defamatory opinions or views concerning individuals or organizations; accessing or displaying discriminatory material or material which encourages discrimination; engaging in games or chain E-mail; publishing information which is intended to misinform and thereby causes anxiety or inconvenience to another; unauthorized use of University logos, titles etc; spamming; corrupting or destroying another user’s data; violating the privacy of other users; disrupting the work of others; using JANET in a way that denies service to others; misuse of networked resources such as the introduction of viruses.

The University actively monitors usage of the University computer facilities and resources which includes monitoring the access to, publication or receipt of, any Internet materials by any user. 9.3 Exams Outwith the University It is a University Regulation (4.1.3) that “All examinations shall take place at the University, or in the case of a class taught elsewhere, at the appropriate learning centre. In exceptional circumstances and at the request of the Head of Department responsible for the candidate’s course of study, the Deputy Secretary may authorise arrangements for examinations to be held elsewhere, subject to the payment by the candidate of any necessary costs.” All students are expected to attend for examination at the University of Strathclyde on the dates and times posted. Only exceptionally will permission be given for students to sit examinations outwith the University. 9.4 Equality and diversity The University of Strathclyde confirms its commitment to a policy of equal opportunities within the University. It aims to create the conditions whereby students and staff are treated on the basis of their relative merits, abilities and potential, regardless of their gender, colour, ethnic or national origin, family circumstance, age, disability, religious or political beliefs, socio-economic background, sexual orientation, trade union membership or other irrelevant distinction. The staff and students of the Faculty are committed to eliminating discrimination in work and study. The University does not accept practices which discriminate against anyone on the grounds of colour, race, religion/faith, nationality, marital status, gender, sexual orientation, disability, age, language or irrelevant factor. The University has a number of equality and diversity policies, which are available at http://www.strath.ac.uk/about/policies/.

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We recognise that personal relations of respect, trust, honesty and openness underpin equality of opportunity. Staff and students recognise that the University is strengthened by diversity. For purposes of security or safety students may be requested to remove anything that covers their face. In these circumstance this will be undertaken with sensitivity and with dignity and respect and whenever possible in private The Strathclyde Students Association Equal Opportunities Officer is responsible for ensuring that all students are represented within the Association’s policies and activities regardless of background. For raising awareness among student members about issues of equal opportunity; and to ensure that the Associations Policy is adhered to and to convene and chair meeting of the Equal Opportunities Policy Group. The University has a network of Dignity and Respect Advisers who can give confidential support and advice, contact details are below, along with other University contact officers. Name Student Equal Opps Officer Harassment Advisers

Organisation Strathclyde Students’ Union University of Strathclyde

Janice Lee Diversity Manager

University of Strathclyde

e-mail [email protected]

Telephone 0141 567 5008

http://www.strath.ac.uk/about/policies/ dignityrespect/ [email protected]

0141 950 3195

9.5 Faculty Office The Faculty Office for Engineering is located on Level 2 of the McCance Building. The Faculty Officer can be consulted for advice on submitting letters of appeal. Faculty Officer Gayle Wilson Assistant Faculty Officer Gabrielle Weir Faculty Office Secretary Andrea La Roche

548 2364 548 4158 548 2749

[email protected] [email protected] [email protected]

9.6 Graduation Students should register for graduation well in advance of graduation day (usually around three months beforehand) and should check notice boards in the McCance Building for specific dates. 9.7 Data Protection Policy The University Data Protection Policy and the Data Protection Statement for Students can be found at www.mis.strath.ac.uk/Secretariat/dataprotection.htm. Following Data Protection legislation the University will no longer publish lists of class assessments or examinations marks. Students may view their own results electronically on the staff/student information server (SSIS) www.ssis.strath.ac.uk. Passwords can be obtained from the computer centre, Curran Building.

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9.8 Registry Student Business Registry Student Business is based on the ground floor of the McCance Building. Hours of opening are: During term time: During undergraduate vacations:

Monday-Friday: 1030 to 1600 hours Opening hours are limited to 1300 to 1500 hours daily.

