Energy Conservation and Audit Course Code: 22525

Program Name : Electrical Engineering Program Group

Program Code : EE/EP/EU
Semester : Fifth
Course Title Energy Conservation and Audit
Course Code 22525

1. RATIONALE
The pressure of Technological development in all sectors on the Renewable energy sources has
led to the growingthe cost of energy around the world. Efficient and judicious use of the
available energy sources would lead to the easing of such pressures and dfhstlc decrease in the
operating costs of the organizations and industries. Thus it is necessary to save and conserve
energy to the maximum possible extent. Also essential theoretical knowledge and practical
skills about the concept of energy conservation is to be provided through different approaches,
project management and economics accepts. The process of energy audit will help to identify
the various possible avenues in which savings of energy can be effectively adopted. This
course makes the diploma holder well acquainted in the techniques of energy conservatlon in
the fields of engineering. It also introduces him to the energy audit procedures.

' ' 2. COMPETENCY

. The aim of this course is to help the student to attain the following industry identified
, competency through various teaching learning experiences:
,/ . • Undertake energy conservation and energy audit.

' 3. COURSE OUTCOMES (COs)

The theory, practical experiences and relevant soft skills assOClated with this course are to be
taught and implemented, so that the student demonstrates the following industry oriented
COs associated with the above mentioned competency:
a. Interpret energy conservation policies in India.
b. Implement energy conservation techniques in electrical machines.
c. Apply energy conservation techniques in electrical installations.
d. Use Co-generation and relevant tariff for reducing losses in facilities.
e. Carryout energy audit for electrical system.

4. TEACHING AND EXAMINATION SCHEME

Teaching
Exñ mination Scheme
Scheme
Credit Theory Practical
(L+T+P)'
T ’Paper ESD PA Total ESE PA Total
3 - 2 H rs. Max Min Max Min Max Min M ux M in Max M in Max Nl in
5 3 70 28 30* 00 1 00 40 25# 10 25 10 50 20
(°): Under lhe theory PA, Out of 30 nicirks, 10 mcirks are %r micro-projc•ct risAc•ss'i ieDf lo
[cicililale integration of COs and the remaining 20 marks is the avc•rage of 2 test› lo be ltlken
during they sc•mesler %r the cissessnlent of the cognitive domain Ules recjtlirc•d lot they
attciinnlent o[the CO. .

Legenrfs: L-Lecture, T— Ttitoricil/Teacher Guided Theory Pracf ice, P -Prciclical, C -

ESE -End Sc•inc•stc•r Excinlincition, PA - Progres sivc• A sy essment

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 knergy Conser vation and Audit Course Code: 22525

1. COURSE MAP (with sample COs, P1’OS, UOS, ADOs and topics)
This course map illustrates an overview of the flow and linkages of the topics at various levels
of outcomes (details in subsequent sections) to be attained by the student by the end of the
course, in all domains of learning in terms of the industry/employer identified competency
depicted at the centre of this map.

Lc°cn tls

6. SUGGESTED PRACTICALS/ EXERCISES

The practlCals 1n this section are PrOs(i.e. sub-components of the COs) to be developed and
assessed in the student for the attainment of the competency:

Approx.
S. No. Practical Outcomes (P rOs) Unit Hrs.
No.
Re uired
apparatus andcoinpare the data for 02*
1 Identify star labeled clcctrical
I vai'ioiis star ratings.
Determine the ‘% loading’ along with the related efficiency for II 02*
2 di1'ferent loads Of glven IlJduction motor (30 to 110 percent
in steps of 10%).
Detenrine the reduction in power consumption in star motle II 02*
3 operation o1’Induction motor compared to delta mode.
Use APFC unit for improvement of p. f. of electrical load.
Compare power consumption of different types of TL with choke,
electronic ballast and LED lamps by dil ect nieasui'eircnts.
Detern inc the reduction in power consumption by replacement of III
J lalrps in a class room / laboratory.

