ELECTRICAL APPLICATIONS AND DESIGN SI MODULE CODE N CREDITS 15 LEVEL 7

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1 MODULE DESCRIPTOR TITLE ELECTRICAL APPLICATIONS AND DESIGN SI MODULE CODE N CREDITS 15 LEVEL 7 JACS CODE H600 SUBJECT GROUP Automation and Operations Engineering DEPARTMENT Engineering and Mathematics MODULE LEADER Network Rail Personnel (SHU Course Leader is John Rowe) NOTIONAL STUD Tutor-led Tutor-directed Self-directed Total Hours HOURS B TPE MODULE AIM The module aims to extend your existing knowledge of electrical engineering in the railway industry, into more specialised areas of application. These might include detailed study of, for example, low-voltage applications in the rail industry, or appropriate high-voltage distribution systems, or the study of contact systems (typically for overhead line installations). The module will cover aspects of the analysis, selection and design of such systems, and will contribute to your becoming an engineer able to make an immediate impact in new electrification projects on the railway. MODULE LEARNING OUTCOMES As is explained in the next section, the topics actually taught in this module can be selected to suit your specialist interests. These learning outcomes are therefore written in a fairly nonspecific way, insofar as the technical subject matter is concerned, but the achievement of all of them can be assessed by, for example, design exercises in specific specialised areas of work (see Section 5). By engaging successfully with this module you will be able to: LO1 - Critically evaluate, select and apply key items of equipment, components and elements within a system structure, taking into account current thinking, evaluating functionality and interrelationships of components and equipments in the design of a typical system. LO2 - Critically assess the rating and application of components within a given topography (system configuration) and environment, to maximise reliability, efficiency and performance. LO3 - Critically analyse cost, maintenance and life-cycle issues. INDICATIVE CONTENT This module is primarily designed to extend your existing knowledge into more specialist areas of application. Prescriptive detail in the syllabus is therefore inappropriate, because different delegates will be aiming at different specialist careers within railway electrification. The list of indicative contents is therefore greater than could be delivered to one delegate in a single delivery of the module. The sub-set of content to be delivered to any particular group of delegates will be determined after consideration of the delegates prior knowledge and intended career area. It will be chosen such that the module s learning outcomes can be met. For a general group of delegates, a single set of content would be chosen which would, in general, be a compromise V7 Nov 2010

2 between the precise requirements of the delegates within the group. However, for delegate groups already employed within the rail industry (which is the expected consumer of this module), the employer will be able to specify the required topics for study by various sub-groups of delegates. As an indication, roughly one third of the content below might be studied by any given delegate in one running of the module, and the SHU Link Tutor will check that the material to be delivered to any sub-group of delegates meets the requirements of the module descriptor. The indicative content list follows Distribution, Protection and Control Distribution Network Operators (DNOs ) equipment and topography, supply quality. Demarcation and interaction between a DNO s system and the customer s system. HV substation performance and safety issues including bonding and earth potential requirements. 25kV railway system architectures and layouts (including sectioning, normal and emergency feed arrangements, transformer design). Handling return currents (including booster- and auto-transformer systems). Switchgear and isolation principles (including high and low voltage, a.c. and d.c., battery systems). Protection (including a.c. and d.c. systems, effects of traction loads and regenerative braking). Earthing and bonding issues (including substations other than HV). Interfaces between systems. Network control and SCADA systems. Review of performance and reliability of HV cable systems. Low Voltage Systems Design and applications (including aspects such as protection, fault paths, local earthing practices, points heating, EMC, use of current system design software). Calculation of prospective fault current; inrush current, discrimination considerations. Consideration of, and reflection on, LV distribution systems. Power Supplies (including back-up arrangements, signalling supplies, diversity considerations, UPSs). Signalling and telecommunications power supply distribution design, analysing distribution arrangements for cost and reliability, fault scenario and re-configuration performance. Strategy for testing of power supply systems. Critical interpretation of the IEE wiring regulations in a railway context. Reflection on interfaces (with traction and power) and Isolation and bonding safety issues. Contact Systems Different possibilities for overhead line system designs (including design of structures, foundations and wire runs). Return current considerations. Sectioning. Electrical clearances and system impact Acceptance requirements, proving test schedules and bonding diagrams for compliance. Consideration of working arrangements HV/DC. DC third rail sectioning and layout. AC/DC interfaces, and section layouts including earthing and bonding strategy. DC bonding and return path system issues. DC substation functionality and electrical and operational safety issues. General Health and safety considerations. Project management considerations. Site implementation issues. Cost/benefit issues. V7 Nov 2010