Outwith these times, information and forms are available on a stand outside the Registry and much of the information/forms you may require are available on the Registry website at: http://www.strath.ac.uk/Departments/registry The record of a student’s curriculum held by Registry-Student Business is that which will finally appear on the student’s transcript. It can be seen on Pegasus. Requests for a change to the curriculum, i.e. which modules will be taken, can be made through Pegasus but will only take effect once they have been approved by the relevant Course Director. Once a mark has been returned for a class, it cannot be removed from the record. Exam timetables can be seen on Pegasus. 9.9 Letters demonstrating student status A letter indicating the status of a student at the University of Strathclyde such as may be required for visa, council tax, a bank, a landlord, etc., can normally be obtained from Registry either via the counter in the McCance Building or via Pegasus. The student should take responsibility for making as many copies of the letter as they require. The Secretary of the Graduate School or a Course Director should be approached for such letters only in exceptional circumstances. 9.10

Appeals Procedure

Procedures for academic appeals to Faculty and Senate Appeal Committees may be found in University Regulations set down in the Calendar and Faculty guidelines. The grounds for appeal are given below. An appeal against the transfer of candidature or termination of registration may be made by a student to the Faculty Board of Study (or Faculty Appeals Committee) on any of the following grounds: a) that there were procedural irregularities in the conduct of the examination or of the assessment; b) there were medical, personal or other circumstances affecting the student’s performance of which the Examiners were not aware when the decision was taken; c) that there was inadequate assessment, prejudice or bias on the part of one or more of the examiners or assessors. Any such appeal must be supported by documentary evidence and should be submitted in writing to the Faculty Officer by the deadline stated in the formal examination results letter. 52

Appeals received after the deadline will not be heard, except in extenuating circumstances, and may be too late to be considered for the next academic year. Final year students who wish to appeal a classification outcome must not graduate in July as appeals are heard after July graduations. Students who wish to appeal and who are awaiting medical certificates or doctor’s letters should write to the Faculty Office advising of their intent to appeal by the deadline advised when results are issued. Students have the ultimate right of appeal to Senate. 9.11

Student Complaints Procedures

The following is an edited copy of the University’s formal student complaints procedure: The University of Strathclyde endeavours to provide all students with an environment which is educationally supportive, fair and intellectually challenging and where services are provided in an efficient and friendly manner. However, we acknowledge that problems can occur from time to time. When they do or when you are not satisfied that we have acted in accord with our policies and standards we would ask you to let us know as soon as possible using the procedures described below. Academic Matters In partnership with each student, the University undertakes to identify and supervise an approved programme of study and to make a fair assessment of each student's performance at each key stage of their programme. Details of specific study and assessment programmes and criteria for assessment are contained in this Handbook. Academic Departments frequently invite feedback from students through questionnaires and Staff/Student Committees. Administrative or Academic Support Services Most departments which provide Administrative or Academic Support Services for students issue a written account of the services they provide. Services are resource limited but each Department aims to provide an efficient and friendly service. Some have published specific performance standards as part of the Administration's Customer Care Programme. All encourage feedback from students as an input to assigning priorities for development. Discrimination, Harassment or Intimidation Please refer to the paragraph on Equal Opportunities. How can you make a complaint or appeal against an academic decision? If a student is dissatisfied with an academic decision, concerning for example, assessment grades, progress, awards or classification of awards, they can ask for an explanation from those providing the course. If they remain unhappy with the outcome, they may appeal to the Faculty and Senate Appeals Committees by writing to the Faculty Officer or Academic Registrar above. Details of grounds for appeal are given in the Academic Appeals section and the University Calendar. If a student is dissatisfied with other academic matters or administrative support services in the University they can ask for an explanation from those providing the Course or the Service. The SUSA Vice President (Welfare) may be able to assist in making initial approaches. If they remain unhappy with the reply given, a formal written complaint may be made to the Head of the Academic or Administrative Department or Service.

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If a student believes that they are the subject of discrimination or harassment they may seek help from one of the following: a Designated Harassment Adviser, the Student Advisory and Counselling Service, the Students' Association, a University Chaplain, Academic Counsellor or Adviser of Studies. International students can also seek help from the International Students’ Adviser. Should the student remain dissatisfied with the response they receive from a Head of Department or Service or feel unable to put their case to them, the student can pursue the matter further: a)

in the case of complaints about academic matters, by writing to the Dean of the Faculty concerned;

b)

in the case of complaints about services or about discrimination or harassment, by writing to the Secretary of the University.