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 Energy Conservation and Audit Cotii'se Code: 22525

Approx.
Unit
S.No. Practical Outcomes (PrOs) Hrs.
No.
uRese
Determine the reduction in power consumption by replacement of III d 02*
7
Fans and regulators in a class room / laboratory.
Collect e1ecti‘icity bill of an industrial consumer and suggest IV 02
8 suitable tariff for energy conservation and lts impact on energy
bill.
Collect electricity bill of a commercial consumer and suggest IV 02'
9
suitable tariff for conservation and reduction of its energy bill.
Collect electricity bill of a residential consumer and suggest IV 02*
10
suitable means for conservation and reduction of the energy bill.
Estimate energy saving by improving power factor and load factor IV 02
11
for given cases.
Prepare a sample energy audit questionnaire for thegiven V 02*
12
industrial facility.
13 Prueare an energy audit report ( phase-IQ V 02*
14 Prueare an energy audit report ( phase-II) V 02*
15 Prepare an energy audit report ( phase-III) V 02*
Total 30

i. A suggestive list of PrOs is given in the above table. MONO 6’ilCh PrOs ccin l›c• ciclded to
altain the COs and competenc y. A jtidicial n1ix of niinterim 12 or nloi c• pi•cic’tical nee‹l lo be
per formed, out of which, the practicals marked as * ore conlptilsory, ›o that the slilJent
reachc‹s the ’Precision Level of Da»e’.s ’P,sychDmOtGl Donuiin FnxonGJ77y as gc•nercilly
required by the industry.
ii. The ’Procc•ss’ and ’Product related skills associated v ith each Prt9 iA lo bed u.›'.›'e•ssed
ciccording to a suggestc•J sample given below.’

S.No. Performance Indicators Weightsiencl

Preparation of experimental set up 20
a.
b. Setting and operation____________________________________________20
c. Safety measures 10
d. Observations and Recording 10
e. Interpretation of result and Conclusion 20
f. Answer to sa le uestions 10
g. Submission of re ort in time 10
Total 100

The above PrOs also comprlse of the following social skills/attitudes which are Affective
Domain Outcomes (ADOs) that are best developed through the laboratory/field based
experiences:
a. Follow safety practices.
b. Practice good housekeeping.
c. Practice energy conservation.
d. Work as a leader/a team member.
e. Follow ethical practices.

The ADOs are not specific to any one PrO, but are embedded in usany 1' ence. @
acquisition of the ADOs tames place gi'adually ill the student when s/he nude c.sky i› ”+
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Energy Conservation and Audit Course Code: 22525

practical experiences over a period of time. Moreover, the level of achievement of the ADOs
according to Krathwohl's ‘Affective Domaln Taxonomy’ should gradually increase as planned
below:
• ‘Valuing Level in lstyear
• ‘Organizing Level’ 1n 2" year
• Characterizing Level’ in 3" year.

7. MAJOR EQUIPMENT/ INSTRUMENTS REQIJTREII

The major equipment with broad specification mentioned here will usher in uniformity in
conduct of experiments, as well as aid to procure equipment by authorities concerned.

s. Pr O.
Equipment Name with Broad Specifications
1 o
No. Induction motor (3ph se /1 hase) 2.3
1 Ammeters MTI ype: AC/ DC 0-5-10Amp 2,3
2 Voltmeter MI The AC/DC, 0-150/300V, 0-250/500V 2,3
3 Wattmeter: Three phase double element 5/1llAiiip. 250/500V 2,3
4
5 Wattmeter: Single phase, single element 2.5/5Ainp, 200/400V, 5,6,7
6 Low power factor wattmeter : Single phase, 5/10Amp, 250/500V 4
7 Three phase Power factor meters: AC, 415V, 50 Hz , 5-10 Amp 1
8 Lt›at1 banl:: Resisiivc 3 hase, 5kW, 415V 4
_9 Automatic power factor controller (APFC) 4
10 Star- delta convertor 3
11 Lux meter J 13,14
12 «n 5,13,14
13 of different matings 5
14 Electric choke, Elcctronic ballast 5
15 Electric regulators ,Electronic regulators

8. UNDERPINNING THEORY COMPONENTS

The following topicsare to betaiight and assesscd in order to develop the sample UOs given
below for achieving the COs to attain the idcntifiecl ct rnpetency. More UOs could be added