3 LEARNING AND TEACHING METHODS ou will be supported in your learning, to achieve the above outcomes, in the following ways. ou will acquire knowledge, information and practical skill through a combination of lectures, worked examples, tutorial sessions, directed study, and hands-on experience during the related placement period. The course elements will comprise 10 tuition days combining lectures and tutorials. The module will typically be spread over six weeks, which will combine with the related placement period so that the taught material can be integrated with the work-based learning. Pre-reading will be provided using the Network Rail intranet, the internet and other relevant technical material. Tutors will present the key background information, experience and arguments. There will be supplementary group exercises, all of a technical nature, which will afford the opportunity to develop and apply your analytical, evaluative and technical skills. Peer support and group learning is actively encouraged at all times. The site facilities during placement periods offer a unique opportunity to develop understanding and detailed recognition skills, which will be important to your future managerial duties and responsibilities. ASSESSMENT STRATEG AND METHODS ou will be given a scenario exercise, the successful completion of which will demonstrate knowledge of equipment and component design considerations, and system interrelationships and dependencies. ou will need to address matters such as: Performance assumptions Safety issues Interrelationships between associated electrical systems Environmental design issues Cost, maintenance and reliability considerations In completing this task, it will be necessary to complete a number of sub-tasks. These include consideration of design issues, selection between competing options, identification and solution of interface issues, risk issues, and issues associated with costs, planning, installation, and health and safety. The task taken by any group will conform to the same level of complexity and number of learning hours as other groups, and will address all the learning outcomes of the module. Task No. TASK DESCRIPTION 1 Scenario exercise, typically a design project SI Code Task Weighting % Word Count / Duration CW 100% N/A N In-module retrieval available ASSESSMENT CRITERIA In order to pass this module, in respect of the scenario exercise assignment you must: Use a clear written style, appropriate for your audience and with relevant referencing and bibliography accurately provided. Give a clear explanation or analysis of any relevant information or data, with reference to sources of information and any relevant theories. Provide a well-reasoned evaluation of concepts, with an overall consideration of key issues. Demonstrate well-developed and logical arguments, debated and considered with clear links between ideas. V7 Nov 2010

4 FEEDBACK ou will receive feedback on your performance in the following ways. An acceptable interaction within the group is required during formative exercises. For this the presentation of classroom exercise outcomes will normally be expected of you during the module, plus contributions during the class exercises. Feedback from tutors and peers will be given during these exercises. Formative in-class exercises will allow you to develop knowledge, understanding and application of the principles involved. These give your lecturer a view as to how well you are assimilating the material. Class feedback is given for these and, if any problem is evident, steps will be taken to recover the situation. Feedback throughout modules is continuous and interactive. A formalisation of this is provided by a one-to-one interview session in which key points are picked up and you have the opportunity to add your comments on all areas of the course, including delivery. For individual in-class feedback you will discuss issues with the module leader and the group. Evident lack of understanding or precision would be addressed at the time. Feedback in relation to the set assignment will be given within four weeks of submission. LEARNING RESOURCES (INCLUDING READING LISTS) Classroom lectures delivered by industry consultants supported by: Open discussions and group interactions. PowerPoint presentations and handouts. Selected technical papers. Models, samples and display. Hands-on experience during placement. Technical videos. Group / European standards. Interactive individual and group exercises. Individual information mining - company standards, internet, technical paper references. REVISIONS Date July 2012 Reason Assessment Framework review V7 Nov 2010

5 SECTION 2 'MODEL A' MODULE (INFORMATION FOR STAFF ONL) MODULE DELIVER AND ASSESSMENT MANAGEMENT INFORMATION MODULE STATUS - INDICATE IF AN CHANGES BEING MADE NEW MODULE EXISTING MODULE - NO CHANGE Title Change Level Change Credit Change Assessment Pattern Change Change to Delivery Pattern Date the changes (or new module) will be implemented 07/2011 MODULE DELIVER PATTERN - If the course will have more than one intake, for example, September and January, please give details of the module start and end dates for each intake N.B. This information cannot be specified. The module is for a collaborative closed course, available only to Network Rail staff. Network Rail recruits to the course only when engineers of the appropriate type are required, and this can happen at any time of the year. Depending upon when that is, the course, and even the module, can run either within a single academic year, or across more than one academic year. Module Begins Module Ends Course Intake 1 N/A (see above) N/A (see above) Course Intake 2 N/A (see above) N/A (see above) Course Intake 3 N/A (see above) N/A (see above) Is timetabled contact time required for this module? Are any staff teaching on this module non-shu employees? If yes, please give details of the employer institution(s) below Network Rail What proportion of the module is taught by these non-shu staff, expressed as a percentage? Not at SHU 100% MODULE ASSESSMENT INFORMATION Does the Module (using Model A Assessment Pattern) Require Either* Overall Percentage Mark of 40% Overall Pass / Fail Grade FINAL TASK According to the Assessment Strategy shown in the Module Descriptor, which task will be the LAST TASK to be taken or handed-in? (Give task number as shown in the Assessment Strategy) MODULE REFERRAL STRATEG Task for Task (as shown for initial assessment strategy) Single Referral Package for All Referred Students Task No. 1 V7 Nov 2010