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Learning outcomes |
The overall objective of the curricular unit can be described as the understanding and study of the electricity sector organization, particularly in Portugal, its control and its operation from an economic perspective – to acquire knowledge from the automatic generation control to the short-term operational planning.
For this propose the objectives we want to reach are:
• giving students an understanding of the main characteristics of a hydrothermal power system;
• introducing methods that are used in modern control theory in the automatic generation control;
• addressing the mathematical optimization methods, with adequate depth, and applying them to simple problems, but also demonstrating, when possible, its practical resolution in the utilities;
• introducing the most current topics that emerged with the electricity sector restructuring.
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Main Bibliography |
[1] P. M. Anderson e A. A. Fouad, Power System Control and Stability, The Iowa State University Press, Ames, Iowa, 1977.
[2] O. I. Elgerd, Electric Energy Systems, McGraw-Hill, New York, N. Y., 1982.
[3] Arthur R. Bergen, Power Systems Analysis, Prentice-Hall, Inc., 1986.
[4] A. S. Debs, Modern Power Systems Control and Operation, Kluwer Academic, Boston, MA, 1988.
[5] Allen J. Wood and Bruce F. Wollenberg, “Power Generation, Operation and Control”, second edition, John Wiley and Sons, 1996.
[6] Mohammad Shahidehpour, Hatim Yamin, Zuyi Li, “Market Operations in Electric Power Systems”, John Wiley & Sons, 2002.
[7] Lorrin Philipson and H. Lee Willis, “Understanding Electric Utilities and De-regulation”, Second Editon, CRC Press, 2006.
[8] Sílvio Mariano, “Controlo Automático da Geração”. Edição do Autor, UBI, 2002.
[9] Sílvio Mariano, “Afectação Óptima de Unidades”. Edição do Autor, UBI, 2004.
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Teaching Methodologies and Assessment Criteria |
This curricular unit classes are taught in order to create in students a critical spirit and interaction with the teacher. Thus, it should dominate the student’s learning about the professor’s exposition. Activities should call students to participate and to use the professor’s explanations as a help instead of using his expositions only as one more study element.
A problem-based learning is more suitable for this. So, the problems used in classes are highlighted in the support texts given, which will make the student able to relate the theoretical formulation with real problems, causing the natural interest by scientific knowledge that allows their resolution.
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