coursemapLoading course
School of Engineering · ANU College of Systems and Society
Power systems and power electronics are central to the generation, transmission, conversion, and use of electrical energy. This course gives students an integrated introduction to both areas, from semiconductor switches in DC-DC converters to transformers, transmission lines, and large-scale power networks. Across eight modules, students study steady-state analysis of power electronic converters, equivalent circuit modelling, component losses, semiconductor devices, three-phase AC systems, transformers, transmission lines, power flow, voltage stability, faults, and reliability. The course uses a flipped classroom format with pre-recorded lectures and compulsory in-person tutorials. Assessment is supervised and conducted through tutorial questions, oral tests, and written examinations. By the end of the course, students can model practical systems, verify predictions through simulation, and clearly justify technical decisions.
Oral Test 1
Learning outcomes 1, 2
Written Test 1
Learning outcomes 1, 2, 5
Oral Test 2
Learning outcomes 3, 4, 6
Final written exam
Learning outcomes 3, 4, 6
Tutorial Questions
Learning outcomes 1, 2, 3, 4, 5, 6
ENGN4625/6625 is a 6-unit course requiring about 120 hours of student effort across 12 weeks, or about 10 hours per week. Students spend about 4 hours per week on online mini-lectures, 2 hours per week in the scheduled class, and 4 hours per week on independent study. Independent study includes revision, assessment preparation, team coordination, and LTSpice practice. The course includes eight modules, with Power Electronics taught in the rst half of semester and Power Systems in the second. Students must attend class every week from Week 1 to Week 12. Nine sessions are tutorials and three are in-person assessments. Work Integrated Learning Simulation/Virtual This course develops critical thinking by requiring students to move beyond calculation to interpretation and judgment. Students must explain where methods come from, identify the assumptions behind them, recognise when those assumptions fail, and decide what their results mean in practice. The oral tests are a strong example of this, since students must respond to questions, justify decisions, and adapt their reasoning in real time. The written assessments also require interpretation of results, comparison of ideal and non-ideal models, and justification of design choices. Across the course, students are assessed not only on whether they can obtain an answer, but on whether they can judge whether that answer is credible and meaningful in a real engineering context. Other Information Professional Skills Mapping: Mapping of Learning Outcomes to Assessment and Professional Competencies
N. Mohan, T. M. Undeland and W. P. Robbins, Power Electronics, Third Edition, Wiley, 2003.