Mikhail Popov, Teacher at Tomsk Polytechnic University, on his First Electric Shock and Youth Language Notebook

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Mikhail Popov, Teacher at Tomsk Polytechnic University, on his First Electric Shock and Youth Language Notebook

Power engineering is one of the oldest fields of study at Tomsk Polytechnic University. The first classes in electrical engineering began as early as 1900. TPU is considered the founder of the Siberian school of power engineering. Nowadays, teachers of power engineering are worthy successors of the forefathers, upholding high standards and keeping up the traditions of past generations. One of them is Mikhail Popov. He teaches high-voltage engineering and electromagnetic compatibility at the School of Energy and Power Engineering. He spoke to the News Service about his teacher's dream, the importance of hands-on experience and his thirst for expanding professional horizons.

ABOUT A YOUTH LANGUAGE NOTEBOOK

Mikhail has been teaching for eight years, having started straight after completing his master's degree. At first, he taught the basics of analysis and design of power supply facilities, and now he is teaching high voltage technology, electromagnetic compatibility and high-voltage equipment for stations and substations. He teaches how to commission, operate and test electrical equipment.

"My father is a radio engineer, an all-round specialist with a broad employment record from a radio factory to a power station. I looked up to him and probably subconsciously wanted to be the same. That answers the question, "why energy?". And teaching just came out naturally. I like sharing something new with my students. I remember my first class, when I realized for the first time that teaching was my vocation. Fifth-year students who were just a couple of years younger than me and lived in the same residence hall came to the class. We obviously knew each other. And here they come in saying "Oh! Hello, Mikhail Mikhailovich". That is when I clearly felt myself a teacher. In class, of course, we respected subordination, but outside the university we still interacted as before. By the way, that first class went well," Mikhail recalls.

The story of Mikhail's experience with 36V:

"When I was three years old, I was electrocuted for the first time. My father had a small transformer in his garage that converted 220V into 12V. I touched a wire. It was not 220V, of course, but about 36V. But the voltage gave me an electric jolt. I guess this is when I decided to be part of the power industry.

Mikhail admits that feedback from students and an opportunity to tackle different creative challenges every day is what makes teaching fascinating for him.

"When you interact with young people, you can stay in tune and not sleep on life. For example, when some newfangled lingo pops up, I write it down for myself. It is like at school, when at the last pages of a history notebook we had a list of unknown terms with definitions. Besides, when you work with students, your life is full of creative vibes, instead of a routine," adds the teacher.

ABOUT PROJECTS AND PASSION FOR HARDWARE

Along with teaching, Mikhail Popov is also engaged in project activities. For example, he took part in the setting up a VR-laboratory at the School of Energy and Power Engineering. It opened last year with the support of the Priority 2030 program of the Russian Ministry of Science and Higher Education. It is equipped with simulators to work entirely in virtual space, simulate real manufacturing processes occurring in thermal and electric power units.

"I prefer applied projects and working with hardware. So that you can assemble a unit, connect it, test it, check its characteristics. For example, when we were designing an energy VR lab for students, I went to a real operating substation with experts. We made measurements of it to make a digital twin. Now, students are working with the VR twin. What is more, the lab hosts graduation defenses," explains Mikhail.

Another university project that Mikhail was involved in was the creation of a tech quadcopter for testing power lines at TPU. The project was also brought to life thanks to the Priority 2030 program. The drone is expected to significantly save the time for system checkups.

"It may seem opportunistic, but the university helps to put even the craziest ideas into practice. All that matters is the idea itself and the desire to implement it. A walking foot is aye getting. Not so long ago, we went to Zorkaltsevo to examine a 220 kV power line. This is our first experience. We will collect a data array for a large-scale digital vision project," he shares his plans.

The project will be carried out by several engineering schools of Tomsk Polytechnic University and a partner company. It is supposed to be a lookalike neural network for automated detection of power grid systems integrity. Students are welcome to join the project. If you are interested, contact Mikhail at [email protected].

ABOUT TEACHER'S DREAM

Mikhail is convinced that students should be given opportunities and chances for professional fulfillment starting from their student years. His teaching approach is based on practice, openness to students, their aspirations and ideas.

"Forget all you were taught at your university" is definitely not the way it should work any longer. Now everything has changed: educational and research projects with strategic partners, a lot of practice. I am convinced that you should learn not only by books, notebooks and pictures, but also by operating real equipment. A clear example: to select an engine hands-on and based on a course project calculations are completely different experiences. In practice, it may turn out that the engine, which you calculated by rated power according to the textbooks, does not exist in reality. That is why in our work with students we focus on practical cases," explains the teacher.

The story of Mikhail's experience with 380V:

"It happened when I was a student. I was doing my master's degree and working as an electrical engineer at the same time. I was given a permit to connect an electrical installation. Inexperienced and careless, I began digging into it, while it was under voltage and...bang! It was a blatant safety violation on my part, definitely not the way to do it. My hands burned a little and I had a blurry vision for a few minutes. That was the fifth time I got electrocuted.

Nevertheless, his main teaching dream is to create a student center of professional competence in electric power engineering at the university. In this center, they could try a hand on design specifications and estimates and hone their theoretical skills in practice.

"To build a substation or any other power engineering facility, you must first make design specifications and estimates. According to the curriculum, it is not planned until their fourth year of study. I am convinced that students face professional tasks and learn how to work with real equipment from the first years of study. I do not want them to fall victims to a vicious cycle of employment: "you need experience to get a job, but you do not have experience, because they do not employ you". We are gradually tackling this problem. For example, every student can take a course and after the second year of study get certified as a fourth-category equipment repair electrician. After the third year, thanks to this certificate, many students find jobs at enterprises during internships and work in their professional field," says Mikhail.