Unit Unit Outcomes (UOs) Topics and Sub-topics

(in cognitive domain)
Unit-I la. Interpret the given energy 1.1 Energy Scenario: Primary and Secondary
Energy conservation clause(s) Elâergy, Ene1‘gy demand and supply,
Conservati lb. Explain the specified BEE National scenario.
on Basics role(s) 1.2 Energy conservation and Enei gy
1c. Explain the specified audit; concepts and difference
MEDA role(s) 1.3 Energy Conservation Act 2001; relevant
l d. Interpret the Star clauses of energy conservation
Labeling
of the given electrical 1.4 BEE and its Roles
equipment 1.5 MEDA and its Roles
1.6 Star Labeling: Need and its benefits.

Unit— II 2a. Describe the techniques 2.1 Need for energy conservation in ind met’
Energy forenergy conservation electrical on in machine.
in
Conservati the given
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 iiiotor and transformer. technique, induction motoi by:
2.2 Energy conservation

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 Energy Conservation and Audit Covii se Code: 22525

Unit Unit Outcomes (UOs) Topics and Sub-topics

cogin nitivdeomain)
Electrical 2b. Explain with sketches the a) Improving Power quality.
Machines working principle of the b) Motor survey
given energy conservation c) Matching motor with loadlng.
equipment. d) Mlnimizing the idle and redundant running
2c. Select relevant energy of motor.
conservation equipment e) Operating in star mode.
for given electrical f) Rewinding of motor.
machine with justification. g) Replacement by energy efficient motor
2d. Describe the technique(s) i) Periodic maintenance
to improve the 2.3 Energy conservation techniques in
performance efficiency of Transformer.
the given type of electrical a) Loading sharing
machine(s). b) Parallel operation
2e. Describe with sketches the c) Isolating techniques
construction and d) Replacement by energy efficient
applications of the transformers
specified energy efficient e) Periodic maintenance
transformer. 2.4 Energy Conservation Equipment : Soft
starters, Automatic star delta convertor,
Variable Frequency Drives, Automatic p. f.
controller (APFC) , Intelligent p. f.
controller (IPFC), Active Harmonic filters
(AHF).
2.5 Energy efficient motor; significant features,
advantages, applications and limitations.
2.6 Energy efficient transformers, amorphous
transformels; epoxy Resin cast transformer
/ Dry type of transformer.

Unit-III 3a. Interpret losses in the 13.1 Aggregated Technical and commercial
Energy given Power system losses (ATC); Power system at state,
conservation 3b. Explain the method to regional, national and global level.
i E eCt°iC° reduce the ,2 Technical losses; causes and measures to
Installation specifiedtechnical loss in reduce by.
systems
the given electrical a) Controlling I2R losses.
installation. b) optimizing distribution voltage
3c. Explain the method to c) balancing phase currents
reduce the specified d) compensating reactive power flow
commercial loss in the 3.3 Commercial losses: pilferage, causes and
given electrical remedies
installation. 3.4 Energy conservation equipments:
3d. Select the relevant energy Maximum Demand Controllei , I‹VAR
conservation equipment Controller, Automatic Power Factor
for the given system with controller(APFC)
justification. 3.5 Energy Conservation in Lighting System
3e. Explain energy a) Replacing Lamp sources.
conservation measures for b) Using energy efficient Itin inaries.
the specified lighting c) Using Iight controlled gears. gg
installation. d) Installation of separate , n or
servo stabi1izer foi Ii¿nhti ?/
-_
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Unit Unit Outcomes (UOs) Topics and Sub-topics

(in cognitive domain)
e) Pet iodic survey and adequate
maintenance programs.
.6 Energy Conservation techniques in fans,
Electronic regulators.

