| Effective Term: | 2026/05 |
| Institute / School : | Institute of Innovation, Science & Sustainability |
| Unit Title: | Electrical Demand, Forecasting and Management |
| Unit ID: | ENGRG9202 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (ENGRG3201 or ENGRG9205) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (ENGIN5103) |
| ASCED: | 031301 |
| Other Change: | |
| Brief description of the Unit |
This unit provides in-depth knowledge and understanding of electrical demand forecasting and management, which includes an overview of demand flexibility and different short and long-term forecasting models. Students will be exposed to various prediction tools for aggregated response and the applicability of intelligent forecasting models. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | | |  | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Recognize the key components in static and dynamic forecasting models and appraise the difference between them. |
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| K2. | Differentiate between various state estimation techniques for demand forecasting. |
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| K3. | Identify appropriate tools for demand management and aggregated response. |
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| Skills: |
| S1. | Synthesize load forecasting models for both static and dynamic states with given specifications and performance parameters. |
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| S2. | Appraise innovative forecasting models using different AI and machine learning methodologies. |
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| S3. | Evaluate and assess solutions to challenges associated with electrical demand forecasting and mangagement. |
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| Application of knowledge and skills: |
| A1. | Apply industry-standard software analysis tools to simulate and study electrical demand and load forecasting. |
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| A2. | Interpret results from different predictive tools applied to electrical demand forecasting and management. |
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| A3. | Investigate the behavioural changes to load and demand in devising predictive and management models. |
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| Unit Content: |
Topics may include:
1. Overview of demand flexibility
2. Static and dynamic state estimation
3. Short and long term forecasting models
4. Machine learning and AI in generating forecasting models
5. Prediction tools for aggregated response
6. Tools for customer side load and battery management
7. Options for automated response, market based vs sign-up contract
8. Exposure of customer willingness, utility command and decay of manual response |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate high-level skills to effectively communicate, interact and work with others both individually and in groups Students will be required to display (in person and/or online) high-level skills in-person and/or online in: • Effective verbal and non-verbal communication via a range of synchronous and asynchronous methods • Active listening for meaning and influencing • High-level empathy for others • Negotiating and demonstrating extended conflict resolution skills • Working respectfully in cross-cultural and diverse teams | Y - Present | FEDTASK 2
Leadership | Students will demonstrate the ability to apply leadership skills and behaviours Students will be required to display skills in: • Creating, contributing to, and enabling collegial environments • Showing self-awareness and the ability to self-reflect for personal growth • Inspiring and enabling others • Making informed and evidence-based decisions through consultation with others • Displaying initiative and ability to solve problems | Y - Present | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complex and ambiguous environments, using their imagination to create new ideas Students will be required to display skills in: • Reflecting critically on complex problems • Synthesising, evaluating ideas, concepts and information • Proposing alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts through deep inquiry • Proposing creative solutions in problem solving | Y - Present | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work proficiently across a range of tools, platforms and applications to achieve a range of tasks Students will be required to display high-level skills in: • Finding, accessing, collating, evaluating, managing, curating, organising and appropriately and securely sharing complex digital information at a high-level • Receiving and responding to messages in a range of digital media • Using digital tools appropriately to conduct research • Contributing proficiently to digital teams and working groups • Participating in and utilising digital learning opportunities | Y - Present | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to think ethically and sustainably. Students will be required to display skills in: • The responsible conduct of research • Making informed judgments that consider the impact of devising solutions in multiple global economic environmental and societal contexts • Demonstrating commitment to social responsibility as a professional and a citizen • Generating research solutions which are sustainable,ethical, socially responsible and/or sustainable • Extending lifelong, life-wide and life-deep learning to be open to diverse others • Demonstrate extended actions to foster sustainability in their professional and personal life. | |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, K2, A2, A3 |
Relevant tasks and problems to enforce understanding of the students and help in the gradual development of knowledge and skills throughout the unit. Questions and problems related to the materials covered in the unit. |
Quizzes |
10% - 30% |
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| 2. |
S3, A1, A3 |
Relevant tasks and problems to enforce understanding of the students and help in the gradual development of knowledge and skills throughout the unit. |
Mid-semester Exam/Test |
20% - 40% |
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| 3. |
K3, S1, S2, A1, A2 |
Projects to verify students' ability to apply knowledge and skills acquired in the unit. |
Team project and presentation |
30% - 50% |
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