Malcolm Allan

Modeling of Load Demand Due to EV Battery Charging in Distribution Systems

This paper presents a methodology for modeling and analyzing the load demand in a distribution system due to electric vehicle (EV) battery charging. Following a brief introduction to the common types of EV batteries and their charging characteristics, an analytical solution for predicting the EV charging load is developed. The method is stochastically formulated so as to account for the stochastic nature of the start time of individual battery charging and the initial battery state-of-charge. A comparative study is carried out by simulating four EV charging scenarios, i.e., uncontrolled domestic charging, uncontrolled off-peak domestic charging, “smart” domestic charging and uncontrolled public charging-commuters capable of recharging at the workplace. The proposed four EVs charging scenarios take into account the expected future changes to the electricity tariffs in the electricity market place and appropriate regulation of EVs battery charging loads. A typical U.K. distribution system is adopted as an example. The time-series data of EV charging loads is taken from two commercially available EV batteries: lead-acid and lithium-ion. Results show that a 10% market penetration of EVs in the studied system would result in an increase in daily peak demand by up to 17.9%, while a 20% level of EV penetration would lead to a 35.8% increase in peak load, for the scenario of uncontrolled domestic charging-the “worst-case” scenario.

Modeling of the Cost of EV Battery Wear Due to V2G Application in Power Systems

This paper presents an analysis of the cost of utilizing battery electric vehicle (BEV) batteries as energy storage in power grids [also known as vehicle-to-grid (V2G)] associated with lessening battery cycle life due to more frequent charging and discharging activities and utilization in elevated ambient temperature. Comparison is made between V2G in the U.K., where annual electricity peak demand is reached in winter, and in China, where peak demand is reached in summer due to the air conditioning load. This paper presents mathematical correlations between charging-discharging, ambient temperature, depth of discharge (DoD), and the degradation of electric vehicle batteries based on manufacturers data. Simulation studies were carried out for V2G in both the U.K. and China. Numerical results show that ambient temperature and DoD of a BEV battery play a crucial role in the cost of battery wear. Lead-acid and NiMH battery powered BEVs are not cost effective in V2G use due to the present electricity tariff. Under the present electricity tariff structure, no vehicles would be cost effective for the peak power sources in China. However, lithium-ion battery powered BEVs are cost effective in the U.K. due to a much longer cycle life.

Load model for prediction of electric vehicle charging demand

Increasing environmental concerns, the decarbonisation of future auto industry, the consequent regulatory requirements and the depletion of oil have made the fuel independent battery electric vehicle (EV), with zero emission increasingly more attractive as practical and economical alternative to the gasoline fuelled car. The expected increasing number of EV connected to power systems for charging will have significant impact on power systems, such as generation capacity, transformer loading level, line congestion level and load profile, among which, the impact of EV charging load on the system load profile claims most attention. This paper develops a methodology to determine the EV battery charging load on the power system load profile. Three scenarios were simulated, comprising uncontrolled charging, controlled off-peak charging and smart charging. The proposed method in this paper takes into account the initial state of charge and start time of EV battery charging. Results show that uncontrolled charging will impose a new peak to the system and may cause congestion issues to local network. Controlled off-peak charging can shift EVs charging load to an off-peak time, however, EV can also introduce a new peak or near peak in early off-peak time. Smart charging method which optimises the start time of EVs charging is the most beneficial charging method to both distribution network operator and EV users.

Achieving Engineering Competencies in the Global Information Society through the Integration of On-Campus and Workplace Environments.

Engineering organizations are increasingly under pressure to perform more efficiently with fewer people. To manage this, organizations need to understand what skills, knowledge and behaviours they need from engineers who have to practise in a global information society. Engineering educators, in collaboration with employers, therefore now need to think of how to place competencies for engineers in this new context. A model for preparing the educators and employers to face this challenge is proposed. This takes into account the change in mindset required to address the development of competencies for engineers when often the approach has to be context-driven to address global working. The model is based on developing a methodology by which a set of learning outcomes supported by aims and objectives may best be achieved. These learning outcomes are informed by the consideration of international frameworks and agreements which specify engineering professional competencies together with the corresponding graduate attributes. The core concept of the model is discussed and related to specific outcomes for educator and employer to facilitate and students to achieve. While consideration is given to what competencies are needed for tomorrows engineering education, it is concluded that more relevant is the need to reconsider existing competencies in the context of engineers in global practice. This will require educators to be more responsive and prepared to support the development and evolution of competencies that are sustainable and robust in global sociological, political and economic systems. Central to the success of the model is the need to establish a learning equilibrium between on-campus and work-based experiential studies using globally-based industries.