Unit —IV 4a. Describe the method (s) to 4.1 Co-generation and Tariff; concept,
Energy minimize losses in the significance for energy conservation
conservation given electrical system. 4.2 Co-generation
through 4b. Explain the method for a) Types of cogeneration on basis of
Cogeneration optimum use of cnei gy sequence of energy use (Topping cycle,
and Tariff
source in the given Bottoming cycle)
facility. b) Types of cogeneration basis of technology
4c. Identify the cogeneration (Steam turbine cogeneration, Gas turbine
system for the given cogeneration, Reciprocating engine
facility. cogeneration).
4d. Determine the energy c) Factors governing the selection of
price of the given cogeneration system.
facillty for energy d) Advantages of cogeneration.
saving. 4.3 Tariff
a) Types of tariff structure: LT and LIT,
Special tariffs; Time-off-day tariff, Peak-
off-day tariff, Power factor tariff,
Maximum Demand tariff, Load factor
td1‘iff and Availability Based Tariff
(ABT).
4.4 Application of tai‘iff system to reduce
energy bill.

Unit-V 5a. Suggest relevant 5.1 Energy audit ( definition as per Energy
Energy instrument (s) for the Conservation act), Specific energy
Audit of specified energy atitlit consumption.
electrical with justification. 5.2 Energy audit instruments and their use.
systems lb. Develop questionnaire for 5.3 Questionnaire for energy audit projects.
the energy audit of the 5.4 Energy flow diagram (Sankey diagram)
given facility. 5.5 Simple payback period, Energy Audit
5c. Develop the energy flow procedure (walk through audit and detailed
diagram o1‘the given audit).
facility/ apparatus. 5.6 Energy Audit report format.
5d. Calculate the Simple Pay
Back period’ for the given
situation.
5e. Prepare the energy audit
report for the given
facility/ apparatus

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9. SUGGESTED SPECIFICATION TABLE FORQUESTION PAPER DESIGN

Unit Unit Title Teaching Distribution of Theory Marks

No. Hours R U A Total
Level Level Level Marks
I Energy Conservation Basics 02 02 02 04 08
II Energy Conservation in
12 02 04 08 14
Electrical Machines
III Energy conservation in Electrical
12 00 08 08 16
Installation system
IV Energy conservation through
11 04 04 08 16
Cogeneration and Tariff
V Energy Auditof electrical 11 04 04 08 16
systems 48 12 22 36 70
Total
Legends: R——Remember, U— Understand, A —Apply and above (Bloom’s Revised taxonomy)
Note.’ This specification table provides general guidelines to assist student for their learning
and to teachers to teach and assess students with respect to attainment of UOs. The actual
distribution of marks at different taxonomy levels (of R, U and A) in the question paper may
vary from above table.

10. SUGGESTED STUDENT ACTIVITIES

Other than the classroom and laboratory learning, following are the suggested student-related
co-curricuMr activities which can be undertaken to accelerate the attainment of the various
outcomes in this course: Students should conduct any two of the following actlVities in group
and prepare reports of about 5 pages for each activity, also collect/record physical evidences
for their (student's) portfolio which will be useful for their placement intervlews:
a) Carry out internet survey (BEE/MEDAwebsite) to collect information related Energy
conservation projects.
b) Collect the catalogues of star labeled equipments ( min.2)
c) Write report on performance of motor after rewinding.
d) Collect videos to demonstrate working of Energy Conservation Equipments( any 2)
e) Prepare PPT presentation on energy efficient motors.
f) Prepare PPT presentation on energy efficient transformers.
g) Collect information about energy efficient luminaries.
h) Collect videos to demonstrate working of Energy Audit instruments.
1) ViSit a facility adopting cogeneration systemand prepare a presentation.

11. SUGGESTED SPECIAz INsTnucTIONAL STRATEGIES (if any)

These are sample strategies, which the teacher can use to accelerate the attainment of the
various outcomes in this course:
a) Massive open online courses (MOOCs) may be used to teach various topics/sub
topics.
b) ’L’ in item No. 4 does not mean only the traditional lecture method, but different
types of teaching methods and media that are to be employed to develop the outcomes.
c) About 15-20% of the topics7sub-topics which is relatively simpler or desci‘iptive in
nature is to be given to the students for self- lirectc• 1 le‹irning and assess the
development of the COs through classroom presentations (see implementation
guideline for details). , yy‹j
d’ e rs need to ensure to create opptv I ‹ii d
pr hsr nf r ‘o iN nr c ie‘Ji::

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 Energy Conservation and Audit Course Code: 22525

e) Guide student(s) in undertaking micro-projects.

f) Use Flash/Animations to explain working of Energy Conservation techniques and
equipment.
g) Pre-guided visits to malls, railway stations and areas adopting conservation strategies
in which the students will casually observe during their visits.

