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| The current power engineering education has been influenced greatly by the difficulty of fully analyzing the large and complex power system. The curriculum has performed well in that it provides a solid background of traditional power system problems and classifies problems similar to the historical utility organization. The curriculum performs less satisfactory in that it: (1) is relatively inflexible in terms of adopting new technology developments, for example, advanced integrated control and protection concepts are difficult to include since one needs to have access to the equipment, or its models, and (2), tends to force onto the student a utility perspective of the power system as opposed to a manufacturing, customer or other industry player perspective. Software tools available to previous generations of educators were relatively limited in computational capabilities and many heuristic techniques were introduced into the curriculum. As computer speeds have improved dramatically in recent years, courses have been updated, but these modernizations have been ad hoc. New simulation tools have been added to courses without an opportunity for the student to understand fully the numerical techniques used. Power faculty are faced with a difficult choice between presenting small problems that students can grasp versus larger problems based on simulations which exhibit the true nature of the problem, but tend to overwhelm the student. A primary objective of this paper is to introduce a simulation environment concept that allows students to work at many levels of problem size and detail in a familiar and user-friendly framework. For more information please visit MERIT 2000 page . |
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