How will complaints be dealt with? Students have a right to complain without fear of recrimination and to expect that their formal written complaint will be considered in confidence and fairly by an unbiased reviewer(s). This may be the Head of Department, the Dean or the University Secretary themselves or their nominees. The reviewer may consult with other unbiased advisers as appropriate. Procedures for complaints about sexual or racial harassment are set out in the University's policy statement available from the Equal Opportunities Officer in the Personnel Office. For other formal written complaints a student will, as a minimum, be accorded an opportunity to submit written evidence. Depending on the seriousness of the complaint you they also be accorded an opportunity to have a personal interview with the reviewer, and/or to invoke witnesses and/or to have a full hearing in accordance with the principles of natural justice. The reviewer will investigate your complaint fully; will make an initial response to the student within seven days; will inform you regularly of the progress of investigations and will advise the student of the outcome as soon as practicable.

54

10

MAPS

10.1

Royal College Building

Level 2

55

Level 3 Room 3.36 and 3.10

CDT

CDT

56

10.2

Building Codes

B

Todd Wing of John Arbuthnott Building Formerly known as Todd Centre

C

Thomas Graham Building

Col

Colville Building

Cur

Curran Building

K

John Anderson Building

L

Livingstone Tower

M

Weir Building

McC

McCance Building

P

Graham Hills Building

R

Royal College Building

S

Stenhouse Building

SIBS

John Arbuthnott Building Joins Stenhouse Building to Todd Centre [SIBS = Strathclyde Institute for Biomedical Sciences]

57

11

ADDENDUM

Induction Programme 2012 Room 3.36 Royal College Building Monday 1st October 9.30-9.45 9.45-9.55 9.55-10.50 10.50 – 11.00 11.00-12.00 12.00-12.30 12.30-13.45 13.45 – 14.45 14.45 – 15.00

Coffee (Informal meet and greet) Head of Department Welcome (Stephen McArthur) Presentations (Bill Leithead) A Student’s Perspective of the CDT Library Tour (Seminar Room 4, Lv4, Curran Building) Student Introductions Buffet Lunch Group Project Presentation (David Infield) Meet with current CDT and Researchers

Monday 15th October Semester 1 Lectures begin Friday 19th October 2.00p.m. 2.45 – 3.30p.m. 3.30 – 4.30p.m. 4.30p.m.

Whitelees Visit Bus tour around Whitelee Control Room Visits (up to 8 people at a time lasting 30 mins each) Depart

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11.1

Figure 1: Year one structure

Academic Year and Semester Date W/C Week number of Semester

2012 24-Sep 1

2012/13 Semester 1 24-Dec 31-Dec 2013 01-Oct 08-Oct 15-Oct 22-Oct 29-Oct 05-Nov 12-Nov 19-Nov 26-Nov 03-Dec 10-Dec 17-Dec Christmas break 07-Jan 17-Jan 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Group project activity Socio-Economics of Energy Systems - Peter McGregor reading revision orals Mechanical Systems and Turbine Design - Nigel Barltrop, Shan Huang Wind Turbine Technology 1 reading Power Systems and Wind Integration 1 - David Infield Olimpo Anaya-Lara - Bill Leithead Ivana Kochar Graham Ault Keith Bell

Long thin modules taught over 9 weeks

Academic Year and Semester Date W/C Week number

2013 21-Jan 28-Jan 04-Feb 11-Feb 18-Feb 25-Feb 1 2 3 4 5 6 Research skills 1 (Business Skills) - Peter McGregor Research skills 2 (Programming, technical writing etc) - Bill Leithead Wind Turbine Technology 2 Wind Turbine Power Conversion - Bill Leithead - Steve Finney/Derrick Holliday