12. SUGGESTED MICRO-PROJECTS

Only one micro-project is planned to be undenaken by a student that needs to be assigned to
him/her in the beginning of the semester. In the first four semesters, the micro-project is
group-based. However, in the fifth and sixth semesters, it should be preferably be intlividwilly
undertaken to build up the skill and confidence in every student to become problem solver so
that she/he contributes to the projects of the industry. In special situations where groups have
to be formed for micro-projects, the number of students in the group should not exceed three.
The micro-project could be industry application based, internet-based, workshop-
based, laboratory-based or field-based. Each micro-project should encompass two or more
COs which are in fact, an integration of PrOs, UOs and ADOs. Each student will have to
maintain dated work diary consisting of individual contribution in the project work and give a
seminar presentation of it before submission. The total duration of the micro-project should not
be less than 16 (sixteen) stu lent engiigement ltours during the course. The student ought to
submit micro-project by the end of the semester to develop the industry oriented COs.
A suggestive list of ITllcro-projects isgiven here. Similar micro-projects could be
added by the concerned faculty:
a) Energy efficient lamps:Prepare comparative charts with ratings, cost and
manufacturer details.
b) Energy conservation campaign: Prepare charts/slogans to create energy conservation
awareness in polytechnic.
c) Energy efficient electrical machines: Prepare technical presentation on details of
energy efficient transformers / iiiotors.
d) Energy conservation policies: Prepare report on energy conservation policies of
Govt. Maharashtra 2017.
e) Energy Manager and Energy Auditor: Identify from available resources their roles
and responsibilities.

IS SUGGESTED LEARNING RESOURCES

.

S. Title of Book Author Publication

No.
1 Guide Books no. 1 to 4 for
National Certification Bureau of Bureau of Energy Eftlciency (A
Energy Examination for Energy Efficiency Statutory body under Ministi'y of
(BEE) Managers and Energy Power, Government of India)
Auditors (Fourth Edition 2015)
2 India Henderson, P.D. University Press, Delhi, 2016
- Thc Encrgy Sector
ISBN: 978-0195606539
3 Energy Managemelit TtHner, W. Fairmount Press, 2012
C, Handbook ISBN 9781304520708
Energy Management and Sharma, K. V., I K International Publishing House
Conservation Venkataseshaiali; P. Pvt. Ltd; 2011
ISBN 9789381141298 pr it
Principles of’Power System Mehta ,V. K. S. Chand &Co.New ()1(›.’

Q ISBN 9788121905
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s. Author Publication
Title of Book
No.
6 Energy Management Singh, Sanjeey; S K Kataria&sons,New Delhi
Rathire, Unmesh ISBN-13: 9789350141014.
7 Efficient Use and Desai, B. G.; Rana, Devki Energy
Management of Electricity in J. S.; A. Dinesh, Consultancy Pvt. Ltd.
Industry V.;Paraman, R.
8 Energy Engineering And Chakrabarti, Amlan e-books Kindle Edition
Managenent
9 Energy Management Murphy W.R. Butterworth-Heinemann Publication
10 Art of reading TalwareYogendra DnyatavyaPrakashan
Electricity
bills

14. SOFTWARE/LEARNING WEBSITES

a) Website of bureau of energy and efficiency : www.bee-india.nic.in
b) Website of AkshayUrja News Bulletin : www.mnes.nic.in
c) Notes on energy management on : www.energymanagertraining.com
d) www.greenbusiness.com
e) www.wor1denergy.org
9 Maharashtra Energy Development Agency (MEDA):www.mahaurja.com
g) Notes on energy management on: www.energymanagertraining.com
h) www.greenbusiness.com
i) www.wor1denergy.org

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