Load modelling in distributed generation planning

Increasing the penetration level of Distributed Generation (DG) into the distribution system is a new challenge for traditional electric power systems. Although it is generally recognised that DG has the potential of reducing energy losses in power systems, inappropriate modelling can lead to a misleading predictions for power loss reduction in DG planning. This paper presents an investigation into the impact of load models on the calculation of energy loss. Following a brief introduction the paper proposes detailed modelling of load in DG planning. Load is divided into three categories: residential, industrial and commercial rather than characterised as the traditional constant PQ. A comparative study of real and reactive power losses for various load models and load levels is carried out using the methodology proposed in this paper. In addition, a long term forecasting model is developed to forecast the future customer demand for residential, commercial and industrial sectors in 2020 for the UK, allowing consideration of various factors and aspects, such as, historical load demand, weather data, economic growth and demographic information. A sample power system is adopted to analyse the system performance under various DG scenarios and at various load levels. Simulation results indicate that load models can significantly affect the load losses calculation in DG planning.

Creativity and collaborative learning and teaching strategies in the design disciplines

Creativity can be described as the ability to generate new ideas and combine existing ideas in new ways to find novel solutions to problems. Creativity is enhanced by a free flow of knowledge and through social contact. On this basis, the authors argue that knowledge sharing is central to creativity in design and present preliminary evidence to support that view. Design education should therefore include learning and teaching approaches that encourage knowledge sharing. The authors suggest that these approaches should be based on the patterns of knowledge sharing of designers from the creative industries so that students are appropriately prepared for future employment. The paper presents an analysis of the practices of designers in the creative industries in Scotland. The data were gathered through a structured questionnaire distributed to a wide range of companies and from final-year students in design programmes, and the two data sets compared. In practice, employees in the creative industries consume and create knowledge by making use of a variety of distributed resources. Creativity is an important aspect of their practice and all the respondents believed that creativity was enhanced by knowledge sharing collaborative practices. Differences in the practices of students and employees are identified, and the findings are now being used to inform the development of innovative approaches to learning and teaching at Glasgow Caledonian University.

European Higher Education and the Harmonization of Quality and Standards

This paper examines trends in European higher education, particularly in the area of harmonizing quality and standards across Europe. It examines these trends in the context of their influence on the challenges facing the European higher education sector, as outlined in the Bologna Declaration, in developing a world-class higher education system. The response of the UK to this initiative is examined in detail as an exemplar of a national response to these European aspirations. The paper concludes that, although significant progress has been made at national and institutional level, a further overarching effort at European level is required to ensure that the objective of harmony within the context of quality and transparency is realized. It also concludes that significant recent developments in the UK should be observed by the sector in general to inform European-wide debate and further development.

The development of a lecture capture system based on a tool to support hearing impaired students

In this paper, we describe the development of a support tool based on voice recognition technology for deaf students in the lecture environment. The successful prototype is then extended in a pilot scheme to provide additional material for the entire student body. Based on the feedback from the pilot scheme a proposal for a framework to support student interaction with captured lecture content is developed. The work is placed in the context of other developments and issues in the fields of deaf studies and e-learning.

Evaluation of Methods of Volume-Production of Vodcasts of Presentations

This paper describes traditional methods of production of videos of lecture presentations and argues that these are suitable only for a limited number of presentations due to the high cost of capture and post-production. The concept of making every presentation of every class available as a podcast is discussed, and methods of utilising low-cost technologies and applications to allow this to be achieved are compared. Experiences of pilot schemes utilising a variety of devices and commercial, freeware and self-written production methods will be presented, with comment on the usability of each approach at both capture and production stages.

Preparing Graduates for Work in the Creative Industries: A Collaborative Learning Approach for Design Students

Interest in the use of collaborative learning strategies in higher education is growing as educators seek better ways to prepare students for the workplace. In design education, teamwork and creativity are particularly valued; successful collaborative learning depends on knowledge sharing between students, and there is increasing recognition that the goals of individuals affect their perception of the costs and benefits of knowledge sharing. In a team that is functioning well, members commit to the collaborative achievement of the groups goals; however, students see knowledge as a personal resource that is often used to assess their performance and this may affect their goals. In this paper the authors describe a learning intervention, developed to support creative design by collaborative processes, which has been modelled on the knowledge-sharing practices of design experts. A design-based research methodology, which blends empirical data with the theory-driven design of learning, has been adopted; real-world evidence from experts has also been considered. In evaluating this intervention, iterative cycles have been applied and the motivations and goals of students have been considered. The patterns and principles that characterize this educational intervention are described.