Long thin modules taught over 13 weeks

Academic Year and Semester Week number

04-Mar 7

2012/13 Semester 2 Easter Vacation 18-Mar 25-Mar 01-Apr 08-Apr 15-Apr 9 10 11 12 13 Research skills 1 cont Research skills 2 cont Power Systems and Wind Integration 2 Wind Turbine Control - Olimpo Anaya-Lara - Bill Leithead/Hong Yue Campbell Booth 11-Mar 8

reading

2013 27-May 1

03-Jun 10-Jun 17-Jun 2 3 4 Research skills 2 continued

24-Jun 5

01-Jul 6

22-Apr 14

Easter

08-Jul 7

15-Jul 8

2012/13 Semester 3 22-Jul 29-Jul 9 10

Individual Project 1

05-Aug 12-Aug 19-Aug 11 12 13 Research skills 2 continued

29-Apr 15

revision

26-Aug 14

02-Sep 15

06-May 16

revision

09-Sep 16

13-May 17

20-May 18 reading

orals

16-Sep 17

23-Sep 18

30-Sep 19

Individual Project 1

visits etc

visits etc

59

EWEA Wind Academy

11.2

Professional Development Course Outline

Year 1

PhD - Taught component - Oral Exams - 2 x Mini Project - Brokerage Event

Core Experiences/ Activities

Research Skills a How to find papers Citing and endnote How to do a lit review Time management Planning a PhD project Presenting research (oral, poster)

- Take part in school visit (April/ May). Includes 3 hour induction to outreach and child protection type legislation by STEM.

- Conference presentation

Visit

+

poster

/

oral

Optional Extras

CEng

- Researched Induction event

- Introduction to CEng talk at end of year 1.

- Reading / writing support courses - Introduction to assertiveness

-

2

- Continue Research

Health and Safety b - Legislation and responsibilities

- Post Grad research day oral presentation

Professional conduct and standards g - Expectations of a professional Engineer

- Continue Research

4

Enterprise Academy - As run by R-KES

- Organise school visit (2nd year group to organise between them) 1 / 2 week industrial placement f

Mentor a Year 1 Student

Researcher presentation day Final 6 months

Post CDT

-

- Write up

Recruitment / moving on - Exposure to potential - Interview practice

employers

Continued Professional Development - Engage in alumni network - Communication with CDT and mentors - Become CEng mentors

60

- Wind Turbine health and safety practical. - Other courses provided as part of the Researched Development Program - Organising committee for Research day

c

Researcher presentation day

At least one leadership / organisational activity

Researcher induction, Research Presentation day

At least one engagement activity with other Energy CDTs c, d

3

Project Management b Project Management training (2day) Risk Managed (1day) C-MAP exam prep (1day)

At least one further STEM activity c, d

Student EWEC conference - Choose PhD topic - Start Research - Postgrad research day poster/ presentation - Extended end of first year report ≤ 100 pages report, 30 min presentation

Core Courses

-Strathclyde Researchers (SERN)

Energy Network

- Social Entrepreneurship

-

Technology commercialisation

-

How to write research grants

winning

- Set up with mentor and registered for CEng by April

Notes a. Combined set of courses which will be put into practice during the mini-projects b. The core courses listed in years 2 and 3 will each occur every two years with so will alternate between year 2 and year 3. c. The vertical core experiences require students to be proactive: choosing and organising things themselves. The requirement to carry out at least one activity in each area provides a prod to get people going. The table below gives examples, but is not exhaustive and innovation would be encouraged. Meeting C-Eng leadership requirements also cannot be covered in a course. This structure is aimed at providing a starting point and some opportunities for people to run and organise projects. d. By ensuring everyone is involved to some degree in outreach and interaction with CDTs the centre will cover the requirements of EPSRC e. The May school visit is to be organised by the second year students. Not everyone in second year will be required to do this, but everyone in first year should if possible take part. f. The industrial placement can occur at any point (except the last 6 months) but it is suggested that it occurs no earlier than the end of year 2 so that CDT student can provide useful input to the industrial partner that they visit

Outreach Activities

Interaction with other CDTs

Organisational / Leadership activities

- School visits - Other STEM activities - Edinburgh Science festivals - Glasgow Science Centre - Political engagement e.g. conferences - Media engagement

- Energy CDT conference - Individual / small group visits and reciprocal talks - Seminars / workshops with energy CDT participants - Energy CDT network)

- Organise or lead on any of the outreach and energy CDT activities - Wind CDT society with committee positions - Positions on EEE / Uni.of.Strath committees and activities - Industrial visits - Build a wind turbine activity

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62